12 Museum Theorists at Play

Introduction by Lauren Appel1. Learning by Do-weyan, by Marian Howard, with Nicole Ferrin2: Dewey Defines Himself and Education, by David Vining 3. Benjamin Ives Gilman: Arts in People’s Lives, by Katherine Hillman 4. John Cotton Dana: The Social Construction of Museums, by Marissa Corwin 5. Piaget in the Art Museum: Constructing Knowledge Through Active Engagement, by Berry Stein 6. Lev Vygotsky: The Social Aspects of Learning, by Nicole Keller 7. Paulo Freire: Literacy, Democracy, and Context, by Nicole Keller 8. Maxine Greene: Aesthetic Education, by Lauren Appel 9. Howard Gardner and Multiple Intelligence Theory: A Practical Application of Entry Points in Museum Programming, by Bill Elliston 10. Mihaly Csikszentmihalyi: Finding the Flow, by David Bowles 11. George Hein: Metaconstructivist, by Lauren Appel 12. David Carr: A Poetics of Questions, by Tiffany Reedy 13. David Sobel: Please in My Backyard, by Kathryn Eliza Harris 14. Connecting the Dots, by Liat Olenickhttps://educate.bankstreet.edu/faculty-staff/1009/thumbnail.jp

Trust Differences Across National-Societal Cultures: Much to Do, or Much Ado about Nothing?

Does trust and its development, functions and meaning, differ between people from different national–societal cultures? There is considerable anecdotal evidence and some theoretical argumentation to suggest it does, but are these supported by empirical research? This chapter reviews the available empirical evidence on the effects of national–societal culture on interpersonal trust. It focuses largely on quantitative empirical evidence to consider the extent to which, and the ways in which, interpersonal trust differs across national–societal cultures. In every category of our review we found evidence of cross-cultural differences, particularly on generalized trust, and also evidence of trust universals across cultures. In evaluating these findings, we conclude that trust may operate as a variform universal and variform functional universal. We conclude with two proposed routes for future research, and implications for practice. Introduction To an ever-increasing extent, ‘work’ involves close interaction and cooperation with people who come from a national–societal cultural background different from one's own. This emerging reality of work can be attributed to a number of factors. First, with the unrelenting advance of globalization, more and more organizations are taking a global approach to operations, including the operation of overseas international joint ventures and alliances, working with offshore suppliers and customers, and conducting global searches for talent. Second, the advance of communication technologies such as e-mail and videoconferencing has fostered a movement toward global virtual teams involving individuals from a variety of different cultural backgrounds

How do leaders repair trust? An examination of trust repair during the UK expenses scandal

For decades the importance of trust in leadership has been emphasised (Bowler & Karp, 2004; Burke, Sims, Lazzara, & Salas, 2007; Dirks & Ferrin, 2002; Liu, Siu, & Shi, 2010). Trust is central to effective leadership and understanding how to build and repair trust is considered a “critical management competency” (Lewicki & Bunker, 1996). Yet little empirical research has examined how leaders repair trust once it is broken (Dirks, Lewicki & Zaheer, 2009). The few trust repair studies conducted to date have been experimental in nature using undergraduate students and have decontextualised the trust breach and repair process (Gillespie & Dietz, 2009)

Models of Interpersonal Trust Development: Theoretical Approaches, Empirical Evidence, and Future Directions.

Most research on trust has taken a static, “snapshot” view; that is, it has approached trust as an independent, mediating, or dependent variable captured by measuring trust at a single point in time. Limited attention has been given to conceptualizing and measuring trust development over time within interpersonal relationships. The authors organize the existing work on trust development into four broad areas: the behavioral approach and three specific conceptualizations of the psychological approach (unidimensional, two-dimensional, and transformational models). They compare and contrast across these approaches and use this analysis to identify unanswered questions and formulate directions for future research