A Study of the Role of the Learning Resource Center in the Education of Gifted Elementary School Students

This study was designed to examine three existing gifted programs located in elementary schools in East Central Illinois for the purpose of understanding the role of the Learning Resource Center (LRC) in the development and implementation of programs to meet the needs of gifted students within the school populations. The case study approach was used to conduct the study. Personal interviews, observations, and questionnaires were the major methods used for the collection of data. The study was organized into four areas: 1) “Background Information”: This area included all data concerning the school and community, the budget, the organizational structure, personnel, aspects of the gifted programs not associated with the LRC, and statements of philosophy and policy. 2) “Analysis of the Gifted LRC Program Using an Instructional Systems Model”: The following major elements of an instructional systems model were researched: identification of students, assessment of student needs and entry levels, specification of goals, specification of objectives, selection of strategies, implementation of learning activities, evaluation of performance, analysis of feedback, and implementation of modifications. 3) “Analysis of the Gifted LRC Program Using the Enrichment Triad Model Checklist”: The Enrichment Triad Model, a system for developing defensible gifted programs created by Joseph S. Renzulli, was used to determine the success or failure of each gifted LRC program in meeting the needs of gifted students. An observational checklist with twenty key elements was developed and used for this purpose. 4) “Attitude Surveys”: Attitudes of the gifted student participants, their classroom teachers, and their parents toward the gifted LRC program were researched. Teachers and parents were given brief attitude surveys; the students were interviewed individually. The gifted LRC programs selected for study were located in elementary schools within a specified eight-county area of East Central Illinois. The Learning Resource Center and the Learning Resource Center professional were both integral aspects of the gifted programs in the schools. Permission for the study was granted by the LRC professional. Three gifted LRC programs were found which conformed to the established criteria. Five instruments were .used in the acculmulation of data: 1) the Data Collection Outline, 2) the Enrichment Triad Model checklist, 3) the Student Attitude Interview format, 4) the Teacher Attitude Survey, and 5) the Parent Attitude Survey. The three methods of presentation of data used were narrative description, tables, and illustrations. The data for each gifted LRC program was presented separately, and the three programs were not compared or contrasted. Conclusions and recommendations were made separately for each gifted LRC program. The conclusions consisted of a list of the strengths and a list of the weaknesses identified for each program based on the data collected. A specific list of recommendations made for each program included suggestions to maintain or expand those areas identified as strengths within the program, and suggestions to correct those areas designated as weaknesses. In addition, conclusions and recommendations were constructed for the role of the Learning Resource Center in the education of gifted elementary students in general. In summary it was concluded that Learning Resource Centers have the potential to offer significant contributions to the education of gifted elementary school students, and that attention to the various areas covered in this study would aid in developing and implementing gifted Learning Resource Center programs

A Study of the Role of the Learning Resource Center in the Education of Gifted Elementary School Students

This study was designed to examine three existing gifted programs located in elementary schools in East Central Illinois for the purpose of understanding the role of the Learning Resource Center (LRC) in the development and implementation of programs to meet the needs of gifted students within the school populations. The case study approach was used to conduct the study. Personal interviews, observations, and questionnaires were the major methods used for the collection of data. The study was organized into four areas: 1) “Background Information”: This area included all data concerning the school and community, the budget, the organizational structure, personnel, aspects of the gifted programs not associated with the LRC, and statements of philosophy and policy. 2) “Analysis of the Gifted LRC Program Using an Instructional Systems Model”: The following major elements of an instructional systems model were researched: identification of students, assessment of student needs and entry levels, specification of goals, specification of objectives, selection of strategies, implementation of learning activities, evaluation of performance, analysis of feedback, and implementation of modifications. 3) “Analysis of the Gifted LRC Program Using the Enrichment Triad Model Checklist”: The Enrichment Triad Model, a system for developing defensible gifted programs created by Joseph S. Renzulli, was used to determine the success or failure of each gifted LRC program in meeting the needs of gifted students. An observational checklist with twenty key elements was developed and used for this purpose. 4) “Attitude Surveys”: Attitudes of the gifted student participants, their classroom teachers, and their parents toward the gifted LRC program were researched. Teachers and parents were given brief attitude surveys; the students were interviewed individually. The gifted LRC programs selected for study were located in elementary schools within a specified eight-county area of East Central Illinois. The Learning Resource Center and the Learning Resource Center professional were both integral aspects of the gifted programs in the schools. Permission for the study was granted by the LRC professional. Three gifted LRC programs were found which conformed to the established criteria. Five instruments were .used in the acculmulation of data: 1) the Data Collection Outline, 2) the Enrichment Triad Model checklist, 3) the Student Attitude Interview format, 4) the Teacher Attitude Survey, and 5) the Parent Attitude Survey. The three methods of presentation of data used were narrative description, tables, and illustrations. The data for each gifted LRC program was presented separately, and the three programs were not compared or contrasted. Conclusions and recommendations were made separately for each gifted LRC program. The conclusions consisted of a list of the strengths and a list of the weaknesses identified for each program based on the data collected. A specific list of recommendations made for each program included suggestions to maintain or expand those areas identified as strengths within the program, and suggestions to correct those areas designated as weaknesses. In addition, conclusions and recommendations were constructed for the role of the Learning Resource Center in the education of gifted elementary students in general. In summary it was concluded that Learning Resource Centers have the potential to offer significant contributions to the education of gifted elementary school students, and that attention to the various areas covered in this study would aid in developing and implementing gifted Learning Resource Center programs

Effect of workshops in rehabilitation nursing on nurses' contributions to rehabilitation

Thesis (M.S.)--Boston Universit

Making Spaces: Resolving Use and Usability Issues of the Modern Library

As library spaces are re-envisioned to meet new institutional goals and user expectations, careful planning is necessary to ensure that internal and external stakeholders are included in the planning process and that resources are used to a maximum benefit. Presenters will share the planning and decision processes used in restructuring three floors at their library

STEPP into the Library: Research Assistance for Students with Multiple Learning Disabilities

Librarians strive to address the information needs of diverse populations. At East Carolina University\u27s Joyner Library, we are collaborating with Project STEPP to improve our information literacy services for students with multiple learning disabilities. Project STEPP (Supporting Transition and Education through Planning Partnerships) is an innovative program that offers comprehensive academic, social and life-skills support to a select number of students with learning disabilities who have shown the potential to succeed at the college level. In Fall 2011, Project STEPP relocated to a space with office areas and study rooms in Joyner Library. Our collaboration began with a survey of enrolled STEPP students that included questions about library use. Building from the survey, we began designing a program of instruction and outcomes assessment for the ten incoming first year students. Our involvement with the students includes three instructions sessions, a library tour, assignment to a personal librarian, and research consultations. Each student was assigned to one of three personal librarians with whom research consultations were scheduled. The students were encouraged to contact their personal librarian as needed for research assistance. The students attended a library instruction session with their first semester English class. We are using multiple assessment techniques to measure the program’s impact on student learning outcomes. The presentation will cover assessment findings from pre & post-tests, weekly journal entries kept by students, and videotaped interviews with the students reflecting on their experiences. We will discuss our experiences, successes, failures, and future plans

Making Spaces: Resolving Use and Usability Issues of the Modern Library

As library spaces are re-envisioned to meet new institutional goals and user expectations, careful planning is necessary to ensure that internal and external stakeholders are included in the planning process and that resources are used to a maximum benefit. Presenters will share the planning and decision processes used in restructuring three floors at their library.https://openprairie.sdstate.edu/library_presentations/1002/thumbnail.jp

Designing Library Instruction for Students with Learning Disabilities

East Carolina University is the home of an innovative program for students with learning disabilities, Project STEPP. Librarians at ECU’s Joyner Library have collaborated with Project STEPP since 2010 to provide library instruction for the program’s students. In the course of our collaboration, we have considered principles of Universal Design for Learning and the special needs of students with learning disabilities in library instruction. In this paper, we discuss our collaboration with the program, our classroom experience and assessment with the students, and future plans for improving instruction

Variation in Provider Identification of Obesity by Individual- and Neighborhood-Level Characteristics among an Insured Population

Objective. The purpose of this study was to examine whether neighborhood- and individual-level characteristics affect providers' likelihood of providing an obesity diagnosis code in their obese patients' claims. Methods. Logistic regressions were performed with obesity diagnosis code serving as the outcome variable and neighborhood characteristics and member characteristics serving as the independent variables (N = 16,151 obese plan members). Results. Only 7.7 percent of obese plan members had an obesity diagnosis code listed in their claims. Members living in neighborhoods with the largest proportions of Blacks were 29 percent less likely to receive an obesity diagnosis (P < .05). The odds of having an obesity diagnosis code were greater among members who were female, aged 44 or below, hypertensive, dyslipidemic, BMI ≥ 35 kg/m2, had a larger number of provider visits, or who lived in an urban area (all P < .05). Conclusions. Most health care providers do not include an obesity diagnosis code in their obese patients' claims. Rates of obesity identification were strongly related to individual characteristics and somewhat associated with neighborhood characteristics

The Iowa Homemaker vol.19, no.8

Writing, page 1 Speak Softly, page 2 Application Letters – Precursors to your Job, page 3 Cutting Gay Capers in Sally’s Styles, page 4 Homemaker Success Stories, page 6 Women on the Air, page 7 What’s New in Home Economics, page 8 Books from Crib to College, page 10 Jumps in Journalism, page 12 Iowa State Women Gain Recognition, page 13 Fresh Air in the Mechanical Age, page 14 Fashion Writing Challenges the College Journalist, page 15 Behind Bright Jackets, page 16 Land Yourself a Scholarship, page 17 Alums in the News, page 18 Coed Trickery, page 19 Biography of a Home Economist, page 20 From Journalistic Spindles, page 2