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The Impact of New York's School Libraries on Student Achievement and Motivation: Phase III
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The Impact of New York's School Libraries on Student Achievement and Motivation: Phase III

Autor Ruth V Small; Kathryn A Shanahan; Megan Stasak
Vydavatel: American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site: http://www.ala.org/aasl/slmr
Vydání/formát: Článek Článek : English
Zdroj:School Library Media Research, v13 2010
Databáze:ERIC Databáze ERIC je iniciativou U.S. Department of Education
Shrnutí:
This article reports the results of the third and final phase of a two-year research study on the impact of New York State's school libraries on student achievement and motivation. Results of phase I and phase II are briefly reviewed to provide the context for phase III methods and findings. Phase III comprised (1) qualitative research that included focus groups and interviews held in ten selected schools with  Přečíst více...
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Detaily

Typ dokumentu: Article
Všichni autoři/tvůrci: Ruth V Small; Kathryn A Shanahan; Megan Stasak
ISSN:1523-4320
Poznámka o jazyku: English
Jednoznačný identifikátor: 652116237
Ocenění:

Anotace:

This article reports the results of the third and final phase of a two-year research study on the impact of New York State's school libraries on student achievement and motivation. Results of phase I and phase II are briefly reviewed to provide the context for phase III methods and findings. Phase III comprised (1) qualitative research that included focus groups and interviews held in ten selected schools with school librarians, classroom teachers, building principals, students, and parents; and (2) a more ethnographic approach in two exemplary school libraries, including observations over a period of ten weeks and interviews with principals and classroom teachers. Results are reported in the areas of Learning and Motivation (including Research & IL Skills Development/Motivation and Reading Skills Development/Motivation), Librarian-Teacher Collaboration, Technology Use, Inclusion, Administrative Support, Outreach, and Library Environment. The article culminates with implications for practice.

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