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REFLECTS was designed as a theory-based, yet practical system to help museum educators and their mentors reflectively conduct action research on their own and other’s practice, in order to more effectively address issues of equity and access for families from non-dominant populations. We argue that reflective practice combined with ongoing teacher action research has, together, led directly to empowering museum educators to appropriate new identities as flexible scaffolders of family sense-making. We highlight the successes, challenges, and lessons learned from this six-year project. We also comment on the potential conflicts involved in the institutionalization and dissemination of such intervention studies.
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