Thesis (Ed. D.)--University of Tennessee, Knoxville. / "97-08998." Includes bibliographical references (leaves 156-171).

Thesis (Ph. D.)--Spalding University, 1994.

Orientador: Lilian Lopes Martin da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T08:00:49Z (GMT). No. of bitstreams: 1 Kolokathis_MariaLuciaBachiega_M.pdf: 6961816 bytes, checksum: 790a314fae5ce2c479dba054762e6cc7 (MD5) Previous issue date: 2008 / Resumo: Entre 1990 e 1992 a Secretaria Municipal de Educação de Campinas apoiou, nas escolas da rede, a organização de bibliotecas escolares, de forma isolada. Em 1993, deu início à construção do 'Programa Bibliotecas Escolares¿, inicialmente chamado de Projeto Biblioteca, através do estabelecimento de uma coordenação geral de ações integradas. Em 2001, o programa foi parcialmente descaracterizado e em 2002 desativado, em seu formato que já existia há 8 anos, com assessoramento aos professores e escolas e diversas atividades para dinamização da leitura. Assim, as escolas passaram a gerir, novamente sozinhas, seus espaços destinados à biblioteca. Em seus nove anos de existência, o 'Programa Bibliotecas Escolares¿ gerou uma grande e diversificada documentação escrita e visual, além de é claro, um conjunto de iniciativas, experiências e possibilidades em torno dos livros e do espaço da biblioteca no interior de um número considerável de creches, escolas de educação infantil e fundamental, pertencentes à rede municipal. Pela natureza do programa, que articulava à instalação de bibliotecas o trabalho de assessoramento aos professores, a constituição de equipes condutoras, a realização de encontros e eventos ao longo desse tempo, o programa também gerou na memória dos que dele puderam participar, um conjunto de percepções, lembranças, opiniões e avaliações. O propósito desse trabalho é buscar uma organização possível dessa experiência, dialogando com diferentes memórias e documentos, que se encontram dispersos e fragmentados, em diferentes e variados suportes, priorizando o ponto de vista do pólo que organizou essa experiência em nível de secretaria. Tal narrativa registra uma ação coletiva em torno dos livros e da biblioteca na escola que, sobretudo, como ação institucional, como política pública para a escola e o livro, ultrapassou a mera distribuição de acervos, constituindo-se, como política de formação continuada para professores / Abstract: Between 1990 and 1992 the Secretary of Education of the City of Campinas supported, as an isolated initiative, the organization of the libraries of its Municipal Schools. In 1993, the ¿School Libraries Program¿ was launched. It was initially referred to as the ¿Library Project¿, through the establishment of a general coordination for integrated actions. In 2001, the program was partially deprived of its characteristics, and in 2002 it was deactivated, in its eight years long format, with advisement to teachers and schools, and also several activities for increasing reading dynamics. Thus, schools started to manage their library spaces on their own, like before. In its nine years of existence, the ¿School Libraries Program¿ generated a large amount of diversified written and visual documentation, besides a set of initiatives, experiences and possibilities with books and libraries at nursery schools, pre-schools and elementary schools from the municipal education system. Due to the nature of the program, which articulated the installation of libraries to the advisement of teachers, the constitution of leading teams, the realization of meetings and events along its existence, it also generated a set of perceptions, memories, opinions and evaluations for those who could participate of it. The goal of this work is to organize that experience, from different, dispersed and fragmented memories and documents, in different and varied media, pointing out the standpoint of those who organized the experience at the Secretary of Education level. The historical narrative registers a collective action around books and school libraries that, as an institutional action and public policy for the school and the book, surmounted a mere distribution of materials. In fact, it constituted a political stand for continuing teachers¿ formation / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Library literature and educational writings appraising school libraries imply that if qualitative and quantitative standards of school libraries were sufficiently high, the students would be proficient in the knowledge, of the use, of books and libraries. No evidence, however, is presented to support this assumption. The lack of empirical evidence prompted the present study as an attempt to discover if a positive correlation does exist between qualitative and quantitative standards of school libraries and the students’ knowledge of the use of hooks and libraries. The instrument used to ascertain the qualitative and quantitative standards of nine senior secondary schools in three British Columbia school districts was a closed-question interview questionnaire consisting of four major divisions. The results of the questionnaire were tabulated as numerical scores and placed in rank order for each of the four major divisions and for the total. Two hundred seventy-eight students in nine senior secondary schools were tested under standard procedures using the test A Library Orientation Test for College Freshmen. Intact groups of English 40 or English 91 students were tested in each of the nine schools. Test score results were tabulated for each part of the nine sub-tests for the test as a whole. Means of the results for each of the nine parts of the test were tabulated by school and placed in rank order. Correlations between mean score ranks and interview questionnaire score ranks were computed for each of the nine sub-tests and, the total test. In this study it was found that generally a low positive rank correlation exists. The correlation did not depart significantly from zero. It is suggested that, further studies be conducted, to isolate and to control variables which may have a bearing on the relationship between qualitative and quantitative standards of school libraries and the students' knowledge of the use of hooks and libraries. / Education, Faculty of / Graduate

Is the seventh and eighth grade library of the Stockton High School adequate for the lower division of the school in the “Six-Four-Four” plan of organization?

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.

No description available.

This study was undertaken in an attempt to discover the adequacy of the libraries when they were measured by certain established criteria. The ultimate purpose is to improve the weaknesses which might be found and to improve the services of the libraries in question.

The purpose of this study is to analyze and evaluate the library as both a teaching and a service agency in the junior high schools.

The purposes of this study are to make an investigation of practices used in a number of selected schools in selecting library materials for the school libraries and to evaluate these practices against criteria developed from a study of recommended standards and practices in the fields of library science and education.