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Scheduling Methods for Effective School Library Media Centers in K - 8 School Districts

Scheduling Methods for Effective School Library Media Centers in K - 8 School Districts. Rose Hagar Thesis II Rowan University May 9, 2005. Statement of the Problem. The LMCs in the Absecon School district were not being utilized in a manner that allows them to meet their maximum potential

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Scheduling Methods for Effective School Library Media Centers in K - 8 School Districts

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  1. Scheduling Methods for Effective School Library Media Centers in K - 8 School Districts Rose Hagar Thesis II Rowan University May 9, 2005

  2. Statement of the Problem • The LMCs in the Absecon School district were not being utilized in a manner that allows them to meet their maximum potential • Not all students in the district were given equal access to the media centers

  3. Research Questions • What was the district’s view of the role of the LMS and the library media center, and the role both play in student achievement? • What was the level of staffing in the library media center? • What type of scheduling was used in the library media center and why? • What role did the school principal play in the effective operation of the library media center?

  4. Review of the Literature Student Achievement • Keith Curry Lance • Examined the relationship between student achievement test scores and the library media program • In 2002 compared the findings from his six major studies with the mandates set forth by NCLB

  5. Review of the Literature Role of the LMS • In order to be effective in the 21st century, the LMS must commit to the role of information specialist by following these principles: • School library has no boundaries • LMS should be flexible • Students must be effective users of information • Information is everywhere Carrie Lowe, 2000

  6. Review of the Literature Support of the School Principal • Library media specialists identified three ways that the principal showed support by: • Making it clear that teachers must be directly involved with the library program • Becoming a role model by being visibly involved with the library program and being able to interpret the role of the SLP to students, faculty, other district personnel, and other principals • Providing adequate funding for materials and clerical help Dianne Oberg, 1995

  7. Review of the Literature Scheduling Methods • Flexible scheduling: • Meeting the needs of the students at the appropriate time with consistent service • Principal support is critical for implementation • Must educate principals to the concept • Less stressful when alternatives for teacher planning time are provided • Support staff is crucial to the implementation Joy McGregor, 1999

  8. Design of Research • Looked at similar school districts in NJ to find alternatives to the current situation • Descriptive survey which was mailed • LMS in K -8 school districts with similar student enrollment and building size • Between 500 – 1500 students, and one to three buildings in the district

  9. Response Rate • Surveys were mailed to 101 schools in 51 school districts • 51% response rate (52 out of 101) • District response rate of 73% (37 out of 51)

  10. Results • Districts placed the role of the teacher as most important • Other teaching responsibilities • The role of program administrator was the least important

  11. Results • 96% staffed by an individual with professional teaching certification • Only 48 of the 71 library media centers employed support staff

  12. Results • Fixed scheduling if the most common method of scheduling because the media specialist is used as a prep for classroom teachers

  13. Results • Principals played an important role in the operation of the media center because they were responsible for creating the daily schedule

  14. Conclusions • Results of the study lead me to believe that the districts value the importance of the LMC and the LMS but there is an underlying factor that has become a major roadblock statewide. • Comments from respondents have identified this roadblock as insufficient funds to provide the needed services.

  15. Further Research • New survey in several years to see if there have been any changes • A survey of the administration • A study of budget factors • A study to see if there is a commonality among the various regions of the state

  16. Problems Encountered • Because our state is unique in its educational system, the variations in districts were overwhelming • So many unique scheduling situations, not able to find a common model that was used

  17. The End! • Congratulations to everyone! • Thank you, Dr. Shontz!

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