School library media specialists who provide in-service training for teachers

By taking a leadership role in the development and implementation of in-service training for teachers, school library media specialists increase their influence, strengthen their school library media programs, and in turn help increase student achievement. The purpose of this study was to determine how school library media specialists perceived the role of designing and implementing in-service training for teachers in an effort to determine why some school library media specialists did in fact practice this important role. Research was conducted to determine the characteristics of school library media specialists who provided in-service training opportunities for teachers. A link to an online survey was distributed via e-mail to graduates of Rowan University\u27s School and Public Librarianship Program and through a posting on the Educational Media Association of New Jersey (EMAnj) listserv. A total of 75 completed surveys provided the results. The survey results indicated that 59% of the school library media specialists perceived the provision of in-service training for teachers greatly improved or improved student instructional outcomes and/or teaching outcomes; however, 60% of the school library media specialists indicated that their school or district did not provide financial incentive for the provision of in-service training

Collaboration: Critical success factors for student learning

Several studies identify collaboration between classroom teachers and teacher-librarians as a key factor that affects student achievement. Studies in teacher-librarianship have established procedures and processes for effective collaboration. This study examines collaboration from a broader theoretical and research perspective, beginning with 20 factors that specifically influence successful collaborations. These are clustered in six areas: factors related to the environment, to membership characteristics, to process and structure, to communication, to purpose, and to resources. Research from teacher-librarianship is then applied to substantiate and reinforce the factors and provide context for successful collaboration and thus effect on students\u27 learning in schools. Reprinted by permission of the publisher

Students’ Achievement In Developing Instructional Material Of Junior High School Mathematics In English Through Implementation Of Peer Assesment In Cooperative Setting

This research proposes that to study students’ achievement in developing the instructional material of Junior High School Mathematics in English through implementation of peer assessment in cooperative setting. The subject of this study are fifth semester students of Study Program of Mathematics Education, Malang State University, offering AY 2010/2011. Descriptive study is implemented in this study. The researcher analizes syllaby, lesson plan, worksheet, media, assessment, and scenario that developing by students for teaching mathematics in English. This research concludes that students’ achievement in developing instructional material of junior high school mathematics in English through implementation of peer assessment in cooperative setting is good.This research also found that students work cooperatively and appreciate each other during the teaching learning process in coooperative setting. Key words: instructional material, teaching mathematics in English, peer assesment, cooperativ

Propositions for information technology: Planning for success

In Canada, the West Vancouver School Board proposed 13 propositions about the selection, management, and effective use of information technology. For each proposition, the senior management included a full outline of the current status, a plan of action, the name of the staff member responsible, and a time line. An external assessment of implementation of each proposition and of the impact on achievement was undertaken. The propositions, clustered in the areas of vision, statement of beliefs, student learning goals, definition, social issues, learning issues, clarification of roles and responsibilities, integration of information delivery systems, community-based information infrastructure, and assessment, are discussed

The Problem Based Learning (PBL)-Based Entrepreneurship Learning Model Development to Improve the Life Skills of the Teacher Training Students in Private Universities throughout Solo Raya

Purpose – This research aims at providing a PBL-based Entrepreneurship learning model to improve the student life skills in Private Faculties of Teacher Training and Educationin Solo Raya. Method – This research was a “research and development”. The research and development model consists of three steps: preliminary study, model development, and model testing. The research study stage employed a qualitative research; techniques of collecting data used were observation, interview, and content analysis and archive, while the data validation was done using data (source), method and theory triangulations, and informant review; data analysis was done using an interactive model of analysis. Findings – The implementation of life skills education in FKIP of UNISRI was not based on specific curriculum yet; the curriculum is integrated into all courses existing in the Study Program. The life skill content of each course is different but proportional and consistent with the characteristics of the course. Life skill education was given to the students in terms of the thinking and working skill, knowledge, and attitude the students to prepare themselves as independent members of society. Significance – The Problem Based Learning (PBL)-Based Entrepreneurship learning model development could improve the life skills of the private Teacher Training and Education Faculty’s Students throughout Solo Raya

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Implementing national guidelines and standards: A model for action

Outlines the steps undertaken by the American Association of School Librarians (AASL) in coordinating the implementation of the `Information power: Building partnerships for learning\u27 standards. Survey conducted in 1995; Restructuring in 1996; Objective of the National Association of Secondary School Principals

Collaboration as an Essential Tool in Information Literacy Education 9-16: Context, Qualities and Implications

This article addresses the research question of how contemporary school librarians can best surmount the challenges of limited funding and high expectations. The author argues that in order to provide effective information literacy instruction, school librarians should increase collaboration with academic librarians. A review of the literature identifies numerous articles describing individual collaborations and lamenting information literacy skills gaps among college students. This article intends to serve as a call to action to school and academic librarians. This literature review explores the context for collaboration in libraries, discusses examples of school library collaborations, and examines the implications of various aspects of collaboration