Literaturnachweis - Detailanzeige
| Autor/in | Jones, Joanna |
|---|---|
| Titel | The Teacher-Librarian Partnership in a Literature-Based Approach. |
| Quelle | (1994), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Elementary Education; Elementary School Teachers; Librarian Teacher Cooperation; Librarians; Library Role; Reading Research; Teacher Behavior |
| Abstract | A year-long study focused on how the teacher-librarian partnership was enacted within different elementary school contexts where there is a literature-based approach for instruction. Teachers and librarians at two schools were observed for a total of 392 hours. Purposeful conversations to gather information or interviews were employed in conjunction with the observation. Eight theoretical constructs emerged from data analysis: (1) partnership events occurred in three ways--purposeful, springboard, and accidental; (2) partnerships supported literature-based instruction; (3) to survive, partnerships must have evidenced support, maintenance, and reward; (4) technology expanded teacher-librarian partnership possibilities; (5) contextual constraints or barriers existed which impeded teacher-librarian partnerships; (6) literature-based instruction had different meanings to different practitioners; (7) literature-based instruction was distinguished from whole language by practitioners; and (8) literature-based approaches were limited by and confounded with skills approaches, district expectations, and eclectic methods. Findings address how the teacher-librarian partnership evolves in the elementary school curriculum and how the teacher-librarian partnership is enacted. (Contains 19 references.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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