ICOM international committee for education and cultural action
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An Award for the Research in Education and Cultural Action


To encourage Research among its members, the CECA Board instituted a prize  – the Colette Dufresne-Tassé Award –, aimed at underscoring the importance for education and cultural action of the best empirical research report presented in the annual international conference.


Nature of the award

The award consists in a contribution of up to 400.00 Euros covering the winner’s accommodation costs. The CECA Board, or the conference organizers themselves, will also take care (cover the costs?) of the international conference inscription fee. A month after having been informed of the prize, the winner must send to the CECA Secretary a copy of his ticket as proof of its intentions to participate in the conference.

Note: CECA are not responsible for travel expenses.

Goals

With the Colette Dufresne-Tassé Award, CECA aims at:

    Stimulating research activity among its members;
    Improving the museum offer to its public;
    Hastening the development of museum education and cultural action with fresh empirical data and new professional and research tools.


Eligibility conditions

To be eligible:

    You must be an individual or institutional member of CECA committee, and have paid the inscription fee in the year in which your candidacy is presented;
    Your research must have been carried on for your own institution or for a consortium that includes your institution as partner;
    You must have carried on the research yourself. If others colleagues or students have collaborated with you they will be considered as co-authors and mentioned this way, but the 400.00 Euros and the inscription fees will be covered only for the CECA member who submitted his candidacy or else for a member of the research team explicitly mentioned in the application procedure;
    The research must be empirical, that is to say it should have passed through phases of collection, organization and interpretation of empirical data;
    It must refer to an offer that an institution has destined to its public – for example an educational or cultural programme, an exhibition – concerning this public itself or on tools for professional work or for research purposes.

Please note: CECA Board members cannot submit their candidacy.

Instructions

An empirical research report includes at least:

    The issue, the question or the problem that originated the research;
    Investigations and theories already published on the subject, their presentation and synthesis;
    Questions or assumptions that have oriented the collection of data (information);
    Instruments and sample (or population) used, their presentation and justification;
    Results, their description and meaning;
    New research tracks;
    The full list of books, articles cited in the report, to be drawn up according to the model suggested in the box below.


Procedure

Each candidate must:

    Send a research paper proposal as indicated on the website of the CECA International Conference, stating that he is applying for the prize;
    Send Cinzia Angelini, CECA Secretary, a copy of the proposed research plan, and a text of 20,000 to 40,000 characters (including spaces), that is to say 10 to 20 pages (2000 characters each), where the research is described according to the instructions indicated above. The copy of the proposal and the text must be sent by computer;
    The text is submitted to a jury of three persons appointed by the CECA Office; the jury makes its decision one month after receiving the texts;
    Whether he obtains the price or not, the candidate must present a 20-minutes oral report on his research during the conference;
    The beneficiary of the award has his text published on the CECA website.

Please note:

    The proposal, the 20,000–40,000 characters text, and the oral presentation may be written in any of the official languages of the CECA: English, Spanish or French;
    Proposals and texts that do not respect this procedure, for example if submitted beyond the deadline, will not be considered.

Criteria for awarding the Prize

    The stringency of the research described in the 20,000-40,000 characters text;
    The contribution of this research in museum education and cultural action;
    The additional value it may bring to the museum for which the applicant works




Instructions regarding the text of the report

Maximum length     40 000 characters, spaces included
Format     Word
Margins     Left, right, top or bottom:  2.5 cm (1 inch)
Spacing     1.0 line space
Justification     On both sides
Font     Times New Roman 11 points
Title     Capital letters, bold, centered
Name of each author     Lowercase letters (except for the first one, a capital), bold, centered
Electronic address     Italic, centered
Affiliation     Lowercase letters, except for the first one, a capital, bold, centered
Paragraph     No indentation, but a double space before the next paragraph
First-level headings      Lowercase letters (except for the first one, a capital), regular character, bold, centered
Second-level headings     Lowercase letters (except for the first one), regular character, bold, flush left margin
Third-level headings     Lowercase letters (except for the first one), italic, bold, flush left margin
Citations     Italic, text indented on the left and the right hand sides
Enumerations     Text indented, each element preceded by a point, a letter or a number
Footnotes     Indicated by a number in the text  and placed at the bottom of the page on which they appear (Times New Roman 10 points)
References in the text     Between parentheses; authors introduced in alphabetical order; example: (Marin, 1829; Wool and Singer, 1922)
References at the end of the text     Authors presented in alphabetical order; in case of same author multiple references, chronological order is used; no indentation, but double spaces between 2 references
Examples of references      For a conference paper, journal article, book, book chapter, edited volume, technical report, dissertation,  and unpublished document respectively:

Chalnick, A., and Billman, D. (1988). Unsupervised Learning of Correlational Structure. Proceedings of
The Tenth Annual Conference of the Cognitive Science Society (pp. 510-516). Hillsdale, NJ: Lawrence Erlbaum
Associates.

Chamberland,  T. (1997). Le musée comme lieu d’apprentissages importants. Revue canadienne d’éducation des adultes, 4, 5, 122-144.

Ericcson, K.A., and Simon, H.A. (1993).  Protocol Analysis.  Cambridge, MA : The MIT Press.

Holguin, M.C., y Baquero Martin, M.J. (2010).  Encuesta sobre el personal rentado que trabaja en los museos argentinos y la existencia de departamentos educativos. En M.C. Holguin, M.J. Baquero Martin y M.A. Botero Saltarén (Comp.),  Educar : Aprender y compartir en museos (p.122-131).  Buenos Aires : Editorial Teseo.

Lépervier, N. (ed.) (2003).  Les musées et leur rentabilité économique.  Montréal, QC : Les Presses de l’Université canadienne.

Ohlsson, S., and Langley, P. (1985). Identifying Solution Paths in Cognitive Diagnosis (Tech. Rep. CMU-RI-TR-85-2). Pittsburgh, PA: Carnegie Mellon University, The Robotics Institute.

Poirier, A. (2007).  Imaginer pour comprendre : trois études empiriques.  Thèse de doctorat déposée à la Faculté des études avancées de l’Université de l’Est.

Savard, M. (2014).  Trouver de nouvelles façons d’exprimer des idées dans une exposition temporaire.  Notes de cours.  Maîtrise en muséologie, Université du Grand Nord.

Keywords     Maximum 5; a hyphen between each term
Photographs      Should be numbered; maximum 2
Tables and graphs     Should be numbered; the smallest number possible