Skip to main content
Article thumbnail
Location of Repository

A context for the development of learning outcomes in museums, libraries and archives

By Theano Moussouri

Abstract

Prepared for the Learning Impact Research Project Team, Research Centre for Museums and Galleries, University of Leicester. Also available from http://www.le.ac.uk/museumstudies/research/rcmgpublicationsandprojects.htm

Publisher: Resource
Year: 2002
OAI identifier: oai:lra.le.ac.uk:2381/168

Suggested articles

Citations

  1. 1997b, ‘Using children's drawings as an evaluation tool in the museum’,
  2. (1999). A baseline assessment: a case for civil disobedience?’, in
  3. (2000). A Shared Experience: A Qualitative Evaluation of Family Activities at Three Tate Sites, internal evaluation report, Tate Gallery, London, St Ives and Liverpool.
  4. (2001). An Overview of Assessment and Outcomes, available on-line at: http://pandora.cii.wwu.edu/guide/learning_outcomes.htm
  5. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context, doi
  6. (2001). Assessing Learning in Museum Environment: A Practical Guide for Museum Evaluators, unpublished working document,
  7. (2000). Barriers to Discouraging Access to Libraries as Agents for Lifelong Learning, Library and Information Commission Report 31, Library and Information Services, doi
  8. (1998). Beyond Book Issues: The Social Potential of
  9. (2001). Bibliography American Association of Law Libraries in association with
  10. (1992). Child Psychology: The Modern Science,
  11. (2002). Children’s Diverse Learning in Science Galleries, unpublished M.Phil thesis,
  12. (1998). Communities of Practice: Learning, Meaning, and Identity, doi
  13. (1997). Concept of intelligence and its role in lifelong learning and success’, doi
  14. (1996). Cultural Psychology: The Once and Future Discipline, doi
  15. (1966). Democracy and Education, Simon doi
  16. (1995). Evidence of development from people’s participation in communities of learners’,
  17. (1997). Experience and Education, Simon doi
  18. (1997). Family Agendas and Family Learning in Hands-On Museums, unpublished Ph.D. thesis,
  19. (2000). Focus Groups: A Practical Guide for Applied Research, 3rd edition,
  20. (1974). Further reading on learning theories Archamboult,
  21. (1995). Learning Beyond Schooling: New Forms of Supply and New Demands, Organisation for Economic Co-Operation and Development, Centre for Educational Research and Innovation,
  22. (1995). Learning in interactive environments: prior knowledge and new experience’,
  23. (1978). Mind and Society, doi
  24. (2000). Open to All? doi
  25. (1979). Piaget's Theory of Intellectual Development, doi
  26. (1992). Probing Understanding, doi
  27. (1998). Public Libraries and Ethnic Diversity: A Baseline for Good Practice,
  28. (2000). Research Digest, Centres for Curiosity and Imagination & Research Centre for Museums and Galleries, available online: http://www.centresforcuriosity.org.uk/digest/htm.
  29. (2002). Researching Learning in Museums and Galleries 1990-1999: A Bibliographic Review, Research Centre for Museums and Galleries,
  30. (2000). School effectiveness and education indicators’, in
  31. (2001). Seeing the Museum Through Visitors’ Eyes: The Evaluation of the Education Challenge Fund,
  32. (1991). Situated Learning: Legitimate Peripheral Participation, doi
  33. (2000). Standard for Access to Archives – A Working Document, British Standards Institute.
  34. (2001). Summative Evaluation of ‘Mind Your Head’, unpublished internal evaluation report,
  35. (2001). Taking Part: An Audit of Social Inclusion Work in Archives, The National Council on Archives.
  36. (2001). Teaching Development Centre/Academic Development Service, Learning Outcomes – Frequently Asked Questions, University of Hertfordshire, available on-line at: http://www.herts.ac.uk/tli/locfaqs_main.html
  37. (1985). The Conditions of Learning and Theory of Instruction, fourth edition,
  38. (1996). The Culture of Education, doi
  39. (1998). The effect of visitors’ agendas on museum learning’, doi
  40. (1990). The historical context of Vygotsky’s work: a sociohistorical approach’, doi
  41. (1999). The Impact of Non-Fiction Lending from Public Libraries, Library and Information Statistics Unit, doi
  42. (2001). The Impact of the School Library Resource Centre on Learning, a report on research conducted for Resource: The Council for Museums, Archives and Libraries,
  43. (1971). The Relevance of Education,
  44. (2002). The right learning choices’,
  45. (1991). The Unschooled Mind: How Children Think and How Schools Should Teach, doi
  46. (2001). The Value an Impact of Virtual Outreach doi
  47. (1999). The Victoria and Albert Museum Silver Galleries II: learning style and interpretation preference in the Discovery Area’, doi
  48. (1962). Thought and Language, doi
  49. (1998). Training and Youth, nd, What are Student Learning Outcomes?, available on-line at: http://www.edu.gov.mb.ca/metks4/parent/report/student.html Matarasso,
  50. (2001). Visitors’ Understandings of Transport: An Evaluation Report, unpublished internal evaluation report carried out by Kind’s College London on behalf of the London Transport Museum.
  51. (1995). Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology, doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.