The Problem

How does teacher education provided by historic sites affect teachers’ professional growth?

No one knows… (yet).

Little evidence-based research exists about what content, skills, or practices teachers acquire or improve upon in programs offered by historic sites.

Find out about our most recent progress.

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Institutions spend significant funding annually to provide teacher education.

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There is little consensus about how to evaluate teacher learning at historic sites.

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Much of the existing research offers site/program-specific-evaluations rather than systematic investigations from which few meaningful recommendations can be extrapolated to inform practice at other sites.

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The Approach

What We're Doing

Thomas Jefferson’s Monticello is partnering with the Institute of Museum and Library Sciences to develop an evaluation tool based on national content, skills, and professional development standards to assess teacher education programs at historic sites. Learn More

MTI_28July2015__ByTomDaly-1

Q-Sort: How It Works

Q-Methodology offers a rigorous, quantitative study of subjectivity that is uniquely suited to address the complex problems of teaching and learning that history museums present. Learn More

How to Participate

Sign up to follow our progress. Updates include:

  • Results as they are published
  • How to include your site in the grant-funded study
  • How to analyze your own program

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