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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
Editorial: 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
Edición/Formato: Artículo Artículo : English
Publicación:School Library Media Research, v13 2010
Base de datos:ERIC La base de datos ERIC es una iniciativa del Departamento de Educación de los Estados Unidos.
Resumen:
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  Leer más
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Detalles

Tipo de documento: Artículo
Todos autores / colaboradores: Ruth V Small; Kathryn A Shanahan; Megan Stasak
ISSN:1523-4320
Nota del idioma: English
Identificador único: 652116237
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Resumen:

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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