The Development of Teacher and Teacher-Librarian Collaboration Scale and the Examination Structures of Collaboration Models
The purpose of this study was twofold. The first purpose was to construct the Collaboration Scale for primary and secondary school teacher and teacher-librarian of Taiwan. Teachers and teacher-librarians were selected from five municipals in the south of Taiwan. Fifty-nine teacher-librarians, 76 tea...
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| Format: | Article |
| Language: | English |
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Tamkang University Press
2014-04-01
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| Series: | Jiàoyù zīliào yǔ túshūguǎn xué |
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| Online Access: | http://joemls.dils.tku.edu.tw/fulltext/51/51-3/411-444.pdf |
| Summary: | The purpose of this study was twofold. The first purpose was to construct the Collaboration Scale for primary and secondary school teacher and teacher-librarian of Taiwan. Teachers and teacher-librarians were selected from five municipals in the south of Taiwan. Fifty-nine teacher-librarians, 76 teachers and 2 principals from 60 primary and secondary schools participated in this study for the testing of scale quality. Results indicated as follows: 1. The Collaboration Scale consisted of 22 items, divided into three factors, which were integrated instruction, teacher-librarian as resource, and traditional role of teacher-librarian. 2. The Collaboration Scale had reasonable coefficient of internal consistency reliability and content validity. 3. Exploratory factor analysis showed that The Collaboration Scale had acceptable construct validity. Three factors explained variance 60.23%and had high correlations of the Collaboration Scale separately. The second purpose was to examine the facets of teacher and teacher-librarians collaboration. Results indicated that teacher and teacher-librarians had low-end collaboration, most of the cooperation existed in teacher-librarians provided materials or resources for the teachers; high-end collaboration, integrated instruction appear to be less prevalent among participants in this study. |
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| ISSN: | 1013-090X 1013-090X |