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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
71

The transition of a library into an instructional media center

McAllister, Jeanne Ployhart, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 185-193).
72

The school library media center an [i.e. in] an era of change programs/services seen as supportive by students, teachers, principals, and library media specialists /

Burt, Nancy Weaver. January 1980 (has links)
Thesis (Ph. D.)--University of Southern California, 1980. / Typescript. Includes bibliographical references (leaves 138-145).
73

A comparative study of curriculum integrated and traditional school library media programs fifth grade students' reading and media program attitudes and utilization /

Kreiser, Joy Latane Clark. January 1991 (has links)
Thesis (Ed. D.)--Kansas State University, 1991. / Includes bibliographical references (leaves 75-82).
74

The attitudes of public elementary school teachers and school library media specialists in three East Tennessee counties toward the instructional consultant role of the school library media specialist

Lai, Yuangling, January 1995 (has links)
Thesis (Ph. D.)--University of Tennessee, Knoxville, 1995. / Vita. Includes bibliographical references (leaves 116-132).
75

Modeling the school system adoption process for library networking

Kester, Diane Katherine Davies. January 1990 (has links)
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 1990. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [186]-203).
76

Role and function attitudes of public school principals regarding the library media program

Cruzeiro, Patricia A. January 1991 (has links)
Thesis (Ed. D.)--University of South Dakota, 1991. / Includes bibliographical references (leaves 109-123).
77

A comparative study of curriculum integrated and traditional school library media programs fifth grade students' reading and media program attitudes and utilization /

Kreiser, Joy Latane Clark. January 1991 (has links)
Thesis (Ed. D.)--Kansas State University, 1991. / Includes bibliographical references (leaves 75-82).
78

The school library media center an [i.e. in] an era of change programs/services seen as supportive by students, teachers, principals, and library media specialists /

Burt, Nancy Weaver. January 1980 (has links)
Thesis (Ph. D.)--University of Southern California, 1980. / Typescript. Includes bibliographical references (leaves 138-145).
79

An evaluation of Nebraska library media centers and programs

Farrens, Emilie M. January 1991 (has links)
Thesis (Ph. D.)--University of Nebraska--Lincoln, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 90-93).
80

Resource centres in secondary education with particular reference to teacher and pupil attitudes in selected secondary schools in Natal

Stevenson, Alexander January 1986 (has links)
Includes bibliography. / Resource centres have been in existence for some 15 years in the most educationally advanced provinces in South Africa and for some six years where most recently established. Little has been written about them and consequently the role they play in secondary schools is not well-known. The present study set out to determine the attitudes of pupils and teachers to the resource centre, and the patterns of use. It was hypothesized that the resource centre would be an integral part of the implementation of the school curriculum; that it would be an indispensable element of individualised learning and that resource-based teaching would be in evidence rather than resource-based learning.

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