Thesis (Ed. D.)--University of Pennsylvania, 1993. / Includes bibliographical references (leaves 99-102).

Thesis (Ed. D.)--New York University, 1961. / Bibliography: l. 123-128.

Thesis (Ed. D.)--University of Massachusetts at Amherst, 1990. / Typescript. Includes bibliographical references (leaves 242-254).

The purpose of this study was to analyze the present status of the responsibilities assumed by Canada's ten provincial departments of education for school library service. The study was limited to an examination of the nature and extent of the legal bases of provincial department of education responsibilities for school library service; the personnel employed by departments for service to school librarians and school libraries; the duties performed by these personnel; the principal areas of responsibilities and services for school librarians and school libraries in departments of education; the methods by which these responsibilities and services are put into practice by each department; and the strengths and needs of departments of education in giving service to school librarians and school libraries. Data for each education department was obtained through the use of a closed-form questionnaire. An instrument developed in 1959 by the United States Office of Education for a survey of the status of state department of education responsibilities for school libraries was adapted for use with provincial departments of education in this investigation. The questionnaire was administered during interviews held with members of the staffs of ten departments of education during the summer of 1971. Completed questionnaires were received from all departments in the fall of 1971. Frequency counting was used in analyzing and tabulating the quantitative and qualitative data reported. The results of the study show school library service to be a constituent part of provincial department of education responsibilities. Ten departments of education have legal responsibilities for school libraries and all departments perform services relating to them. Laws and regulations pertaining to these responsibilities apply to all provincially-supported elementary and secondary schools, and also, in one province, to non-provincially-supported elementary and secondary schools. Certification, guidelines (standards), supervision, statistics, research, the provision of information, and co-operation for school library development are the major categories of department of education responsibilities for school library service. Basic responsibilities, such as effecting co-operation for school library development and collection of school library statistics, are fulfilled in a greater number of departments than other areas of service. All provinces provide some form of financial aid to local school authorities for the development of school library service. One full-time person is employed in the central office of eight departments of education for the supervision of school libraries. Other personnel having some responsibilities related to school library service in all departments include deputy ministers of education and assistants, certification officers (registrars), directors of teacher education, curriculum or subject supervisors, audio-visual supervisors, research officers, school plant officers, and finance officers. School library specialists employed by departments of education spend the highest percentage of their time on field services and the lowest on attending meetings out of province. Statements by these officers reveal that major needs of departments of education in giving service to school librarians and school libraries include: 1. increased staff; 2. integration of school library and audio-visual service units; 3. more co-operative planning involving the department of education and local school boards; 4. improvement of publications and research; 5. increased provincial grants to local school authorities; and the 6. updating of standards and certification regulations. The results of the study indicate, in summary, that provincial departments of education have broad responsibilities for the development of school library service and are fulfilling them to some extent. Insufficient personnel and inadequate budgets, however, are curtailing their programs for the development of this service. The data received and reported in this study will, it is hoped, provide a base for further research studies and assist departments of education in giving leadership for the development of school library service in Canada. / Education, Faculty of / Graduate

"The purpose of this paper is to report on a survey of the library facilities in the professional non-collegiate schools of nursing in the state of Florida. The need for this study was identified in a discussion with Vivan Duxbury, Dean of the School of Nursing, Florida State University, Tallahassee, Florida, from information revealed in a letter from Geneva K. Cordor, R.N., Educational Director, Florida State Board of Nurse Registration and Nurse Education, Jacksonville, Florida, and from personal investigation in the fields of nursing and library service. This writer's choice of subject has grown out of an interest in nursing and the problems of library service in nursing schools. Problems in nursing school libraries are similar to those in other specialized libraries having their own particular subject matter and terminology. It is assumed that this study will be of help to the professional non-collegiate schools of nursing in Florida in improving their libraries and of interest as vocational guidance to high school students investigating the fields of nursing"--Introduction. / Typescript. / "August, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sara K. Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 66-68).

No description available.

This study investigates the role of the secondary school teacher-librarian in the creation of a reading environment. The factors that influence how and why a teacher-librarian carries out his or her role are the major focus of the study. These are explored through an analysis of the current literature and in case studies undertaken in six Melbourne secondary schools. The investigation found that each of the case study schools created and operated a reading environment that was affected to varying degrees by all of the identified factors. The factors are: / The attitudes of the teacher-librarian towards their professional responsibility in creating a reading environment, and towards their students as readers. / The relationships forged between the teacher-librarian and teaching staff, administrators, other library staff and students. / The organisational and policy decisions that affect access, such as collection management, reading promotion programs and the knowledge base and advisory role of the teacher-librarian. / The ambience within the library space and how this assists the teacher-librarian in creating a welcoming environment conducive to encouraging reading, including factors such as layout and display. / The influences external to the library within the school including: budget allocation, staffing levels, support from the school administration, curriculum needs and the demands and limitations of architectural structures. / The professional context of the school community and the wider educational and professional debate within which the teacher-librarian operates impact upon the attitudes and decisions of the teacher-librarian. In addition, changes to broad educational objectives, the impact of lCT's, and the ongoing debate as to the role of the teacher-librarian have had a marked impact upon each of the case study schools and their reading environments.

Thesis (Ed.D.)--Teachers College, Columbia University, 1965. / Typescript; issued also on microfilm. Includes tables. Sponsor: Paul W. F. Witt. Dissertation Committee: Phil C. Lange. Includes bibliographical references (leaves 124-128).

Thesis (Ph. D.)--University of Maryland at College Park, 1995. / Includes bibliographical references (leaves 169-174).

No description available.