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dc.contributor.advisorBain, Christina
dc.creatorGleixner, Alison Marieen
dc.date.accessioned2013-09-24T19:53:00Zen
dc.date.issued2013-08en
dc.date.submittedAugust 2013en
dc.identifier.urihttp://hdl.handle.net/2152/21300en
dc.descriptiontexten
dc.description.abstractThis case study examined the Screen It! Program and focused on how this program benefitted the students. This study focused on students’ perceptions and in order to have a holistic understanding of the phenomenon, it was important to understand the viewpoint of museum educators, teachers, and students. In these types of museum-school partnerships, students’ voices are rarely heard and considered when creating curricula. Therefore, consideration of students’ voices may help museum educators craft these partnership programs in the future. Three themes emerged emphasizing the importance of expectations and program goals, curricular relevancy to student life and community, and meaningful learning outcomes. Along with utilizing relevant learning theories during classroom instruction, by actively responding to the voices and needs of the students in these areas, museum educators can provide more meaningful learning experiences for students.en
dc.format.mimetypeapplication/pdfen
dc.language.isoen_USen
dc.subjectMuseumen
dc.subjectEducationen
dc.subjectArten
dc.subjectMuseum educationen
dc.subjectArt educationen
dc.subjectMuseum and school partnershipen
dc.subjectOutreach programsen
dc.subjectLearning theoryen
dc.subjectCurriculumen
dc.subjectCase studyen
dc.subjectQualitative researchen
dc.titleThe meanings behind the screens : a qualitative study of the Screen It! programen
dc.date.updated2013-09-24T19:53:00Zen
dc.description.departmentArt Education
thesis.degree.departmentArt Educationen
thesis.degree.disciplineArt Educationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen


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