Thesis (A.M.L.S.)--University of Michigan, 1954. Cf. Library literature, 1955-1957, p. 133. / Includes bibliographical references (leaves 25-29).

Thesis (Ed.D.)--Teachers College, Columbia University, 1949. / Typescript. Type B project. Includes tables. Sponsor: Will French. Dissertation Committee: Maxie Woodring, Ethel M. Feagley. Includes bibliographical references (leaves 139-145).

Thesis (A.M.L.S.)--University of Michigan, 1954. Cf. Library literature, 1955-1957, p. 133. / Includes bibliographical references (leaves 25-29).

Thesis (M.S.)--Columbia University, 1940. / Reproduced from type-written copy. Bibliography: leaves 38-43.

"A thesis for degree published June 1917"--Letter from the author.

Gifted pupils in South Africa are presently attending special programmes designed to) realize the individual pupil's particular potential. The library plays an important part in (this, being required to put sources of information at the disposal of gifted children. The library as an institution thus plays a very important supporting role in the total education of the gifted child by developing his library reference skills, media experience and research methods. The only restriction on these children should be their own restrictions, and not the non-availability of information. If these needs for information can not be completely satisfied, it could contribute to underachievement, frustration and underdevelopment of the pupil's potential. This study is intended as a contribution to the knowledge of the information problem of the gifted pupil. The Transvaal Education Department (TED) created a special need for information sources by identifying gifted pupils as a special group. The question that arises from this is: a) how does the TED itself provide for the satisfaction of the information needs of this identified group, and b) what other institutions exist that can and are willing to provide in the needs for information of the gifted pupil? The information requirements of this special group of gifted pupils may be described as follows: From the syllabi of the Extra-curricular Centre for Gifted Pupils, a unique need for information arises. The programmes themselves do not cover school subjects and the school library does not specifically acquire sources covering the themes of the programmes. The level of difficulty and the themes themselves are more extensive than the information usually available in a school library . It must therefore be determined what the actual information requirements of the gifted pupil are, to what extent the existing facilities could be developed and which libraries may satisfy the specific needs for information in order to support the educational programme for gifted children. Comparative and empirical research conducted in Potchefstroom and Heidelberg (West Germany) was undertaken to establish what the information needs of gifted children are and what library facilities were available for the satisfaction of those needs. In Heidelberg it was found that gifted children had access to a wide variety of different libraries and their facilities. In Potchefstroom, however, libraries, including school media centres, are not as readily accessible to gifted pupils and no special provision is made for their information needs. It is recommended that educational authorities negotiate with libraries in order to obtain improved library access for gifted pupils and that libraries be made aware of the specific information needs of these children. / Skripsie (MBibl)--PU vir CHO, 1990.

Gifted pupils in South Africa are presently attending special programmes designed to) realize the individual pupil's particular potential. The library plays an important part in (this, being required to put sources of information at the disposal of gifted children. The library as an institution thus plays a very important supporting role in the total education of the gifted child by developing his library reference skills, media experience and research methods. The only restriction on these children should be their own restrictions, and not the non-availability of information. If these needs for information can not be completely satisfied, it could contribute to underachievement, frustration and underdevelopment of the pupil's potential. This study is intended as a contribution to the knowledge of the information problem of the gifted pupil. The Transvaal Education Department (TED) created a special need for information sources by identifying gifted pupils as a special group. The question that arises from this is: a) how does the TED itself provide for the satisfaction of the information needs of this identified group, and b) what other institutions exist that can and are willing to provide in the needs for information of the gifted pupil? The information requirements of this special group of gifted pupils may be described as follows: From the syllabi of the Extra-curricular Centre for Gifted Pupils, a unique need for information arises. The programmes themselves do not cover school subjects and the school library does not specifically acquire sources covering the themes of the programmes. The level of difficulty and the themes themselves are more extensive than the information usually available in a school library . It must therefore be determined what the actual information requirements of the gifted pupil are, to what extent the existing facilities could be developed and which libraries may satisfy the specific needs for information in order to support the educational programme for gifted children. Comparative and empirical research conducted in Potchefstroom and Heidelberg (West Germany) was undertaken to establish what the information needs of gifted children are and what library facilities were available for the satisfaction of those needs. In Heidelberg it was found that gifted children had access to a wide variety of different libraries and their facilities. In Potchefstroom, however, libraries, including school media centres, are not as readily accessible to gifted pupils and no special provision is made for their information needs. It is recommended that educational authorities negotiate with libraries in order to obtain improved library access for gifted pupils and that libraries be made aware of the specific information needs of these children. / Skripsie (MBibl)--PU vir CHO, 1990.

The purpose of this Master thesis is to examine whether there is a connection between distance to the schoollibrary and the extent to which teachers are using it as an integral part of their teaching. The study aims to answerif the physical distance to the school library is affecting teachers' ways of working with the library, if it affects thecollaboration between teachers and librarians and finally if teachers that are using a school library outside theschool premises are doing so less as an integral part of their teaching compared to teachers that have access to aschool library within the schools premises.The study is based on qualitative interviews with six teachers in the intermediate stage of the nine-yearcompulsory school, of which three have access to a school library within the school premises and three haveaccess to a school library outside the school premises. The two groups of teachers are compared in order to findout if there is a connection between distance to the school library and the usage of it. Loertscher's school librarymedia program and teacher taxonomy have been used as a theoretical framework.The study shows that the teachers who use a school library within the school premises have a bettercollaboration with the librarians than the ones who use a school library outside the school premises. The studyalso show that theese libraries are an integral part of the teaching to a higher degree. However, it is not shownbeyond doubt that the physical distance to the library is the determining factor for the teacher's results. Otherfactors, such as the fact that the school libraries outside the school premises at the same time are functioning aspublic libraries, may also have influenced the result.This is a two years master's thesis in Archive, Library and Museum studies.

Thesis (A.M.L.S.)--University of Michigan, 1955. Cf. Library literature, 1955-1957, p. 275. / Includes bibliographical references (leaves [62-63]).

Thesis (A.M.L.S.)--University of Michigan, 1955. Cf. Library literature, 1955-1957, p. 275. / Includes bibliographical references (leaves [62-63]).