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Effects of fixed versus flexible sch...

van Deusen, Jean Donham.

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Effects of fixed versus flexible scheduling on curriculum involvement and skills integration in elementary school library media centers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of fixed versus flexible scheduling on curriculum involvement and skills integration in elementary school library media centers./
作者:	van Deusen, Jean Donham.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-01, Section: A, page: 0065.
Contained By:	Dissertation Abstracts International53-01A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9217218

Effects of fixed versus flexible scheduling on curriculum involvement and skills integration in elementary school library media centers.
van Deusen, Jean Donham.

Effects of fixed versus flexible scheduling on curriculum involvement and skills integration in elementary school library media centers. - 130 p.

Source: Dissertation Abstracts International, Volume: 53-01, Section: A, page: 0065.

Thesis (Ph.D.)--The University of Iowa, 1991.

The study was undertaken to determine the effects of fixed versus flexible scheduling on the curriculum involvement of library media specialists and on the integration of library skills into classroom instruction.Subjects--Topical Terms:

516171
Education, Elementary.

Effects of fixed versus flexible scheduling on curriculum involvement and skills integration in elementary school library media centers.
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245 1 0 $a Effects of fixed versus flexible scheduling on curriculum involvement and skills integration in elementary school library media centers.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-01, Section: A, page: 0065.
500 $a Supervisor: Walter Foley.
502 $a Thesis (Ph.D.)--The University of Iowa, 1991.
520 $a The study was undertaken to determine the effects of fixed versus flexible scheduling on the curriculum involvement of library media specialists and on the integration of library skills into classroom instruction.
520 $a Library media specialists and fifth grade teachers in 61 out of a possible 71 schools (85.8%) participated. Criteria for participation were: (a) Iowa school districts where enrollment exceeded 3,000 and a district-level library media coordinator was employed; (b) a library media specialist served full-time in one school; (c) a library media specialist was recommended by the district coordinator, based on acknowledgement that, given the situation, the library media specialist would be re-hired based on acceptable performance.
520 $a Library media specialists and fifth-grade teachers in their respective schools were classified as employing either a fixed or a flexible library media instruction schedule. Questionnaires completed by library media specialists and teachers indicated curriculum involvement and library skills integration for a six-week period. Each participant listed instructional units in which the library media specialist had participated and categorized participation as: gathering materials, identifying objectives, planning activities, teaching, and/or evaluating the unit. For each unit, participants identified the content area and stated whether the library media specialist taught library skills for the unit.
520 $a The findings of the study were: (1) Library media specialists in flexible scheduling settings were more likely to evaluate instructional units with teachers, but there were no statistically significant differences between fixed and flexible schedule groups in the other four curriculum involvement activities investigated in the study. (2) Schedule and teachers' planning style interacted in a statistically significant manner to produce more curriculum involvement in each of the five curriculum involvement areas when flexible scheduling and team planning were implemented together. (3) The most frequent curriculum involvement occurred in reading/language arts. (4) Recency of degree, years of experience as a teacher or as a library media specialist, membership in professional organizations, and planning style of teachers (team versus individual planning), showed no statistically significant relationship to either curriculum involvement or skills integration. (5) Scheduling showed no statistically significant relationship to skills integration.
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