No statistically significant stakeholder differences on Literacy, Curriculum, Instruction and Assessment, Community Partnerships, Collaborative Leadership, or Data and Privacy¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? MANOVA found no significant group differences on Literacy (p = .137), Curriculum, Instruction and Assessment (p = .134), Community Partnerships (p = .449), Collaborative Leadership (p = .226), or Data and Privacy (p = .849). → Felicia Warden · Andrew A. Tawfik 2026
Evidence¶
Felicia Warden · Andrew A. Tawfik 2026¶
Felicia Warden · Andrew A. Tawfik. (2026). Comparing perceptions of the school librarian using the future ready school—librarian framework. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10670-7
q3 · i? · associational · r1
In the survey of 186 Tennessee K-12 stakeholders, five FRS-LF constructs showed no significant stakeholder differences; for Community Partnerships, "No statistical significance was identified within the construct of Com- munity Partnership (p =.449)", and the article reports similarly non-significant p values for the other four constructs.
"No statistical significance was identified within the construct of Com- munity Partnership (p =.449)."
Discussion¶
Related Claims¶
- Accountability strengths lie in school climate and communication while stakeholder-involved vision evaluation scores lowest — related
- Teachers rated Personalized Professional Learning significantly higher than school librarians (p = .031) — related
- Teachers rated Use of Space and Time significantly higher than school librarians (p < .001), with no significant administrator–teacher or administrator–librarian differences — related
- Core Teams identified communication challenges, school and district leadership turnover, and teacher burnout as barriers that influenced solution success — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-significant-differences-on-five-frs-lf-constructs |
title |
No statistically significant stakeholder differences on Literacy, Curriculum, Instruction and Assessment, Community Partnerships, Collaborative Leadership, or Data and Privacy |
description |
No statistically significant stakeholder differences on Literacy, Curriculum, Instruction and Assessment, Community Partnerships, Collaborative Leadership, or Data and Privacy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — felicia-warden-andrew-a-tawfik-2026 |
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