Running Head: COMPONENTS OF DOCENT TRAINING PROGRAMS Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development Kerry S. Teeple A Dissertation Submitted to the Graduate Faculty of The University of Findlay’s College of Education in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION March 2019 Committee: Allison Baer, Ph.D. Chair, Dissertation Committee Mary Heather Munger, Ph.D. Committee Member Amanda Ochsner, Ph.D. Committee Member John C. Gillham, Ed.D Chair, Doctorate of Education Program Julie McIntosh, Ed.D Dean, College of Education COMPONENTS OF DOCENT TRAINING PROGRAMS © 2019 Kerry S. Teeple All Rights Reserved COMPONENTS FOUND IN DOCENT TRAINING PROGRAMS iii ABSTRACT Empirical evidence of docent training practices in nationally accredited museums in the United States is limited. Much information can be found in the literature on recommended educational theories that can serve as a basis for docent training practices as well as prescriptive advice for quality docent education; however, detailed information about the actual practices being implemented in docent training programs is sparse. Studies have shown that museum educators agree with and encourage documented educational theories in museums in terms of the exhibits and interpretive materials, however, when instructing the docents within their museums, the museum educators may not be utilizing the theories that they espouse. The evidence in teacher education as well as museum education shows that modeling of the intended strategies is the preferred method for instruction, but evidence of docent training practices gives little proof of this idea being practiced. The current study was designed to uncover the actual practices and theories being utilized in docent training programs across the United States in museums that are accredited by the American Alliance of Museums. Additionally, the Adult Learning Model for Faculty Development (Lawler & King, 2000), a model recommended for the planning and implementation of adult education is applied as a map to guide the inquiry regarding docent training programs. COMPONENTS FOUND IN DOCENT TRAINING PROGRAMS iv DEDICATION This paper is dedicated to my family. For my children, Mac and Tatum, who inspire me to do more than I thought I ever could. You are my reason for doing hard things. Now it’s your turn. For my husband, Darin, who allows me to chase my dreams without letting me fly too far away. For my sisters, Karmen and Lindsay, who always hear me out, cheer me on, and make my heart sing. You are my best friends! To my beautiful mom, Judy, who showed me how to be strong when it would be much easier to be weak. You are faith personified. If only my dad could see me now... COMPONENTS FOUND IN DOCENT TRAINING PROGRAMS v ACKNOWLEDGMENTS Thank you to my dissertation committee – the trifecta of strong, smart women. My dissertation chair, Dr. Allison Baer, who knows how to ask the best questions; the kind of questions that one needs to be asked in order to transform fuzzy little thoughts into a polished purpose. Her expectations were never beyond reach, but always caused me to stretch farther than I knew I could. Dr. Mary Heather Munger and Dr. Amanda Ochsner who encouraged me with kind words, thoughtful critique, and honest feedback. Your expertise and positive energy were beacons when I was weary. I appreciate your support and guidance every step of the way. Thank you to the University of Findlay College of Education faculty and staff. Your caring attitudes and wealth of knowledge gave me the tools I needed to persevere to the end. Dr. John Gilham, thank you for creating a purpose-driven program. Dr. Julie McIntosh, thank you for the professionalism and strong leadership that you give to the College of Education faculty, creating a positive, supportive culture where ideas are encouraged and celebrated. Thank you to my doctoral cohort. It has been a pleasure knowing you and learning from you. We did it! To the Mazza Museum Docents, your love of learning is beautiful and your dedication to education was the inspiration for my dissertation. My gratitude to the late, Dr. Jerry Mallett who taught me that children’s literature is more than just literature for children; it’s a road map for living. Deepest thanks to Mr. Benjamin E. Sapp, the person who was willing to take a chance on me. Your trust and generous spirit have allowed me to open new doors, making it possible for me to go on this amazing journey. COMPONENTS FOUND IN DOCENT TRAINING PROGRAMS vi TABLE OF CONTENTS Page CHAPTER I: INTRODUCTION .......................................................................................... 1 Background of the Problem ....................................................................................... 3 Rationale & Significance of the Study....................................................................... 14 Purpose of the Study .................................................................................................. 18 Theoretical Framework .............................................................................................. 18 Research Questions .................................................................................................... 20 Definition of Terms.................................................................................................... 21 CHAPTER II. LITERATURE REVIEW ............................................................................. 25 History of Museum Education ................................................................................... 27 Formal and Informal Learning .................................................................................. 31 Nonformal Learning and Adult Education ................................................................ 33 The Adult Learning Model for Faculty Development ............................................... 35 Pre-Planning: Docent Education .................................................................... 38 Planning: Pedagogical Content Knowledge.................................................... 42 Planning: Adult Learning Theories ................................................................ 47 Planning: Content and Methods of Adult Education ..................................... 52 Delivery: Museum Education Standards ....................................................... 54 Follow-Up: Evaluations ................................................................................. 57 Summary .................................................................................................................... 60 CHAPTER III. METHODOLOGY ...................................................................................... 62 Research Questions .................................................................................................... 63 COMPONENTS FOUND IN DOCENT TRAINING PROGRAMS vii Research Design......................................................................................................... 64 Participants ................................................................................................................. 67 Instrumentation & Data Sources ................................................................................ 69 Data Collection Procedures ........................................................................................ 71 Data Analysis ............................................................................................................. 72 Assumptions ............................................................................................................... 75 CHAPTER IV. RESULTS .................................................................................................... 76 Research Question 1 .................................................................................................. 79 Code 1: Pre-Planning ................................................................................... 80 Pre-Training Subcategory .................................................................. 81 Type of Training Subcategory ........................................................... 82 Department Involved in Training Subcategory .................................. 83 Budget Subcategory ........................................................................... 84 Training Schedule Subcategory.... ..................................................... 85 Framework Subcategory.......... .......................................................... 87 Code 2: Planning ... ....................................................................................... 91 Technology ...... ................................................................................. 92 Special Guest Speakers .................................................................… 93 Specific Topics................................................................................... 93 Mode of Communication ................................................................... 94 Code 3: Delivery ........................................................................................... 95 Code 4: Follow-Up ....................................................................................... 96 Research Question 2 .................................................................................................. 97 COMPONENTS FOUND IN DOCENT