The museum in adult education: A psychological study of visitor reactions

The authors of this article argue that classroom education does not fit the museum setting and that researchers need to re-think the basic principles for the use of museums in adult education. In order to do this, it is necessary to understand the psychology of the museum visitor. However, while much has been published on visitor behaviour and the factors influencing it, very little is known about what visitors think or feel in the exhibition room. A research team at the University of Montreal is currently studying the psychological reactions of adults when observing museum exhibits. This paper describes the methodology used by this team, some of the results obtained and the perspectives opened up by the study.

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Zusammenfassung Die Autoren dieses Artikels argumentieren, daß Klassenunterricht nicht in die Räumlichkeiten eines Museums passe und daß Forscher die Grundprinzipien für die Nutzung von Museen für die Erwachsenenbildung überdenken müßten. Dazu muß man die Psychologie der Museumsbesucher verstehen. Während jedoch viel über den Besucher und die ihn beeinflussenden Faktoren geschrieben wurde, ist nur sehr wenig darüber bekannt, was Besucher in den Ausstellungssräumen denken und fühlen. Ein Forschungsteam an der Universität von Montreal untersucht gegenwärtig die psychologische Reaktion von Erwachsenen bei Museumsausstellungen. Dieser Artikel beschreibt die von diesem Team angewandte Methodologie, einige der gewonnenen Erkenntnisse und die von dieser Studie eröffeneten Perspektiven.

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Résumé Ce que l'on sait de l'éducation scolaire s'applique mal à la situation des musées. Il faut donc innover et élaborer les principes d'une éducation de l'adulte au musée. Le fonctionnement psychologique du visiteur pourrait servir de base à cette création, mais ce que l'on a écrit sur le visiteur révèle que l'on connaît bien le comportement de celui-ci ou les facteurs qui l'influencent, alors que l'on ignore presque tout de ce qu'il pense ou ressent dans une salle d'exposition. Une équipe de l'Université de Montréal a entrepris une série de recherches qui porte justement sur ce point: le fonctionnement psychologique de l'adulte face aux objets qu'il regarde. Elle comprend une présentation de l'approche et des instruments utilisés par cette équipe, de quelques-unes des données qu'elle a obtenues et des perspectives ouvertes par celles-ci.

     

Supervision in Schools: Building Pathways to Excellence

The authors summarize the special section in the journal of Counselor Education and Supervision (Vol. 45, No. 4, June 2006) on school counseling supervision and present implications to guide the practice of school counselor supervision. The implications for practice, training, research, and professional standards for school counselors are discussed.     

Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School

ABSTRACT

Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others.     

Training and the early years professional: understanding visual impairment

Despite a significant increase in the incidence of visual impairment (VI) in early years children, research has afforded the subject scant attention. Perhaps as a result of underfunding, research into VI typically adopts a single case study approach, with the training needs of early years professionals largely ignored. This paper seeks to inform the debate by presenting empirical evidence from a questionnaire designed to gather data on the incidence of VI in early years settings and the nature and extent of awareness training available. Data from the questionnaire survey and the qualitative dimensions of the study indicate an increase in the incidence of VI and, despite high levels of interest, a paucity of training on issues related to VI. Concern was expressed with delays in diagnosis, the lack of screening available and the extent to which the differing terms used militate against interagency collaboration.     

Potentiel d’apprentissage et adaptation professionnelle des déficients mentaux

Thirty mentally retarded persons took part in a study intended to verify the predictive value, for work adjustment, of learning potential. The multiple regression equation was derived for the data produced by a non verbal intelligence test (PM-47) and a test of learning potential (adaptation of the Block design test, Ionescu et al., 1974) The results showed that only the total score on a block design test has predictive value; this score is the sum of two scores, a “without help” score and a «transfer» score (measure of learning potential).     

Motion Pictures and Photograph

Reese V. Jenkins' Images & Enterprise: Technology and the American Photographic Industry, 1839 to 1925 (Baltimore: Johns Hopkins University Press, 1975—$20.00)

R. C. Smith's Antique Cameras (North Pomfret, Vt.: David & Charles, 1976—$12.95)

Gerald Mast's A Short History Movies (Indianapolis: Bobbs- Merrill, 1976—$7.50, paper)

Lix-Anne Bawden's The Oxford Companion to Film (New York: Oxford University Press, 1976—$24.95)

John Brosnan's Marie Manic: The Story of Special Effects in the Cinema (New York: New American Library Plume Books, 1976—$3.95, paper)

Ronald Gottesman and Harry Geduld (eds.) The Girl in the Hairi Paw:King Kong as Mtyh, Magic, and Monster (New York: Avon Books, 1976—$5.95)

Guy Phelps' Film Censorship (London: Victor Gollancz, 1975—about $10.00)

James Robert Parish, et al. Film Directors Guide: Western Europe (Metuchen, N.J.: Scarecrow Press, 1976—$11.00)

James Robert Parish and Don E. Stanke's The Swashbucklers (New Rochelle, N.Y.: Arlington House, 1976—$19.95)

Andrew Sarris' The John Ford Movie Mystery (Bloomington: Indiana University Press, 1976—$8.95)

Laurence Goldstein and Jay Kaufman's Into Film (New York: Dutton, 1976—$19.95/12.95)

Daniel Arijon's Grammar of the Film Language (New York: Hastings House, 1976—$27.50)