東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Leadership through middle school lib...

University of California, San Diego., EducLeadrshp (JtEdD-SDSU&CSUSM).

Linked to FindBook

Google Book

Amazon

博客來

Leadership through middle school library programming: Impact on Latino student achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Leadership through middle school library programming: Impact on Latino student achievement./
Author:	Nelson, Jeanne Vivian.
Description:	146 p.
Notes:	Adviser: Carolyn H. Hofstetter.
Contained By:	Dissertation Abstracts International70-03A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3349790
ISBN:	9781109060003

Leadership through middle school library programming: Impact on Latino student achievement.
Nelson, Jeanne Vivian.

Leadership through middle school library programming: Impact on Latino student achievement. - 146 p.

Adviser: Carolyn H. Hofstetter.

Thesis (Ed.D.)--University of California, San Diego, 2009.

The No Child Left Behind (NCLB) emphasis on high-stakes testing and accountability mandates that all students achieve at a proficient level on standardized tests or their school/district will face sanctions. Disaggregation of data by ethnicity has determined an achievement gap between groups of students, a gap that is not lessening as all students increase in academic achievement. In response, educators have implemented various intervention programs. Services and programming available through the school library are noticeably absent from these intervention programs, even though a number of large-scale studies indicate that library services have a positive and significant impact on student achievement. This mixed-methods study proposed a new theoretical model for viewing the school library. Staffing, access, resources and services provided through middle school libraries in California, were compared with academic outcomes for white and Latino student populations. Data from the California Assessment Test, Sixth Edition (CAT/6) and the California State Library Survey were compiled and compared with interviews of certificated middle school teacher librarians. The study determined that there was a significant positive relationship between the level of professional library staffing and student CAT/6 reading outcomes. The data also indicate that at higher performing schools, a higher percentage of library services and resources are provided for both Latino and white students. Implications for library leadership, policy and practice are discussed, with suggestions for different models of information literacy instruction.

ISBN: 9781109060003Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Leadership through middle school library programming: Impact on Latino student achievement.
LDR:02690nam 2200313 a 45 001 854042
005 20100702
008 100702s2009 ||||||||||||||||| ||eng d
020 $a 9781109060003
035 $a (UMI)AAI3349790
035 $a AAI3349790
040 $a UMI $c UMI
100 1 $a Nelson, Jeanne Vivian. $3 1020306
245 1 0 $a Leadership through middle school library programming: Impact on Latino student achievement.
300 $a 146 p.
500 $a Adviser: Carolyn H. Hofstetter.
500 $a Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0788.
502 $a Thesis (Ed.D.)--University of California, San Diego, 2009.
520 $a The No Child Left Behind (NCLB) emphasis on high-stakes testing and accountability mandates that all students achieve at a proficient level on standardized tests or their school/district will face sanctions. Disaggregation of data by ethnicity has determined an achievement gap between groups of students, a gap that is not lessening as all students increase in academic achievement. In response, educators have implemented various intervention programs. Services and programming available through the school library are noticeably absent from these intervention programs, even though a number of large-scale studies indicate that library services have a positive and significant impact on student achievement. This mixed-methods study proposed a new theoretical model for viewing the school library. Staffing, access, resources and services provided through middle school libraries in California, were compared with academic outcomes for white and Latino student populations. Data from the California Assessment Test, Sixth Edition (CAT/6) and the California State Library Survey were compiled and compared with interviews of certificated middle school teacher librarians. The study determined that there was a significant positive relationship between the level of professional library staffing and student CAT/6 reading outcomes. The data also indicate that at higher performing schools, a higher percentage of library services and resources are provided for both Latino and white students. Implications for library leadership, policy and practice are discussed, with suggestions for different models of information literacy instruction.
590 $a School code: 0033.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Library Science. $3 881164
690 $a 0282
690 $a 0399
690 $a 0727
710 2 $a University of California, San Diego. $b EducLeadrshp (JtEdD-SDSU&CSUSM). $3 1020305
773 0 $t Dissertation Abstracts International $g 70-03A.
790 $a 0033
790 1 0 $a Hofstetter, Carolyn H., $e advisor
790 1 0 $a Jeffires, Jennifer $e committee member
790 1 0 $a Prado-Olmos, Patricia $e committee member
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3349790