Evaluating a Museum-Based Professional Learning Community as a Model for Art Education Leadership Development

Autor/inn/en	Sandell, Renee; Zimmerman, Enid
Titel	Evaluating a Museum-Based Professional Learning Community as a Model for Art Education Leadership Development
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 58 (2017) 4, S.292-311 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zimmerman, Enid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2017.1368291
Schlagwörter	Museums; Faculty Development; Communities of Practice; Exhibits; Leadership Training; Models; Art; Art Education; Art Teachers; Learning Activities; Summer Programs; District of Columbia + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Community; Führungslehre; Analogiemodell; Arts; Kunst; Education; Art in Education; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Lernaktivität; Sommerkurs
Abstract	In alignment with the National Art Education Association's (NAEA) 2015-2020 Strategic Vision, Enid Zimmerman conducted an evaluation of Summer Vision DC (SVDC), an NAEA-sponsored, museum-based art education professional learning community program. The purpose was twofold: to provide feedback to the leaders of the program (including Renee Sandell, program director), and to create a model for art education leadership programs in school and museum settings. Background information about the program is followed by a description of the evaluation design and research process, including a conceptual framework, data analyses, interpretations of an online survey and focus group meeting, and feedback from the program leaders. We conclude this study with explanations about the impact of the program and revisions and outcomes that were initiated to reinforce quality leadership in a professional learning community. We offer recommendations for further professional development using the SVDC leadership model for developing personal, collaborative, and public voice that can take place in diverse educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01