美國大學與研究圖書館學會（Association of College and Research Libraries）於1999年制訂「學術圖書館媒體資源指南」（Guideline for Media Resources in Academic Libraries），為大學媒體服務提供一參考準則。William D. Schmidt與 Donald A. Rieck. 在其合著之[媒體服務與管理：理論與實務]（Managing Media Services : Theory and Practice.）中亦曾列舉大學媒體中心之功能。由前述兩個標準與綱要可窺見大學媒體服務所應具備之基本規模與範圍，本研究之目的，即針對我國之大學圖書館與教學資源中心媒體服務進行瞭解，首先在於瞭解我國大學圖書館與教學資源中心或相關之媒體服務單位在大學環境中提供媒體服務的情況，其次探析大學環境與社群中所扮演的角色，最後歸納對兩單位彼此之間的各種互動、合作或競爭等關係、任務。 本研究以文獻分析法依據前段所述，彙整美國圖書館與教育領域針對大學媒體服務單位所制訂之媒體服務綱要，以（一）任務功能、（二）組織編制、（三）人員、（四）經費、（五）使用者服務、（六）館藏與設備、（七）資訊檢索、（八）與校園內其他媒體服務單位之關係、（九）遭遇問題、（十）數位科技對媒體服務的影響等十大方面，依據前述要件，對我國大學之圖書館與教學資源中心或媒體服務相關單位，進行半結構式的深度訪談。以立意抽樣之方式選擇訪談對象，共計有台大、交大、成大與淡江四所大學之圖書館與教學資源中心主管接受訪談。 本研究發現，在數位時代資訊技術與網路科技日漸普及之下，網路已成為大學圖書館與教學資源中心提供媒體服務的重要媒介之一，與其他新興與傳統視聽媒體同等重要，由受訪單位中多數單位均提供隨選資訊系統之服務可見一斑。此外本研究發現台灣地區目前之大學圖書館媒體服務，多以媒體資源之蒐集與維護為主，在教學、研究、學習上提供使用者媒體設備、閱聽空間以及隨選資訊系統，以支援大學社群各項媒體使用需求；教學資源中心之媒體服務主要以提供教學資料與教學相關軟硬體之支援服務，以及教學空間之維護與規劃，並定期進行教師之教學發展與訓練等。 本研究建議：積極研擬台灣地區大學圖書館之媒體服務指南、大學圖書館隨選資訊系統應擴展至全校園網路、大學圖書館之典藏資料系統與教學資源中心之典藏紀錄整合、大學應成立教學資源中心、媒體服務單位應積極解決人力資源問題、促進與使用社群間之良性溝通以提升媒體服務單位與其之關係、積極研究與評估新興視聽設備與資料格式、視聽資料編目專業人力分工與品質。

高中圖書館的宗旨在配合學校教育目標，並支援、豐富與實現學校的教育計畫，為學校整體教學中所不可或缺的一部份。許多國外研究亦已證明學校圖書館與教師之合作對於學生學術成就具有正向影響力。本研究透過訪談法瞭解臺北市高中圖書館支援教學之內涵，釐清圖書館負責人對於支援教學之看法，並分析支援教學所面臨之瓶頸與成功因素，探討高中圖書館如何突破困難，提出有效支援教學之策略。 / 綜合而言，臺北市高中圖書館支援教學之內涵包括：1. 積極發展館藏資源，以滿足教師之教學需求；2.善用資訊傳播科技以支援教學；3. 為師生提供圖書館利用教育，增進其資訊素養；4.由資訊融入教育著手，為教師提供教學諮詢服務。 / 若將支援教學相關服務依教師與館員合作關係歸納為「協調」、「合作」與「協同」三個層次，臺北市高中圖書館目前多已達協調、合作層次，僅少數圖書館達協同層次。和國外圖書館相較，臺北市高中圖書館離理想的協同性支援教學（如教學諮詢、協同教學、參與課程規畫）仍有一段距離。 / 臺北市高中圖書館支援教學之困難包括：1. 升學主義依然掛帥，成為圖書館推動資訊素養教育與資訊融入教育時之障礙；2. 館員缺乏學科教學專業知能，使教學諮詢服務不易獲得教師信任；3. 現階段圖書館人力不足，資訊相關業務之負荷過重。 / 而臺北市高中圖書館支援教學服務之成功因素則在於：1. 掌握資訊科技與資訊教育政策所提供之新契機；2. 館員具備圖書館學與資訊科技專業知能；3. 校長在經費、設備與人力資源上之支持；4. 教師之高度使用需求及參與意願；5. 館員之服務熱忱更為深化支援教學服務之要素。 / 綜合文獻探討與訪談結果，高中圖書館有效支援教學之策略包括： 1. 整合圖書館之服務及學科教學活動，以提升學生學習效能；2. 以資訊融入教育為己任，進而提供教學諮詢服務；3. 建置教學知識庫，整合教學資源；4. 充份整合人力資源，提供較深入之支援教學服務；5. 爭取教師之認同，共同創造新時代之教學願景；6. 培育種子教師，透過成功經驗之激勵，逐步推動高中圖書館之轉型；7. 積極爭取校外經費與設備之補助，以豐富師生教與學之經驗；8. 加強高中圖書館從業人員之專業知能，成為深度支援教學之支柱。 / 最後，本研究為深入支援教學提出幾點建議，供相關單位參考：1. 高中圖書館應協助教師進行個人知識管理；2. 高中圖書館員應深入了解社會發展、教育趨勢與學習需求；3. 高中圖書館從業人員應保持開放心態，隨時充實專業知能；4. 高中圖書館應持續推展與評鑑支援教學相關服務；5. 教育相關單位應將資訊素養概念納入學科教學中之中。 / The school library is the center for collecting, organizing and using information resources, and is therefore an indispensable part of school teaching activities. Teachers could better choose teaching materials, develop curriculum, and evaluate programs with school librarians’ support. Library literatures show that teacher and media specialist collaboration can effectively enhance student learning. This study use in-depth interviews to investigate the the situation of teaching support in Taipei senior high schools, to analyze the difficulties encountered, to identify the successful factors, and to provide strategies of teaching support. / Findings show that (1) teaching support services provided in most cases come under the “coordination” and “cooperation” stage, according to the Pollard and Montiel-Overall taxonomy framework, and very few senior high school libraries provide “collaboration” stage services. (2) Most directors keep conservative attitude toward “collaboration” stage services. (3) The difficulties encountered in teaching support include: tight course schedule, lack of education professional librarians, and tedious work. (4) Successful teaching support factors include: policy, professions in library and information science, unique personality, administration support, and teachers’ willingness. (5) Effectively teaching support strategies include integrating library programs into curriculum, helping teachers to integrate ICT into their lessons, assisting in teachers’ personal knowledge management, making better use of human resources, building visions with teachers, creating success stories, striving for budget actively, enhancing librarians’ professional ability. / Finally, the suggestions were made: (1) Senior high school libraries should assist in teachers’ personal knowledge management. (2) Senior high school librarians should keep learning. (3) Librarians should know the education trends and learning needs. (4) Services should be delivered, evaluated, and improved persistently. (5) Educational authorities should put emphasis on information literacy in subject instructions.

The purpose of this study was to develop information and understanding concerning the use of instructional resources, including library materials, by community junior college vocational-technical instructors. The study sought to determine whether the kinds and amounts of instructional resources used by vocational technical instructors in their courses were related to their: (a) level of formal education, (b) number of courses in Higher Education completed, (c) years of teaching experience, and (d) teaching status (full or part-time). Further, the study sought to determine whether the attitudes toward use or non-use of the library were related to such instructor characteristics. The analyses of the data revealed that vocational technical instructors at Tarrant County Junior College utilized a wide variety of instructional resources in their courses. Instructional resources used in at least 50 percent of vocational-technical courses were: audio-visual materials, 88 percent; departmental books, 73 percent; personally owned books, 72 percent; manufacturers' literature other than service manuals, 63 percent; information from notes of previously taken courses, 63 percent; departmentally prepared syllabi, 58 percent; personally owned journals, 56 percent; self-prepared syllabi, 53 percent; manufacturers' service manuals, 52 percent; and association publications, 50 percent.

This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)

This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)

The study explored factors that affect learner academic achievement in Physical Sciences in Limpopo rural secondary schools. The motivation for the research was based on the high failure in Physical Sciences in South African schools. The new Curriculum Assessment Policy Statement (CAPS) has brought changes in the teaching and learning of Physical Sciences such as assessment processes, methodology and new content. It was worth pointing out that the achievement of Physical Sciences learners gives an indication of the effectiveness and efficiency of Physical Sciences teaching and learning. Therefore, identifying the factors entails important issues which are of great relevance to the way Physical Sciences should be taught in schools to improve learner academic achievement. The primary question was “Which factors impact on learners’ academic achievement in Physical Sciences in Limpopo rural secondary schools?” In order to answer this question a qualitative approach and qualitative survey design were used and individual interviews were carried out with Physical Sciences teachers, principals, parents and curriculum advisors. Data was further collected through focus group interviews with Physical Sciences learners. Purposeful sampling was used to identify the participants. Data analysis in this research was aimed at giving appropriate meaning to the views of the Physical Sciences teachers, Physical Sciences learners, principals, curriculum advisors and parents on factors affecting learner academic achievement in Physical Sciences. The data was audio-recorded, transcribed and printed. The interview transcriptions were organised into themes by coding. The coded data was used to form the true analysis of the activity system by identifying the purpose of the activity in order to get clarifications. This included the context of the Physical Sciences teaching and learning and learner academic achievement. The results according to the perceptions of Physical Sciences teachers, Physical Sciences learners, principals, curriculum advisors and parents showed that the main issues of high failure rate are lack of adequate resources, teacher effectiveness, lack of motivation, high teacher-learner ratio, workload, discipline of learners, supervision of teachers, parental involvement, management and leadership skills, and appropriate teaching methods. Recommendations for practice and policy are suggested and the indication was that provision of common tasks to teachers and formation of subject committees decreases the workload. The availability of resources allows learners to do practical work and improve performance. The goal was to engage learners in challenging and stimulating tasks with appropriate help from the teachers to improve achievement. In order for the teacher to provide assistance to the learners there must be maximum teacher-learner ratio. Effective supervision ensures that teachers and learners are punctual, which will ensure maximum use of available teaching time and timely completion of the work schedules or pace setters. A smaller number of learners per class could result in improved performance in Physical Sciences. It is important for principals to instil discipline in learners. The support and value of NGOs to assist in sharing workload by carrying out experiments in secondary schools was acknowledged. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)