Hidden in plain sight: museum educators’ role in teacher professional development

Figures & data

Table 1. Demographic data and loading by factor

Participant	Race	Sex	YT	Grade	Teaching specialty	Highest degree			Loading by factor
								1	2	3	4
30^2	White	F	9.5	HS	Econ, Gov	MA	30 Pre	.336X	.294	.131	.299
							30Post	–.040	.424	.443	.523X
31	White	F	9	MS	US History	MA +30	31 Pre	.539X	.450	.320	–.076
							31Post	.163	.611X	.485	.154
32	White	F	2	ELEM	Special Education	BS	32 Pre	.613X	.014	.214	.202
							32Post	.103	.182	.480X	.054
33	White	F	2	HS	US History	BS	33Pre	.713X	.041	.134	.034
							33Post	–.033	.482X	.114	.408
34	White	F	20	ELEM	Literacy	Med	34 Pre	.471	–.193	.577X	–.099
							34Post	–.004	.043	.464X	.268
35	White	F	4	MS	ELA/Social Studies	Med	35 Pre	.469X	.373	–.268	.367
							35Post	.064	.671X	–.001	.379
36	Black	F	15	HS	English	JD	36 Pre	.615X	.475	–.165	.045
							36Post	.497X	.395	–.163	–.127
37	White	F	10	HS	Env Science	MS	37 Pre	.470X	.198	.151	–.102
							37Post	.102	.624X	.978	.044
38	White	F	15	ELEM	Technology	MA	38 Pre	.402	–.085	.623X	.120
							38Post	.024	.389	.676X	.307
39	White	F	5	MS	US History	BA	39 Pre	.371	.235	.583X	.192
							39Post	.193	.418	.560X	.380
40	White	F	11	HS	US History	JD	40 Pre	.384	.389	.104	.314
							40Post	.073	.094	.181	.887X
42^3	Black	M	11	MS	US History/Civics	BS	42 Pre	.443X	.299	.366	–.323
							42Post	.263	.421	.537X	–.106
43	White	M	13	HS	US History	MEd	43 Pre	.472X	.206	.229	.034
							43Post	.357	.618X	.258	.144
44	White	F	16	HS	History	MEd	44 Pre	.549X	.355	.229	–.109
							44Post	.563X	.336	.197	.121
45	White	F	15	HS	DNR	DNR	45 Pre	.259	.022	.551X	–.081
							45Post	.149	.169	.698X	.158
46	White	F	27	MS	US History	BS	46 Pre	.080	.644X	.400	–.018
							46Post	.057	.596X	.466	.156
47	White	F	21	ELEM	Social Studies	MEd	47 Pre	.530X	.225	.387	–.004
							47Post	.287	.676X	.105	–.068
48	(blank)	F	12	MS	US History	Graduate	48 Pre	.615X	.442	.253	.074
							48Post	.162	.774X	.259	.118
49	White	M	6	HS	Politics	MEd	49 Pre	.518X	.266	.381	.007
							49Post	.275	.545X	.376	.203
50	White	F	2	ELEM	Social Studies	MEd	50 Pre	.383	.398	.441X	–.232
							50Post	.237	.640X	.508	.023
51	Hispanic/White	F	10	MS	US History	MS	51 Pre	.406	.632X	.147	–.033
							51Post	–.031	.772X	.115	.224
52	Black	M	8	MS	Social studies	MEd	52 Pre	.706X	.101	.185	.094
							52Post	.018	.314X	–.076	.058
53	Hispanic	F	15	HS	US History	MEd	53 Pre	.515X	–.303	.222	–.090
							53Post	.168	.314X	.280	.149
54	Black	F	3	HS	Special Education	MA	54 Pre	.744X	.195	–.019	.101
							54Post	.337	.506X	.337	.291
55	Hispanic/White	F	20	MS/HS	American History	MA+75	55 Pre	.339	.345	.339	.573X
							55Post	.452	.328	.452	.494X
56	White	F	6	HS	Theater/History	MA	56 Pre	.424	.626X	.424	.191
							56Post	.181	.627X	.181	.198
57	White	F	13	ELEM	Social Studies	JD	57 Pre	.751X	.036	.751X	.197
							57Post	.332	.718X	.332	.317
58	White	M	4	HS	World History	BA	58 Pre	.218	.174	.218	.252X
							58Post	.053	.306	.053	.522X
59	White	M	9	MS	History	BA	59 Pre	.469	–.086	.469	.513X
							59Post	.207	–.582X	.207	.406

Table 2. Factor array

No	Q–statements	1	2	3	4
1	Providing the true story of American history	–6	–6	–5	–6
2	Helping me establish a clearer chronology of the events of the Revolutionary Era and Early Republic	–2	–3	4	0
3	Demonstrating how the complex conditions of a plantation economy affected real people	0	5	1	–4
4	Helping me recognize that Monticello offers a true picture of life in the Early Republic	–3	–3	1	–3
5	Helping me recognize that Monticello represents the authentic work and values of the people who lived and worked there	–1	3	3	0
6	Providing immediate access to the places and objects related to Monticello to improve my understanding of the people who lived there	1	4	6	2
7	Letting me compare life then and now	–2	–2	–1	0
8	Helping to simplify what I know about historic events related to Jefferson and Monticello	–2	–3	5	3
9	Demonstrating how representing the perspectives of a single dominant culture offers a clear national narrative	–4	–5	–4	–4
10	Showing the continued influence of the Declaration of Independence in American life	0	1	2	6
11	Helping me to better understand the roots of exceptionalism	–3	–5	–3	–3
12	Helping me to understand how landscape, architecture, and natural resources shaped life for people at Monticello	–1	3	5	4
13	Showing how new evidence changes our understanding of historical events and persons over time	4	6	2	0
14	Illustrating how each time we teach a story we change it based on what evidence we emphasize	–1	2	0	–5
15	Demonstrating how historical questions are framed by contemporary issues	2	2	0	6
16	Helping me consider evidence from multiple perspectives and develop a reasoned argument about the past	3	4	2	2
17	Providing opportunities to judge people in history against contemporary standards	–3	–3	4	5
18	Helping me recognize that much of what I see at historic sites is shaped by professional historians	–4	0	–1	1
19	Making me less confident that I know the whole story of Jefferson and his time	–5	–4	–5	–5
20	Demonstrating that what we don’t know about historical events and persons is as significant as what we do know	–1	4	0	4
21	Helping me consider the historical context of people’s motives and actions in the past	3	5	–1	3
22	Clarifying that what happened in the past and our interpretation of it are not the same thing	–2	2	0	–1
23	Giving me the tools to use new technology in the classroom	4	0	4	–4
24	Helping me develop critiques of ‘common knowledge’ about historical events and persons	4	2	–2	2
25	Making it clear that we cannot understand the motivation of people from the past in studying history, and shouldn’t try	–3	3	–3	5
26	Working with history practitioners helps me develop a more critical eye towards historical evidence	0	3	3	–3
27	Helping me question what I think I know about historic events and persons	1	1	1	1
28	Helping me recognize that an historic site can serve as a microcosm of larger historical realities	1	3	1	2
29	Allowing me to see that the ‘power of place’ is critical for informing the historical narrative	1	6	2	1
30	Making me more comfortable with the lack of clear and finite answers in historical study	–4	–1	–3	0
31	Helping me to integrate diverse perspectives into my curriculum	2	2	1	–5
32	Modeling how to integrate historical content and concepts in ways that draw upon students’ family and community experiences	2	–1	–2	–3
33	Helping me select and develop appropriate strategies for teaching the complexities of history to my students	5	1	0	–3
34	Giving me tools to provide my students with multiple perspectives from which to view historical events	6	5	4	0
35	Modeling how to address difficult or controversial topics in the classroom	3	2	–1	–2
36	Giving me tools to engage students with diverse cultural backgrounds	5	–1	–2	–1
37	Seeing new history/social studies teaching techniques modeled	2	–2	–2	4
38	Helping me simplify historical content for my students	–1	–3	2	3
39	Helping me design activities that support student learning	6	0	6	–1
40	Providing strategies for how to create learning experiences that draw upon students’ communities of origin	2	–2	–3	2
41	Modeling how to frame substantive historical questions for my students	1	1	–2	3
42	Providing opportunities for me to collaborate with and provide feedback to peer-teachers	0	–1	5	3
43	Giving me the opportunity to build a network of peers who share my content interests	–1	0	3	2
44	Providing opportunities to actively reflect on my teaching practice	3	1	–1	4
45	Encouraging me to consider how my core values are part of how I select topics for and teach my course content	0	0	–3	0
46	Giving me the opportunity to build a network of peers and mentors with culturally diverse perspectives	0	0	3	5
47	Strengthening my ability to use technology featured at historic sites (e.g. web pages) in my teaching	1	0	2	–1
48	Providing opportunities to receive constructive feedback from peer-teachers	0	–2	0	–1
49	Helping me clarify my own perspective on content and teaching techniques by working with teachers with perspectives different from my own	0	1	0	–4
50	Reinforcing my belief that technology offered by historic sites is too difficult to use in the classroom	–5	–4	–6	–2
51	Providing opportunities to refine my current teaching techniques	4	–1	1	0
52	Helping me develop a caring and supportive network of peers	–2	–1	0	1
53	Giving me tools to support students with exceptionalities (e.g., Physical, language-based, or intellectual disabilities)	3	–4	–4	–2
54	Giving me tools to support multilingual students (e.g., ELL)	–2	–4	–4	–6
55	Providing me with refreshing time to spend with peers	–3	–2	–1	–1
56	Providing me with a space in which I feel safe to make mistakes and express opinions	–4	–2	–2	–2
57	Demonstrating how difficult it is to have discussions with people who disagree with me	–6	–5	–5	–2
58	Providing a break from unsupportive peers with whom I usually interact	–5	–6	–6	1
59	Helping me develop goals for improving my content knowledge and teaching	5	0	3	–2
60	Recognizing that history is a construction	2	4	4	1

Table 3. Factor 1 loading participants

Factor 1: loading participants
Other Factor Pre	Factor 1 pre	Factor 1 post	Other factor post
	Participant 30		Participant 30 (Factor 4)
	Participant 31		Participant 31 (Factor 2)
	Participant 32		Participant 32 (Factor 3)
	Participant 33		Participant 33 (Factor 2)
	Participant 35		Participant 35 (Factor 1)
	Participant 36	Participant 36
	Participant 37		Participant 37 (Factor 2)
	Participant 42		Participant 42 (Factor 3)
	Participant 43		Participant 43 (Factor 2)
	Participant 44	Participant 44
	Participant 47		Participant 47 (Factor 2)
	Participant 48		Participant 48 (Factor 2)
	Participant 49		Participant 49 (Factor 2)
	Participant 52		Participant 52 (Factor 2)
	Participant 53		Participant 53 (Factor 2)
	Participant 54		Participant 54 (Factor 2)
	Participant 57		Participant 57 (Factor 2)

Table 4. Factor 2 loading participants

Factor 2: loading participants
Other Factor Pre	Factor 2 pre	Factor 2 post	Other factor post
Participant 31 (Factor 1)		Participant 31
Participant 33 (Factor 1)		Participant 33
Participant 35 (Factor 1)		Participant 35
Participant 37 (Factor 1)		Participant 37
Participant 43 (Factor 1)		Participant 43
	Participant 46	Participant 46
Participant 47 (Factor 1)		Participant 47
Participant 48 (Factor 1)		Participant 48
Participant 49 (Factor 1)		Participant 49
Participant 50 (Factor 3)		Participant 50
	Participant 51	Participant 51
Participant 55 (Factor 1)		Participant 55
	Participant 56	Participant 56
Participant 57 (Factor 1)		Participant 57
Participant 59 (Factor 3)		Participant 59

Table 5. Factor 3 loading participants

Factor 3: loading participants
Other Factor Pre	Factor 3 pre	Factor 3 post	Other factor post
	Participant 34	Participant 34
	Participant 38	Participant 38
	Participant 39	Participant 39
Participant 42 (Factor 1)		Participant 42
	Participant 45	Participant 45
	Participant 50		Participant 50 (Factor 2)
	Participant 55	Participant 55
	Participant 58	Participant 58
	Participant 59		Participant 59 (Factor 1)

Table 6. Factor 4 loading participants

Factor 4: loading participants
Other factor pre	Factor 4 pre	Factor 4 post	Other factor post
Participant 30 (Factor 2)		Participant 30
Participant 40 (No Factor)		Participant 40