Perceptions of Planning and Implementing Field Trips During and After a Site-Based Teacher Institute
Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Chair/Advisor
Mindy Spearman
Committee Member
Kristen Duncan
Committee Member
Sheliah Durham
Committee Member
Otis Pickett
Committee Member
Brooke Whitworth
Abstract
The purpose of this three-paper dissertation is to examine the reasons for and impacts of teachers’ perceptions of their professional capital when planning and implementing field trips. Paper 1 uses a multiple case study methodology to examine teachers’ collaborative planning of field trips during a site-based professional development institute. Paper 2 also uses multi-case methodology and details teachers’ perceptions of their ability to implement field trips. Paper 3 speaks directly to museum educators and provides key takeaways to enhance on-site collaboration with classroom teachers for better field trip experiences. Taken together, the three studies demonstrate the value and importance of professional development for teachers and museum staff who implement field trips to historic sites.
Recommended Citation
Fink, Kristen Kay, "Perceptions of Planning and Implementing Field Trips During and After a Site-Based Teacher Institute" (2026). All Dissertations. 4398.
https://open.clemson.edu/all_dissertations/4398
Author ORCID Identifier
0009-0009-6860-041X