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ABSTRACT
A unique partnership among six museums and Loyola University Chicago’s Teaching Learning and Leading with Schools and Communities teacher preparation program provided cross-disciplinary field sites for understanding and witnessing developmental and learning theories. Pre-service teacher candidates were able to identify constructs and concepts of developmental and learning theories within exhibitions and experiences at these sites.
Disclosure statement
No potential conflict of interest was reported by the authors.
About the authors
Megan Clark is the School Programs Coordinator at the Chicago History Museum. She holds a B.A. in Anthropology and an M.A. in Museum and Artifact Studies. In her current position, she designs and delivers programming for student visitors and teacher professional development. Previously, she was the Curator at the Museums of Oglebay Institute in Wheeling, WV.
David Ensminger is an Associate Professor and Program Director for Loyola University Chicago’s Teaching and Learning affinity group. He served on the committee that designed the TLLSC program and course described in this article. He holds advanced degrees in Psychology and Instructional Design. He has over 10 years of experience teaching courses in developmental and learning theories, research design, and evaluation.
Colleen Incandela manages program development at the Adler Planetarium with an emphasis on early childhood education. She holds a B.A. in Elementary Education and an M.A. in Early Childhood Professions. As an early childhood educator, she has served in several capacities including kindergarten teacher, administrator, and professional development provider for Chicago Public Schools and Big Shoulders Fund preschool teachers.
Heidi Moisan, School Programs Manager at the Chicago History Museum, works extensively with the school audience. She holds a B.A. and M.A. in History and Museum Education. In 2008, Great Chicago Stories, which Moisan led, received several national awards. She has presented at many conferences, most recently, the 2015 American Association for State and Local History.
Notes
* For the last three years, we, the authors, have been involved in a collaborative group that designs, implements, and researches the partnership between Loyola University Chicago’s TLLSC program and cultural institutions.
1 Seligmann, “Learning Museum,” 42–53.
2 Cordova and Murawski, “Cultural Landscapes for Learning Literacies,” 9–28.
3 Heather M. Coffey, Paul G. Fitchett, and Abiola A. Farinde, “It Takes Courage,” 9–22; Spybrook and Walker, “Creating Inclusive, Literacy-Embedded Play Centers,” 382–391.
4 National Council for Accreditation of Teacher Education, “Transforming Teacher Education; American Association of Colleges.”
5 Kruger et al., Effective and Sustainable University-School Partnerships; Zeichner, “Rethinking the Connections Between Campus Courses,” 81–99.
6 Loyola University Chicago, “Teacher Preparation, Teaching Leaning and Leading.”
7 Rogoff, “Developing Understanding of the Idea,” 209–229; Anderson, Cognitive Psychology and Its Implications.
8 Woolfolk, Educational Psychology, 44.
9 Cultural Institutions for Teacher Education Collaborative (henceforth CITE Collaborative), “Chicago Children’s Museum, n.d. Exit Slip #7.”
10 CITE Collaborative, “Chicago Academy of Sciences/Peggy Notebaert Nature Museum, 9/30/15, Exit Slip #8.”
11 Woolfolk, Educational Psychology, 373.
12 CITE Collaborative, “Adler Planetarium, 9/24/15 Exit Slip #7.”
13 CITE Collaborative, “Shedd Aquarium, 10/13/15, Exit Slip #10.”
14 Woolfolk, Educational Psychology, 57.
15 CITE Collaborative, “Chicago History Museum, 10/1/15, Exit Slip #4.”
16 CITE Collaborative, “The Field Museum, 10/2/15, Exit Slip #5.”
17 Woolfolk, Educational Psychology, 289–290.
18 CITE Collaborative, “Shedd Aquarium, 10/13/15, Exit Slip #4.”