Though the CPBD@MU began as a teaching and learning project in a teacher
education course, the database has also evolved into a research tool. Hence,
the database is both a pedagogical tool and a research tool. The ways in which
the database is used for both teaching and research are in the developmental
The keyword list (n = 860) of the CPBD@MU has been validated against the
Library of Congress Subject Headings in a recent study by Ubbes (1996).
Results of the study showed that 88% of the keywords used by the CPBD@MU
matched the keywords used by the Library of Congress Subject Headings. Only
12% of the keywords used by the CPBD@MU had no known comparison word or the use
of a different word was suggested. These findings are favorable given the fact
that the database was developed by library patrons, namely faculty and
elementary education majors who are our next generation of teachers.
The database has the potential to facilitate other scholarly projects for
students and faculty. Examples of these projects include, but are not limited
1) a survey of topics and concepts taught in elementary schools in southwest
Ohio, and how many of these topics and concepts are available as keywords in
the CPBD@MU (Ubbes, 1996);
2) a study that investigates how the topical and conceptual keywords of the
CPBD@MU connect and define multiple disciplines;
3) a study that validates the placement of keywords by content specialists into
a hierarchical search structure, so that library patrons do not need to know a
keyword to complete a search;
4) a study of users which compares the type of keywords selected through
alphabetical and hierarchical search parameters versus keywords selected
through boolean search parameters;
5) a study in which preservice teachers with a preferential ranking of
disciplinary interests "sees" or "reads" similar or different topics and skills
from a storyline, i.e., Can a preservice teacher with an interest in science
use a picture book with richer instructional lessons in science?
6) an CPBD@MU inservice of teachers, faculty, and librarians to explore their
notions of what a database is, what it can do and not do, and how it can be
used in professional preparation assignments with their students;
7) a qualitative study to understand conceptual, higher-order thinking
patterns of learners, and how such thinking affects the best practices of
curriculum and instruction, i.e., Can storylines in children's picture books
help learners to construct new meaning and understanding about topics,
concepts, and skills?
Scholarly applications of the database requires on-going dialogue with faculty,
teachers, and students. For more information on any of the above research or
any new ideas for research and development, please contact Valerie Ubbes,
Project Director, by telephone at (513) 529-2736 or by e-mail on this site.