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• Cover Page
• Title Page
• Copyright Page
• Plates
• Figures
• Tables
• Acknowledgements
• 1. Museums: Learning and Culture
• Towards the Post-Museum: The Challenge of Changing Times
• Changing Views of Learning
• The ‘Educational Turn’ In Museums
• Inspiration, Learning, Identity – The Potential of the Post-Museum
• 2. Calibrating Culture
• Government and the Remapping of Culture
• Cultural Policies: Education and the Measurement of Social Value
• The Challenge of Prioritising Learning In Cultural Organisations
• The Learning Impact Research Project (LIRP)
• Understanding ‘Measuring’
• Thinking About Learning Outcomes
• Conclusion
• 3. Conceptualising Learning In Cultural Organisations
• Learning: A Problematic Concept
• Edutainment
• Contemporary Ways of Thinking About Learning
• Tacit/Experiential Learning
• Depths and Levels of Learning
• A Critical Approach to Theories of Learning In Museums
• LIRP and Learning
• Conclusion
• 4. The Generic Learning Outcomes: A Conceptual and Interpretive Framework
• Learning and Its Strategies
• Developing an Appropriate Set of Generic Learning Outcomes for the Cultural Sector
• The Five Generic Learning Outcomes
• Piloting the GLOs and the Issues Arising
• The Value of the GLOs to the Cultural Sector
• Conclusions
• 5. The Research Programmes: Background and Method
• The Research Background
• Collecting Evidence of Learning In Museums: Five National Evaluation Research Studies
• Research Methods In the Three Linked RCMG Studies
• Questionnaires for Teachers and Their Pupils
• Gathering Evidence from Interviews, Focus Groups and School Case Studies
• Using the Free Drawing and Writing to Interpret Pupils’ Learning
• Conclusions
• 6. The Pattern of School Use of Museums
• Meeting Government Targets
• Which Schools Use Museums?
• The Geographical Locations of the Schools Using Museums
• How Do Teachers Use Museums?
• Museums and the Curriculum
• Multiple Objectives for Visiting Museums
• Conclusions
• 7. The Value of Museums to Teachers
• Teachers’ Attitudes to the Generic Learning Outcomes
• Pupils’ Attitudes to Their Own Learning
• The Importance of Museums In Teaching
• Conclusions
• 8. Pupils’ Learning Outcomes: The Teachers’ Views
• Enjoyment, Inspiration, Creativity
• Knowledge and Understanding
• Skills
• Attitudes and Values
• Action, Behaviour, Progression
• Conclusions
• 9. Pupils’ Learning Outcomes: Pupils’ Voices
• ‘The Whole Trip Was Inspirational’ (Enjoyment, Inspiration, Creativity)
• ‘When I Came Away My Brain Was Full of Things’ (Knowledge and Understanding)
• ‘It Helped My Social Skills’ (Skills)
• ‘I Never Thought Art Was Interesting or Cool, But Now I Will Have to Consider That Idea’ (Attitudes and Values)
• ‘After It Got Explained to Me, I Understood It (Action, Behaviour, Progression)
• Conclusions
• 10. The Characteristics and Significance of Learning In Museums
• The Power of Museum Learning
• The Integrated Domains of Learning
• Learning and Identity
• Becoming Visible (to Government) Through Performance
• Conclusions
• 11. Learning In The Post-Museum: Issues and Challenges
• Learning At a Glance
• Museum Curricula, Identity and the Politics of Recognition
• The Purposes of Museums and Education
• Issues for the Future
• Notes
• Bibliography