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Journal of Museum Education Volume 39, 2014 - Issue 1: Museums, Universities and Pre-Service Teachers
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Original Articles

Structuring Historic Site-Based History Laboratories for Teacher Education

Christine Baron A former high school history teacher and museum educator, Christine Baron is currently a Clinical Assistant Professor at Boston University, School of Education. Dr. Baron's research focuses on the integration of historic sites as both resources and partners in teacher preparation and professional development.
Pages 10-19 | Published online: 02 Nov 2015

Citations (7)

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Read on this site (2)

Christine Baron, Sherri Sklarwitz, Hyeyoung Bang & Hanadi Shatara. (2019) Understanding what teachers gain from professional development at historic sites. Theory & Research in Social Education 47:1, pages 76-107.
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Ronald V. Morris. (2017) Preservation Education for the Next Generation. The Social Studies 108:4, pages 152-162.
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Articles from other publishers (5)

Rebecca M. Sánchez. 2021. Luminous Literacies. Luminous Literacies 15 28 .
Timothy Patterson. (2020) Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes. Journal of Teacher Education 72:1, pages 113-125.
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Christine Baron, Sherri Sklarwitz, Hyeyoung Bang & Hanadi Shatara. (2019) What Teachers Retain From Historic Site-Based Professional Development. Journal of Teacher Education 71:4, pages 392-408.
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Nicholas E. Coddington. (2023) “Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices. The Journal of Social Studies Research 44:2, pages 219-238.
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Christine Baron, Christine Woyshner & Philip Haberkern. (2023) Integrating Historic Site-Based Laboratories into Pre-Service Teacher Education. The Journal of Social Studies Research 38:4, pages 205-213.
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