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首页> 外文学位 >Does eliminating certified school library media specialists make a difference in student reading scores in Minnesota public schools?
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Does eliminating certified school library media specialists make a difference in student reading scores in Minnesota public schools?

机译：在明尼苏达州的公立学校中，淘汰认证的学校图书馆媒体专家是否会改变学生的阅读成绩？

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摘要

The purpose of this study was to explore the question; does eliminating certified school library media specialists make a difference in student reading scores in Minnesota public schools? This study analyzed quantitative data collected from the Minnesota Comprehensive Assessments (MCA), which recorded public school reading achievement levels. A follow-up portion of the study consisted of interviews with six administrators at schools that were one or more standard deviations above and below the failing mean to explain how they compensated for the loss of the certified library media specialist (CLMS).; For the purposes of this study, student reading failure rate was defined as the sum of the percentages of students with gaps in knowledge and partial knowledge and skills on the MCA reading exams. The interpretation of the quantitative data suggested that student reading scores did not decline with the removal of the CLMS.; Interviews with school administrators identified factors that may contribute to the improvement in student reading achievement. These factors included continuous access to the media center and materials, staffing levels to provide service for students and staff, improved reading programs, and commitment by faculty and staff to ensure students a quality education.; This study only looked at one small segment of an elementary student's education, reading test scores. A CLMS has a greater impact on an elementary school than just the reading area, as revealed the Library Impact Studies. These studies indicated that the CLMS performs a multitude of duties, including: collaborating with teachers; providing leadership and expertise in the acquisition and evaluation of information resources; teaching information literacy skills; and establishing policies and procedures of the library media programs. Additional research needs to be conducted to explore the possible impact the elimination of a CLMS on these other areas of students' education.
机译：这项研究的目的是探讨这个问题。在明尼苏达州的公立学校中，消除认证的学校图书馆媒体专家会不会对学生的阅读成绩有所影响？这项研究分析了从明尼苏达州综合评估（MCA）收集的定量数据，该数据记录了公立学校的阅读成绩水平。该研究的后续部分包括对六名学校管理人员的访谈，这些访谈的标准偏差为上下两个或多个标准，均未能说明他们如何弥补认证图书馆媒体专家（CLMS）的损失。在本研究中，学生的阅读失败率定义为在MCA阅读考试中知识，部分知识和技能方面存在差距的学生所占百分比的总和。对定量数据的解释表明，随着CLMS的删除，学生的阅读成绩并没有下降。与学校管理者的访谈确定了可能有助于提高学生阅读成绩的因素。这些因素包括持续使用媒体中心和资料，为学生和教职员工提供服务的人员配备水平，改进的阅读计划以及教职员工为确保学生接受高质量教育的承诺。这项研究仅考察了小学生的一小部分教育，阅读了考试成绩。图书馆影响研究显示，CLMS对小学的影响不仅限于阅读区域。这些研究表明，CLMS履行着多种职责，包括：与教师合作；在信息资源的获取和评估方面提供领导和专业知识；教学信息素养技能；建立图书馆媒体节目的政策和程序。需要进行其他研究，以探讨消除CLMS可能对其他方面的学生教育产生的影响。

著录项

  • 作者

    Jesseman, Deborah J.;

  • 作者单位

    The University of Nebraska - Lincoln.;

  • 授予单位 The University of Nebraska - Lincoln.;
  • 学科 Library Science.; Education Administration.; Education Reading.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 121 p.
  • 总页数 121
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;教育;教育;
  • 关键词

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