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From the Guest Editors

Museum/University Ecology: An Earth Day Example from a Children’s Museum

Pages 307-314 | Received 13 May 2016, Accepted 17 Aug 2016, Published online: 12 Oct 2016

References

  • Clarke-Vivier, Sara. “Design and Development in a Children’s Museum: An Interdisciplinary PST Collaboration.” Poster presented at the American Educational Research Association Annual Conference, Washington, DC, April 2016.
  • Filipovic, Yaël. “Necessarily Cumbersome, Messy and Slow: Community Collaborative Work Within Art Institutions.” Journal of Museum Education 38, (2013): 129–140. doi: 10.1080/10598650.2013.11510764
  • Kisiel, James F. “Clarifying the Complexities of School-Museum Interactions: Perspectives from Two Communities.” Journal of Research in Science Teaching 51, (2014): 342–367. doi: 10.1002/tea.21129
  • Klechtermans, Geert, and Katrijn Ballet. “The Micropolitics of Teacher Induction. A Narrative-Biological Study of Teacher Socialization.” Teaching and Teacher Education 18, (2001): 105–120. doi: 10.1016/S0742-051X(01)00053-1
  • Martinello, Marian L., and Mauricio Gonzalez. “The University Gallery as a Field Setting for Teacher Education.” Journal of Museum Education 12, (1987): 16–19.
  • Russell, Jennifer Lin, Karen Knutson, and Kevin Crowley. “Informal Learning Organizations as Part of an Educational Ecology: Lessons from Collaboration Across the Formal-Informal Divide.” Journal of Educational Change 14, (2013): 259–281. doi: 10.1007/s10833-012-9203-4
  • Silverman, Fern, and Bradford Bartley. “Who Is Educating Whom? Two-Way Learning in Museum/University Partnerships.” Journal of Museum Education 38, (2013): 154–163. doi: 10.1080/10598650.2013.11510766

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