A basic assumption held by media specialists is that the media center is an educational agency which provides supportive services to the educational process by contributing to the academic success of students. It is further assumed that the availability and use of media will aid students in formal educational pursuits. The existances of a high media-student ratio, if it does contribute to students' academic success, should then be reflected in recorded grade-point averages. Using college grade-point averages as the measure of academic success, this study was designed to determine whether or not a high media-student ratio contributes markedly to the formal education of students.Media's contribution to education is an area of media service which availability is but one of the many facets. However, the availability of media is a prerequisite to utilization and was therefore established as a basic variable in the design of the study.Specifically the following five major research questions were posed:1) Do students matriculating from Indiana high schools with a high media-student ratio achieve higher grade-point averages than students matriculating from Indiana high schools with a low media-student ratio?2) Do students matriculating from Indiana high schools with a high media-student ratio more often express satisfaction from study than do students matriculating from Indiana high schools with a low media-student ratio?3) Do students matriculating from Indiana high schools with a high media-student ratio more often express interest in assuming responsibility for their own learning than do students matriculating from Indiana high schools with a low media-student ratio?4) Do students matriculating from Indiana high schools with a high media-student ratio more often express the opinion that the library media program improved their ability to solve academic problems than do those students matriculating from Indiana high schools with a low media-student ratio?5) Do students matriculating from Indiana high schools with a high media-student ratio more often express the opinion that the library media program improved their ability to understand different views and philosophies than do those students matriculating from Indiana high schools with a low media-student ratio?The first research question was tested by means of analysis of covariance using the SAT Mathematics and English scores as the covariate and the grade-point-averages as the criteria.The last four research questions were answered from data gathered by means of a questionnaire which sought the opinions and values of students concerning the media programs which were available in the high schools from which they graduated.The questionnaire was sent to a sample of 200 students representing 20 Indiana secondary schools. Ten of the schools had a high media-student ratio and ten had a low media-student ratio. The schools were identified by means of the "Individual School Evaluation and Report-Instructional Materials Program." Access to this material was granted by the office of Superintendent of Public Instruction, Indianapolis, Indiana.The comparison of the high media-student ratio group and the low media-student ratio group did not indicate any marked differences in the academic records when the criteria of accumulated average grade-point was applied as a measure of success.The results of the last four research questions, upon which the questionnaire was based did not show any marked differences in opinions and values as stated by the students with a high media-student ratio when compared with the responses from the low-media-student ratio group.In this study the availability of a high media-student ratio group did not appear to reflect any marked differences in the academic successes of the high media-student group in comparison to the low media-student group which constituted the population sample utilized in the study.

The broad purpose of this study was to find a more effective way for librarians to assist elementary grade students in learning to use the library as an educational resource. Since ability to use a card catalog appeared to be significant to the process, and since instruction in its use was an area of concern to librarians, this special aspect of the problem was selected for investigation.Experimental and control groups of fourth grade children were identified. Under controlled conditions, the experimental group received instruction in use of a library card catalog through a programmed learning text designed for the study, while the control group was taught in the traditional way by the librarian. Group gains based on pre and post-test scores were computed and treated statistically to measure relative effects of selected variables.The following hypotheses were tested:A. There will be no significant difference in gains between groups of children in learning how to use the card catalog attributable to:1. Method of instruction2. Sex3. Sex by method interaction

The school library system is the most valuable facility of the school and an integral part of the educational process and a tool for teaching and learning. This study explored the status and role of secondary school library resource centres in resource-based learning in Iringa and Njombe regions of Tanzania. The role of the secondary school library resource centre in the education process has not fully been prioritized and exploited to support resource-based learning and foster the development of deeper understanding, critical thinking and independent learning through the provision of accessible resources in Tanzania. The problem that this study attempted to investigate was the status and factors influencing the condition of school library resource centres which are essential for resource-based learning and consequently affecting the quality of education that learners receive. Given this problem the study examined the current condition of school library resource centres, factors affecting such conditions, the role of secondary school library resource centres in resource-based learning, and measures which should be taken to curtail the problems that secondary school libraries face. This was done to ascertain whether the practices followed by secondary school library resource centres were in line with the Tanzanian Education (School Library Resource Centre) Regulations of 2002, and to establish what strategies could be adopted to overcome the weaknesses of secondary school library resource centres in Tanzania. The study was informed by the resource-based learning model developed by Manitoba Department of Education and Training. The study used a mixed methods approach and a cross-sectional descriptive survey design. The study involved 140 heads of secondary schools, 36 school librarians, eight District Education Officers for secondary schools, a Zonal Inspector of Schools and a Regional Public Librarian. The types of secondary schools studied included public (community and central government), private, and seminary. The data were collected using questionnaires and semi-structured interview guides. The study found that a majority of secondary schools, 89 (62.1%), had no libraries and of those with libraries, 53 (37.9%), the status regarding infrastructure, staffing, information resources, funding, and services was poor. Such poor conditions are a result of inadequate funding, absence of library committees and collection development policies, failure to implement the education policy and the Education (School Library Resource Centre) Regulations, absence of a national school library resource centres’ policy, standards, and an inspectorate at the Tanzanian Ministry of Education and Vocational Training to coordinate and inspect the school libraries. This study has also found that the secondary school library resource centres were vital in providing adequate and quality resources and professional expertise to enable teachers and learners to effectively use the resources and services to foster critical thinking and lifelong learning. However, their role in the educational process has been hindered by their poor condition and the consequent undermining of resource-based learning.Remedial strategies suggested by the study to address the challenges faced by secondary school library resource centres, included political will and government support in terms of funding, legislation, policy, standards and the establishment of an inspectorate for coordinating and managing secondary school library resource centres in Tanzania. The strategies are reflected in a new model developed for Tanzania. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

The aim of this research is to investigate the development of locating information in books in the fifth grade of the elementary school. The dilemma, according to the review of the literature, is that many students are not competent to locate information even in the most common source, the book, and that those who are responsible for developing these skills in schools are themselves suffering from some kind of weakness. Indeed, there is not even a program which is accepted by the whole scientific community in this area. The review of the literature also provides us with some idea about bridging the gaps of those who are responsible for the development of these skills in schools, and brings us closer to the very heart of the contents of these skills. Based on this state-of-the-art, the researcher designed a learning package program relating to the location of information in books for fifth graders of the elementary school, and he also designed a test for measuring the efficiency of this program. The learning package program was implemented and tested in Israel in two elementary schools with teacher-librarians and with well equipped libraries through collaboration between the researcher and the educational context. One of the schools was of a low socio-economic status, and the other was of a high socio-economic status. On the one hand the results strengthen the findings of the literature regarding the skill gaps of students and the lack of sufficient stimulation in schools, and on the other hand the results also reveal the possibility of improving, in many cases significantly, the location of information in books, by exposing students to the learning package program. This study reveals, moreover, that it is possible to bring teachers closer to the area of locating information in books in particular, and even to close the gaps between information skills and the educational context in general. Implications for teachers and librarians are included as well as recommendations for future research.

Thesis (Ed.D.)--Teachers College, Columbia University, 1956. / Includes tables. Typescript. Sponsor: A. M. Miel. Dissertation Committee: A. H. Passow, R. M. Strang. Includes bibliographical references (leaves [99]-103).

Thesis (Ph. D.)--University of Iowa, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 113-115).

Thesis (Ph. D.)--Florida State University, 1990. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--University of Michigan. / Includes bibliographical references (leaves [638]-644).

Thesis (Ed. D.)--Temple University, 1994. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 108-111).

Thesis (Ed. D.)--George Washington University, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [201]-210).