Esta investigación se centra en determinar ¿Cuáles son los factores que limitaron el proceso de Municipalización de la Gestión Educativa de las escuelas públicas primarias del distrito de Motupe periodo 2009 y 2010? Teniendo como objetivo principal, determinar los factores que limitaron el proceso de Municipalización de la Gestión Educativa de las escuelas públicas primarias del distrito de Motupe periodo 2009 y 2010. Es importante analizar y determinar los factores que limitaron el proceso de Municipalización Educativa en los distritos ya mencionados, dado que se dio con la finalidad de mejorar la educación de una manera más eficiente y equitativa, en beneficio de la población. Para poder cumplir con los objetivos planteados en la investigación, se utilizara un diseño exploratorio y desde una estrategia de estudio de casos. La población sujeto de estudio está constituida por directores, docentes, comités de APAFA, funcionarios y ex funcionarios públicos del sector educación, Alcalde, ex Alcalde y concejales del distrito de Motupe, así como también secretarios y miembros de SUTEP-Lambayeque. La recolección de datos se da mediante una revisión documental, entrevistas a profundidad, grupos focales y encuestas, procesándose a través de las técnicas de categorización y análisis de contenido. Los resultados obtenidos de las entrevistas realizadas a las personas involucradas en el proceso de Municipalización Educativa y además de la realización de una encuesta aplicada a los docentes. Corroboramos que los factores que limitaron el proceso de Municipalización de la gestión Educativa de las escuelas públicas primarias del distrito Motupe periodo 2009 y 2010 son; incertidumbre laboral afecto en 21%, burocracia del gobierno local en 25%, asignación presupuestaria en 16%, capacitación a los docentes en 21%, y débil de difusión del proceso afecto en 16%.Tesi

Fabian, Sarah

Westbrock, Theresa

How and where are instruction librarians being trained as teachers? In 2007, ACRL approved a revised set of proficiencies for instruction librarians. Using these new proficiencies, we have repeated a 1993 study (Shonrock and Mulder) that investigated if and when librarians were learning teaching-related skills. Using these data, we will determine whether library schools have made adjustments to their programs based on the recommendations put forth by the earlier study. We will also focus on specific skills instruction librarians predominantly report learning on the job, in order to identify where leaders of in-house professional development programs might target their efforts

Eastern Michigan University: Digital Commons@EMU

LOEX-2009   45Where did (s)he geT Those SkillS? an invesTigaTion of aCrL’s ProfiCienCies for insTruCTion LibrariansTheresa WesTbroCK and sarah fabianOver the past two decades, information literacy instruction has become a significant part of many academic librarians’ duties. In particular, as the electronic environment becomes more inundated with information and the skills required to conduct research at the college level become more complex, librarians play an important role in helping students gain the necessary skills to navigate, understand and assess this vast world of information. Students often develop these skills through instruction sessions led by librarians or research instruction integrated throughout an entire course, but where are librarians acquiring the skills necessary to be competent and effective teachers? Are library schools preparing future librarians for their roles as classroom instructors, or are librarians primarily acquiring these skills on the job through trial and error? In 1985, the ACRL Bibliographic Instruction Section defined Proficiencies for Instruction Librarians (1985). A primary purpose of this document was to advise library schools in their curriculum and course planning. In 1993, Shonrock and Mulder used the Proficiencies as a basis for discovering what skills library instructors found the most useful in their jobs. They asked instruction librarians how and when they acquired these skills and when they would have liked to acquire them. They discovered that librarians were largely learning these skills on the job, but would have preferred to have learned them in library school (1993). In December 2004, the ACRL IS Proficiencies for Instruction Librarians Task Force was formed and was charged to: • Develop a list of proficiencies required of instruction librarians and other librarians, focusing on broad areas rather than a comprehensive list of skills • Outline a way to assist individuals and organizations in selecting the proficiencies most appropriate for their environment • Design the document in a manner that would lend itself to publication as an ACRL standard or guideline (2007)In June 2007, the Instruction Section of ACRL approved the new set of proficiencies for instruction librarians: Association of College and Research Libraries Standards for Proficiencies for Instruction Librarians and Coordinators (2007). Using this new list of proficiencies as a reference point, Shonrock and Mulder’s 1993 study was recreated by the authors in order to investigate the changes that have occurred in this realm over the past two decades. Results were analyzed to begin determining how, over the past 14 years, library schools have used the 1985 Proficiencies and Shonrock and Mulder’s recommendations to make adjustments to their programs and address the needs of future instruction librarians. researCh MeThodIn Phase 1 of their study, Shonrock and Mulder asked respondents to rank the importance of each of the 84 proficiencies.  They used a 5-point Likert scale: essential, very important, important, of little importance, and not important. Westbrock (Instruction Coodinator) New Mexico State University [Las Cruces, NM]Fabian (First Year Experience Librarian) Eastern Michigan University [Ypsilanti, MI]-Where did (s)he geT Those SkillS? an invesTigaTion...- 46    LOEX-2009   Additionally, respondents were given don’t know/don’t have as an option.  Their goal was to identify the 25 most important proficiencies to instruction librarians.  Fourteen of the top 25 proficiencies were from three areas: Communication Skills, Instructional Ability, and Planning Ability, with 6 of the top 25 from the Communication Skills area.  In Phase 2 of their study, they took the 25 most important proficiencies (as identified in Phase 1) and asked “For each proficiency, please indicate the most significant source from which you acquired it and the most significant source from which you believe a librarian should acquire it.”  The choices were: Library School, Other Formal Education, Continuing Education, Mentor, On the Job, Self-Taught, and Don’t know/Don’t have (1993).In the authors’ investigation of the June 2007 proficiencies, the proficiencies specific to coordinators of instruction were omitted.  The authors solicited respondents from a number of information literacy-related listservs, including the ILI-L list. Respondents were asked to rank the importance of the 41 remaining proficiencies.  There was little variance in the mean scores of all 41 proficiencies, and since they all ranked highly, all 41 proficiencies were used in Phase 2.  The general high ranking of the proficiencies underscores the relevance and perceived importance of the Association of College and Research Libraries Standards for Proficiencies for Instruction Librarians and Coordinators.  The authors’ design of Phase 2 was an exact replica of Shonrock and Mulder’s Phase 2.  Additionally, both studies collected demographic information, including years of involvement in instruction and prior teaching experience.  a CoMParison of sTudies: 1993 and 2008 Where are librarians acquiring proficiencies?Shonrock and Mulder found that, of the 25 “most important” proficiencies, 16 were acquired primarily on the job (64%), seven were acquired primarily via self-teaching (28%), and two were primarily acquired in library school (8%). In comparison, the study of the new proficiencies found that of the 41 proficiencies, 37 were acquired primarily on the job (90%), four were acquired primarily via self-teaching (10%), and none were acquired primarily in library school (0%).  Where do librarians prefer to acquire proficiencies?Shonrock and Mulder found that, of the 25 proficiencies, all were primarily preferred to be acquired in library school (13), on the job (7), or through other formal education (5). Similarly, the new study found that, of the 41 proficiencies, all were primarily preferred to be acquired in library school (27), on the job (12), via continuing education (1), or through a mentor (1).   In both studies, self-teaching was not a primary preferred learning method for any proficiency.In both studies, it is clear that librarians show a strong preference to acquire proficiencies in library school.  However, very few skills were acquired primarily in library school (only two proficiencies in the 1993 study and none in 2008).  In 1985, more of the proficiencies were general and only tangentially related to instruction, which might mean that they were more likely to have been acquired in library school.are LibrarY sChooLs adaPTing To The needs of insTruCTion Librarians? In order to address whether or not library schools are adapting to the needs of instruction librarians, responses from librarians with less than two years of involvement in instruction were analyzed and compared to responses from the entire set and to responses from librarians with more than ten years of involvement in instruction.Librarians with less than two years of involvement in instruction reported acquiring five proficiencies primarily in library school, along with five proficiencies via another form of formal education.  In comparison, when looking at the full set of respondents collectively, none of the proficiencies were reported to have been learned primarily in library school or via other formal education.  Of these ten proficiencies, four are from the instructional design skills category (see Appendix A).  Additionally, there were 11 proficiencies that over 50% of the full set of respondents felt should be acquired primarily in library school (see Appendix B).  For these 11 proficiencies, whether or not a proficiency was acquired in library school correlated with the amount of time the respondent had been involved in instruction:  Those with fewer years of involvement in instruction showed a higher likelihood of having acquired these proficiencies in library school, indicating that library school programs are beginning to adjust curricula to meet some of the needs of future instruction librarians.  Eight of these 11 proficiencies were acquired primarily in library school or via another form of formal education in the subset of respondents with less than two years of involvement in instruction.  However, it is important to note that those with fewer years of involvement in instruction are possibly more inclined to indicate acquiring a proficiency in library school because they have had less time to acquire the skills elsewhere.Shonrock and Mulder found that “for all 25 proficiencies, more respondents thought they should have acquired the proficiency in library school than actually did acquire them in library school.  For eleven proficiencies, the difference between the percentage who acquired the skill in library school and the percentage who thought it should have been acquired there was greater than 25 percent” (1993).   Similarly, in the 2008 study, more respondents thought they should have acquired the proficiency in library school than actually did acquire them in library school; this was true for all 41 proficiencies.  However, there was greater discrepancy and for more proficiencies than in the previous study.  Out of the 41 proficiencies, 28 had a discrepancy of over 25% and 9 of those 28 were greater than 50% (see Appendix C).Respondents with less than two years of involvement -WesTbroCK and fabian-LOEX-2009   47in instruction reported much lower differences.  The difference was greater than 25% for 19 proficiencies, and only one of those 19 had a difference of more than 50%.  In contrast, respondents with more than ten years of involvement in instruction reported much greater differences.  For 32 of the proficiencies, the difference was greater than 25% and 15 of these had a difference of more than 50%.WhaT sKiLLs Can Librarians foCus on When CreaTing in-house ProfessionaL deveLoPMenT PrograMs? Ten of the 41 proficiencies rose to the top when considering proficiencies that would be appropriate targets for in-house professional development programming (see Appendix D).   In order to populate this list, proficiencies that were acquired primarily on the job or via self-education but preferred to be acquired elsewhere were targeted.  Librarians reported to have acquired 37 of the 41 proficiencies primarily on the job and the other 4 primarily via self-education. Of the 37 acquired primarily on the job, 12 were proficiencies that librarians indicated that they preferred to acquire on the job.  For another 19 of the proficiencies acquired primarily on the job, librarians indicated a secondary preference of acquiring them on the job.  The remaining six proficiencies, along with the self-taught proficiencies (none of which were preferred to be acquired on the job), were all good candidates for professional development programming.  Of the ten remaining, two were proficiencies that librarians with less than two years experience in instruction report acquiring primarily in library school.  Five had a mean over 4.02 (from Phase 1), indicating their importance in the top-half of proficiencies.  The top five proficiencies are from the teaching skills and presentation skills categories, indicating a need for more training in pedagogical technique and creativity.  Interestingly, for librarians with teaching experience, only five of these ten proficiencies were acquired via other formal education. Additionally, eight were identified by librarians as those they would like to have acquired via continuing education (one primary, seven secondary).  ConCLusionA comparison of the 1993 study to the 2008 study shows • The Standards for Proficiencies for Instruction Librarians and Coordinators, approved by the ACRL Board in 2007, are much more relevant to Instruction Librarians than the Core and Advanced Competencies for Library Instructors & Coordinators, defined in 1985.• Library schools seem to be better preparing librarians for their instruction responsibilities.  • The proficiencies can be used by administrators and to focus professional development opportunities.In future analysis, it will be important to evaluate the course offerings of library schools to fully understand the changes that have been made at the programmatic level. Additionally, analysis of program curricula is necessary to identify true alignment with the Proficiencies.  bibLiograPhYACRL Bibliographic Instruction Section. (1985). Core and Advanced Competencies for Library Instructors & Coordinators. 1985. Retrieved May 4, 2009, from http://library.csus.edu/services/inst/indiv/acrl_bis_profic.htm. American Library Association. (2007). Standards for Proficiencies for Instruction Librarians and Coordinators” American Library Association. Retrieved May 4, 2009, from http://www.ala.org/ala/mgrps/divs/acrl/standards/profstandards.cfm.Shonrock, D., Mulder, C. (1993). Instruction librarians: acquiring the proficiencies critical to their work. College and Research Libraries, 54(2), 137-49. -Where did (s)he geT Those SkillS? an invesTigaTion...- 48    LOEX-2009   aPPendix a: subsEt of Librarians invoLvED in instruction for LEss than two yEarsFive proficiencies were acquired primarily in library school5.1  Describes role of information literacy in academia6.4  Assists learners to assess their information needs, differentiate among sources and develop skills to effectively identify, locate, and evaluate6.7  Integrates appropriate technology into instruction to support experiential and collaborative learning / improve student receptiveness, comprehension, and retention 9.2  Presents instructional content in diverse ways and selects appropriate delivery methods11.1  Keeps current with basic theories, methodologies, and topics in assigned and related subject areas and incorporates those ideas when planning instructionFive proficiencies were acquired primarily through other formal education 3.1  Maintains awareness of communication needs of different learning styles, and adjusts own style and methods accordingly6.2  Sequences information in a lesson plan to guide the instruction session6.3  Creates learner-centered content and incorporates activities directly tied to learning outcomes12.1  Creates a learner-centered teaching environment by utilizing active, collaborative, and other learning activities12.2  Modifies teaching methods and delivery to address the diverse needs of student learners aPPendix b: proficiEnciEs (abbrEviatED) that ovEr 50% of aLL rEsponDEnts fELt shouLD bE LEarnED primariLy in Library schooL2.1  Assessment design6.4  Teaching research process5.1  Advocating for info lit6.2  Create lesson plans 3.1  Understand learning styles9.2  Deliver instruction in diverse ways (written, oral, visual, online, or using presentation software)6.6  Understands level of learners being instructed12.2  Accommodate learning styles in teaching6.3  Outcomes-based learning12.1  Active/collaborative learning8.1  Lesson plans/time management-WesTbroCK and fabian-LOEX-2009   49aPPendix C:  proficiEnciEs with thE grEatEst DiffErEncEs bEtwEEn “DiD acquirE in Library schooL” anD “shouLD havE bEEn acquirED in Library schooL”1993Ability to distinguish different levels of bibliographic instructionAbility to design curriculum for the goalAbility to match instructional method to given objectiveAbility to verbalize search strategyAbility to match instructional method to a given academic level 2008 (see Figure 1)(2.1) Designs effective assessments of student learning and uses the data to guide one’s teaching and professional development  (6.2) Sequences information in a lesson plan to guide the instruction session(3.1) Maintains awareness of communication needs of different learning styles, and adjusts own communication style and methods accordingly  (6.6) Designs instruction to best meet the common learning characteristics of learners, including prior knowledge/experience, motivation, cognitive abilities, etc.  (12.2 Modifies teaching methods and delivery to address the diverse needs of student learners Figure 1: Proficiencies with the Greatest Differences (2008)-Where did (s)he geT Those SkillS? an invesTigaTion...- 50    LOEX-2009   aPPendix d: targEt proficiEnciEs for profEssionaL DEvELopmEntMean Category Proficiency4.15 Presentation Skills Makes the best possible use of voice, eye contact, and gestures to keep class lively and students engaged.4.13 Teaching Skills Reflects on practice in order to improve teaching skills and acquires new knowledge of teaching methods and learning theories.4.09 Teaching Skills Modifies teaching methods and delivery to address different learning styles, language abilities, developmental skills, age groups, and the diverse needs of student learners.4.08 Teaching Skills Creates a learner-centered teaching environment by utilizing active, collaborative, and other appropriate learning activities.4.07 Presentation Skills Presents instructional content in diverse ways (written, oral, visual, online, or using presentation software) and selects appropriate delivery methods according to class needs.*4.01 Instructional Design SkillsCollaborates with classroom faculty by defining expectations and desired learning outcomes in order to determine appropriate information literacy proficiencies and resources to be introduced in library instruction.4.01 Communication Skills Maintains awareness of communication needs of different learning styles, and adjusts own communication style and methods accordingly.3.93 Communication Skills Communication Skills Leads or facilitates discussion of controversial or unexpected issues in a skillful, non-judgmental manner that helps students to learn.3.82 Instructional Design SkillsSequences information in a lesson plan to guide the instruction session, course, workshop, or other instructional material.3.79 Subject  Expertise Keeps current with basic precepts, theories, methodologies, and topics in assigned and related subject areas and incorporates those ideas, as relevant, when planning instruction.**Proficiencies that librarians with less than two years of involvement in instruction acquired in library school.-WesTbroCK and fabian-

English

Where Did (S)he Get Those \u3ci\u3eSkills\u3c/i\u3e? An Investigation of ACRL’s Proficiencies for Instruction Librarians

Name not available

University of Northern Iowa

https://commons.emich.edu/cgi/viewcontent.cgi?article=1007&amp;context=loexconf2009

Municipalización de la gestión educativa en las escuelas públicas primarias del distrito de Motupe, periodo 2009 y 2010

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Eastern Michigan University: Digital Commons@EMU

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University of Northern Iowa