Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2008
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ869011 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181153952202752 |
|---|---|
| author | Snyder, Maureen M. Roche, Janet |
| author_facet | Snyder, Maureen M. Roche, Janet Snyder, Maureen M. Roche, Janet |
| collection | Education Resources Information Center |
| contents | Road Map for Improvement: Evaluating Your Library Media Program Snyder, Maureen M. Roche, Janet Academic Achievement Scores High Schools Evaluation Methods Media Specialists Science Teachers School Libraries Inquiry Communication Skills Student Evaluation Graduation Requirements Educational Strategies State Standards Program Effectiveness While education professionals agree that students need to become information- and technology-literate 21st century learners, there is less agreement on the instructional strategies and assessments that will measure the skills students should master. The authors' application to the National School Library Media Program Year (NSLMPY) Award was an overview of the outputs and outcomes that they profile in their yearly report and that contribute to the continuous improvement of their program. One of their most effective outcomes has been the increase in student achievement scores on the Connecticut Academic Performance Test (CAPT); this increase appears to have resulted from collaboration on assured experiences between library media specialists and science teachers. The assured experiences reinforce inquiry and communication skills, as well as state standards for information and technology literacy and for science content strands. With 91 percent of graduates pursuing higher education, Simsbury High School (SHS) maintains rigorous graduation requirements. The curricula emphasize academic excellence, and students must master subject content. In addition, students have opportunities to practice and develop sophisticated levels of performance while conducting inquiry-based research. Working together, the library media specialists and classroom teachers give common assessments to all students, thereby documenting student proficiency in the skills taught during the assured experiences. While classroom teachers feel responsible for content assessment, they understand the need to assess information and technology literacy and are appreciative of the help in assessing these skills that the library media specialists are providing. The evidence from these common assessments drives curriculum and instruction. These assessments identify the specific skills that need reteaching, providing a road map for improving instructional practice in the library program. |
| format | Recurso educativo Open Access |
| id | eric_EJ869011 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2008 |
| record_format | eric |
| spellingShingle | Road Map for Improvement: Evaluating Your Library Media Program Snyder, Maureen M. Roche, Janet Academic Achievement Scores High Schools Evaluation Methods Media Specialists Science Teachers School Libraries Inquiry Communication Skills Student Evaluation Graduation Requirements Educational Strategies State Standards Program Effectiveness Road Map for Improvement: Evaluating Your Library Media Program Snyder, Maureen M. Roche, Janet Academic Achievement Scores High Schools Evaluation Methods Media Specialists Science Teachers School Libraries Inquiry Communication Skills Student Evaluation Graduation Requirements Educational Strategies State Standards Program Effectiveness While education professionals agree that students need to become information- and technology-literate 21st century learners, there is less agreement on the instructional strategies and assessments that will measure the skills students should master. The authors' application to the National School Library Media Program Year (NSLMPY) Award was an overview of the outputs and outcomes that they profile in their yearly report and that contribute to the continuous improvement of their program. One of their most effective outcomes has been the increase in student achievement scores on the Connecticut Academic Performance Test (CAPT); this increase appears to have resulted from collaboration on assured experiences between library media specialists and science teachers. The assured experiences reinforce inquiry and communication skills, as well as state standards for information and technology literacy and for science content strands. With 91 percent of graduates pursuing higher education, Simsbury High School (SHS) maintains rigorous graduation requirements. The curricula emphasize academic excellence, and students must master subject content. In addition, students have opportunities to practice and develop sophisticated levels of performance while conducting inquiry-based research. Working together, the library media specialists and classroom teachers give common assessments to all students, thereby documenting student proficiency in the skills taught during the assured experiences. While classroom teachers feel responsible for content assessment, they understand the need to assess information and technology literacy and are appreciative of the help in assessing these skills that the library media specialists are providing. The evidence from these common assessments drives curriculum and instruction. These assessments identify the specific skills that need reteaching, providing a road map for improving instructional practice in the library program. |
| title | Road Map for Improvement: Evaluating Your Library Media Program |
| topic | Academic Achievement Scores High Schools Evaluation Methods Media Specialists Science Teachers School Libraries Inquiry Communication Skills Student Evaluation Graduation Requirements Educational Strategies State Standards Program Effectiveness |
| url | https://eric.ed.gov/?id=EJ869011 |