| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1988. Education Bibliography: leaves 127-131. The main focus of this study was resource-based learning in grade three classrooms in the province of Newfoundland and Labrador. The literature was examined with respect to detailed descriptions of and research conducted into this learning approach. A field survey was conducted to gather information with respect to the practice of resource-based learning in a selected sample of grade three classrooms. -- Scheduled interviews were conducted with the provincial primary and school libraries consultants at the Department of Education, and with the primary and school libraries coordinators at the Avalon Consolidated and Roman Catholic school boards in St. John's, Newfoundland. A mailed questionnaire was distributed to a randomly selected sample of 197 grade three teachers from thirty-three of the thirty-five school boards in the province. One hundred and thirty-eight, or seventy percent, of the teacher questionnaires were completed and returned to the examiner. -- The many advantages which the resource-based approach to teaching and learning can offer to children and teachers alike was evident from the literature. The literature showed also the close link between the school library program and the resource-based approach to teaching and learning. -- Findings from the study revealed that resource-based approaches are recommended at the Department of Education, school board and school level. The results of the survey indicated that the majority of teachers are working toward this approach. However, this is not to say that the approach is practised province-wide. Teachers who indicated that they practise this approach are well aware of the benefits it can offer to the children and themselves but are equally aware of the problems associated with it. Concerns were expressed particularly with respect to time needed for planning, limited resources, and a shortage of qualified teacher-librarians who could work cooperatively with classroom teachers. -- Based on findings from this study, recommendations were made for additional assistance and support in this area, and for further research.
|
|---|