| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434386 |
| 005 | | 20200226150256 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392532539 |
| 035 | |
▼a (MiAaPQ)AAI13811676 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a ElBasri, Teralee E. |
| 245 | 10 |
▼a Four Leadership Theories in Relation to the Pre-service Preparation of the School Librarian for the Role of Technology Leader. |
| 260 | |
▼a [S.l.]:
▼b The Florida State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 178 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-06, Section: A. |
| 500 | |
▼a Advisor: Mardis, Marcia A. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The Florida State University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a School librarians are uniquely qualified to become technological leaders in their schools, which is supported by current research. Not only are they qualified, but current American Association of School Librarians standards and the current standards for the Preparation of School Librarians indicate that school librarians should strive to be technological leaders. However, there is no current research out there on what leadership theories that are a good fit for school librarians to use as a guide in leadership and technology leadership are being taught in pre-service programs. Pre-service programs should prepare their students for the school library, technology leadership, and the challenges that future school librarians will face in their schools whether they be internal or external.In order to explore this topic, this research was designed to focus on the top ten school librarian preparation programs that were ranked as such by U.S. News & World Report in 2017. The decision to use syllabi as the basis of the content analysis was a choice made in order to see what schools were explicitly teaching in their courses that were geared specifically to school librarian students in pre-service programs. Seven of the ten schools responded, and 58 syllabi were analyzed by using a content analysis based on code words and phrases from four prominent leadership theories that are particularly well suited to help teach technology leadership for school librarians. The four theories that the syllabi were analyzed for were distributed leadership theory, formative leadership theory, relational leadership theory, and transformative leadership theory. Codes were derived from the main tenets of each of the theories, and then applied to the syllabi.The results of the research found that none of the four theories were found to a large degree within the syllabi, and that most code words were found in more passive areas of the syllabi such as course titles, objectives, and standards. Far fewer codes related to any of the theories were found in active areas of the syllabi that would require more engagement and active involvement with the material, such as in readings and assignments. However, when coding for just the term "leadership" not connected to any of the four theories I found that the opposite was true, with more instances of general leadership found in active parts of the syllabi than in passive ones. The results indicate that there is further need to explore what specific leadership theories are being taught based on syllabi in order to ascertain if pre-service school librarians are being explicitly taught leadership theories that are well suited to technology leadership since this is an important aspect of the school librarian's role. School librarian preparation programs may want to explore whether there should be more guiding theories taught in their programs, and if they are but are not reflected in the syllabi, preparation programs may also want to explore whether it may be prudent to lay out theories that are well suited to technology leadership clearly in syllabi since this is considered a contract between student and instructor and more binding than any choices an individual instructor might make outside of the requirements of the syllabi. |
| 590 | |
▼a School code: 0071. |
| 650 | 4 |
▼a Library science. |
| 650 | 4 |
▼a Educational leadership. |
| 650 | 4 |
▼a Education. |
| 690 | |
▼a 0399 |
| 690 | |
▼a 0449 |
| 690 | |
▼a 0515 |
| 710 | 20 |
▼a The Florida State University.
▼b Information. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-06A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0071 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15490710
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1816162 |
| 991 | |
▼a E-BOOK |