Perspectives of school administrators related to school library media programs after participating in an online course, "School library advocacy for administrators"
Author(s)Levitov, Deborah Detenbeck
Contributor(s)Budd, John M., 1953-
Full recordShow full item record
AbstractTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010).
The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.
Dissertation advisor: Dr. John M. Budd.
Includes bibliographical references.
Ph. D. University of Missouri--Columbia 2009.
This mixed methods study examines the experiences of two groups of administrators who participated in the online course, "School Library Advocacy for Administrators," respectively, in the summer of 2005 and the fall of 2006. The course was offered through Mansfield University in Mansfield, Pennsylvania. It was developed to educate administrators about school library media programs and the role of the library media specialist, and to subsequently create administrative advocates for school libraries. The purpose of this study is to explore how these administrators perceive that the course made a difference in what they know about school library media programs and how the information impacted their perspectives and actions in relationship to the library media programs in their buildings. Employing a mixed methods approach, this study makes use of standardized responses and descriptive/phenomenological methods to examine the experiences of the participants through interviews. Findings indicate that the Mansfield University online course provides an impetus for participating administrators to change their perceptions toward library media programs and make changes in their school library programs to some degree. Based on these findings, the Mansfield online course appears to offer a viable solution for informing educational administrators about school library programs.
Showing items related by title, author, creator and subject.
Assessing the Role of the School Operational Grant Program in Improving Education Outcomes in IndonesiaWorld Bank (Jakarta, 2014-12-23)Over the last ten years, Indonesia has
continued to make significant progress in improving
educational opportunities for all its citizens. The purpose
of this report is to provide an assessment of the national
school grants program, Bantuan Operasional Sekolah (BOS),
and its contribution to progress in the education sector.
The BOS program aimed to raise educational attainment
through the provision of school grants to all primary and
junior secondary schools. The report draws together studies
and data that have been used to analyze the program and
undertakes new analysis that looks at the effect of the
program on household education costs and education
participation. The review is used to draw out policy options
to improve the program further and ensure that it
contributes effectively to emerging challenges in the
sector. The first chapter provides a brief overview of
school funding in Indonesia before setting out the channels
through which the BOS program was designed to improve
education outcomes. The chapter also provides background
information on the size and mechanics of the BOS program as
well as the major changes that have occurred over the last
ten years. Chapter two explores the effect of BOS on the
education costs faced by households and whether these
changes have been a key driver of the improvements in
participation, particularly of the poor, seen over the last
decade. Chapter three looks at the role BOS has played in
supporting school based management reforms and whether they
are likely to have led to improvements in education
outcomes. The final chapter provides some suggestions on how
to improve the BOS program and strengthen its role in
improving education outcomes.
Pakistan--Tracing the Flow of Public MoneyWorld Bank Group (World Bank, Islamabad, 2016-07-14)The main objective of the report is to provide recommendations
for policy makers and sector managers to help improve service delivery
and the resultant outcomes in primary education. The fundamental
premise of this analysis stems from Punjab Social Sector Public Expenditure
Review conducted in FY2013.
Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 4 - Costs and Financing of Secondary Education in Ghana, A Situational AnalysisLewin, Keith M. (World Bank, Washington, DC, 2008)This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.