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Resource-based learning in the infor...

Yetter, Cathleen Langley.

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Resource-based learning in the information age school: The intersection of roles and relationships of the school library media specialist, teachers, and principal.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Resource-based learning in the information age school: The intersection of roles and relationships of the school library media specialist, teachers, and principal./
作者:	Yetter, Cathleen Langley.
面頁冊數:	333 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1130.
Contained By:	Dissertation Abstracts International55-05A.
標題:	Library Science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9426426

Resource-based learning in the information age school: The intersection of roles and relationships of the school library media specialist, teachers, and principal.
Yetter, Cathleen Langley.

Resource-based learning in the information age school: The intersection of roles and relationships of the school library media specialist, teachers, and principal. - 333 p.

Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1130.

Thesis (Ed.D.)--Seattle University, 1994.

This dissertation investigated resource-based learning in school library media centers in five elementary and two junior high school settings in Washington state during 1991-1993. Chapter 1 introduces the central questions of the study, Chapter 2 contains an historical overview of the development of school library media centers and their relationship to educational reform movements, Chapter 3 describes the qualitative methodology used in the research process, Chapter 4 provides a chronological outline of the planning and implementation of a new junior high school, Chapter 5 describes each of the six additional sites studied, and Chapter 6 reports the findings, conclusions, and recommendations.Subjects--Topical Terms:

881164
Library Science.

Resource-based learning in the information age school: The intersection of roles and relationships of the school library media specialist, teachers, and principal.
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245 1 0 $a Resource-based learning in the information age school: The intersection of roles and relationships of the school library media specialist, teachers, and principal.
300 $a 333 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1130.
500 $a Supervisor: John A. Morford.
502 $a Thesis (Ed.D.)--Seattle University, 1994.
520 $a This dissertation investigated resource-based learning in school library media centers in five elementary and two junior high school settings in Washington state during 1991-1993. Chapter 1 introduces the central questions of the study, Chapter 2 contains an historical overview of the development of school library media centers and their relationship to educational reform movements, Chapter 3 describes the qualitative methodology used in the research process, Chapter 4 provides a chronological outline of the planning and implementation of a new junior high school, Chapter 5 describes each of the six additional sites studied, and Chapter 6 reports the findings, conclusions, and recommendations.
520 $a Findings included the recognition of the importance of personal characteristics of the school library media specialist, principals, and teachers. Characteristics of school library media specialists included the following: leadership abilities, including the capacity to envision the resource-based process and connect it to the principal's agenda for restructuring; the willingness to take risks; the ability to teach the principles of resource-based education to teachers and to teach children effectively; and the personal stamina, energy, and enthusiasm to see the resource-based process from development through implementation. Some characteristics of principals included the following: the knowledge to link the resource-based process to other restructuring efforts, plus the abilities to take risks and provide leadership in the school's restructuring effort. Characteristics of teachers included the following: the capacity to understand the significance of the resource-based process and the willingness to plan collaboratively with school library media specialists and to be risk takers.
520 $a Findings also showed that some structural supports must be considered essential elements in resource-based education. These included flexible scheduling to support efforts of school library media specialists and teachers to plan, teach, and evaluate outcomes cooperatively and sufficient resources for auxiliary personnel, library materials, equipment, and technology.
520 $a Findings also included recognition of the significance of the recent emphasis on the instructional role of school library media specialists from both national and state publications.
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