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Miss Laura’s Social Club is a restored Victorian brothel that serves as the visitors’ center for Fort Smith, Arkansas. Miss Laura’s reflects the values and power structures of the community in which it exists reinforcing the dominance of privileged white males. This qualitative study analyzed the results of three previous studies about Miss Laura’s—a case study, a social science portraiture study, and an embedded thematic analysis. The primary research question was What is the master narrative of Miss Laura’s Social Club? The original case study consisted of semi-structured interviews with three docents and 16 visitors to the site, four site visits, and a textual analysis of online marketing materials. Using emergent coding the researchers developed three key areas in which they critiqued and contested the narrative of Miss Laura’s: (1) the madams were depicted as feminist figures; (2) the prostitutes were depicted using “Cinderella” imagery; and (3) the narrative explicitly excluded the stories of those who were not privileged and white. Discussion points included the conflict inherent in Miss Laura’s dual roles as a marketing tool and as a museum, the transformative learning the researchers experienced, and the responsibilities of adult educators and museum staff to represent marginalized voices.

The authors share the impact from trainings and free curriculum options offered to teachers, administrators, and parents on pedagogy in the early childhood classroom. The authors employ a mixed methods data collection process utilizing extant data to include pre- and post-tests and evaluations of trainers to support the findings of the research. Furthermore, the authors share strategies and implications for learning, access, and equity when professional development is offered in the synchronous online format. They highlight the importance of effectively shifting modalities to provide continuous accessibility to high quality trainings for adult learners. Creative instructional strategies focused on student engagement ensure that learning objectives are met.

The authors share the impact from trainings and free curriculum options offered to teachers, administrators, and parents on pedagogy in the early childhood classroom. The authors employ a mixed methods data collection process utilizing extant data to include pre- and post-tests and evaluations of trainers to support the findings of the research. Furthermore, the authors share strategies and implications for learning, access, and equity when professional development is offered in the synchronous online format. They highlight the importance of effectively shifting modalities to provide continuous accessibility to high quality trainings for adult learners. Creative instructional strategies focused on student engagement ensure that learning objectives are met.