Notes
- National Gallery conducted only a focus group. At the Guggenheim the training took place prior to the focus group.
- Mark O'Neil, “Advancing Museum Practice,” in Rethinking Disability Representation in Museums and Galleries, ed. Jocelyn Dodd, Richard Sandell et al. (Leicester: University of Leicester, 2008), 29.
- George Hein, Accessible Practices: Facilities and Visitor Services Workshop Summative Evaluation (Cambridge, MA: Lesley University, Program Evaluation and Research Group, 2002); G. Hein, Accessible Practices: Interactive Exhibits Final Summary Evaluation Report 1999–2002 (Cambridge, MA: Program Evaluation and Research Group at Lesley University, 2003).
- A. Bishop and P. Jones, “‘I Never Thought They Would Enjoy the Fun of Science Just Like Ordinary Children Do’—Exploring Science Experiences with Early Years Teacher Training Students and Children with Severe and Profound Learning Difficulties,” British Journal of Special Education 30, no. 1 (2003): 34–43; S. A. Kirch. “Inclusive Science Education: Classroom Teacher and Science Educator Experiences in CLASS Workshops,” Inclusive Science Education 105, no. 4 (2005): 175–196.
- M. G. Hood, “The African-American Museum Visitor: Who Comes, Who Does Not Come, and Why? The Art Museum Visitor and Non-Visitor,” Visitor Behavior 8, no. 2 (1993): 5–10; H. Jennings and J. Hansen, “Getting into Focus Groups,” Journal of Museum Education 12, no. 1 (1987): 4–5; R. Rubenstein, “Focus on Focus Groups,” in What Research Says About Learning in Science Museums, Vol. 2, ed. R. J. Hannapel (Washington, DC: Association of Science Technology Centers, 1993), 4–6.
- H. Jennings, “Focus Groups with Zoo Visitors Who are Blind or Have Low Vision: How Can We Deliver Our Messages to Those Who Cannot See Signs?,” Visitor Studies 9, no. 1 (1996): 171–175; P., Landman et al., Many Voices Making Choices: Museum Audiences with Disabilities (Sydney: Australian Museum and the National Museum of Australia, 2005); Y. Poria et al., “People With Disabilities Visit Art Museums: An Exploratory Study of Obstacles and Difficulties,” Journal of Heritage Tourism 4, no. 2 (2009): 117–129.
- H. Preskill and R. T. Torres, Evaluative Inquiry for Learning in Organizations (Thousand Oaks, CA: SAGE, 1999); D. Russ-Eft and H. Preskill, Evaluation in Organizations: A Systematic Approach to Enhancing Learning Performance and Change (New York: Perseus Books Group, 2001).
- Fifty-seven participants took part in seven focus groups. In all but one location the focus group size ranged between seven and 12 people.