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

机译：通过中学图书馆计划进行领导：对拉丁美洲学生的成就产生影响。

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摘要

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.
机译：不让任何一个孩子掉队（NCLB）强调高风险测试和问责制要求，即所有学生都必须熟练掌握标准化测试，否则他们的学校/地区将面临制裁。按种族分类的数据已经确定了各组学生之间的成就差距，随着所有学生的学业成绩提高，这种差距并没有减少。作为回应，教育者已经实施了各种干预计划。尽管许多大型研究表明，图书馆服务对学生的成绩有积极而重要的影响，但这些干预计划显然缺少通过学校图书馆提供的服务和程序。这项混合方法的研究提出了一种用于查看学校图书馆的新理论模型。通过加利福尼亚州的中学图书馆提供的人员，访问，资源和服务与白人和拉丁裔学生群体的学习成果进行了比较。收集了来自加利福尼亚评估测试第六版（CAT / 6）和加利福尼亚州图书馆调查的数据，并将其与经过认证的中学教师图书馆员的访谈进行了比较。该研究确定专业图书馆人员配备水平与学生CAT / 6阅读结果之间存在显着的正相关关系。数据还表明，在表现较好的学校中，为拉丁裔和白人学生提供更高比例的图书馆服务和资源。讨论了对图书馆领导，政策和实践的影响，并针对信息素养教学的不同模型提出了建议。

著录项

  • 作者

    Nelson, Jeanne Vivian.;

  • 作者单位

    University of California, San Diego.;

  • 授予单位 University of California, San Diego.;
  • 学科 Education Bilingual and Multicultural.;Library Science.;Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 146 p.
  • 总页数 146
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;图书馆学、图书馆事业;
  • 关键词

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