SROI in the art gallery; valuing social impact     

Andrew Jackson  Richard McManus 《Cultural Trends》2019,28(2-3):132-145

ABSTRACT

This article considers a project that used the Social Return on Investment (SROI) methodology to describe and measure the social impact of Turner Contemporary art gallery in Margate, a coastal town in the South East of England. The article details the reasons why the methodology was chosen by the gallery, setting this in the context of the wider debate around evaluation and social impact reporting. A section of the research and analysis, which was carried out by COaST, a consultancy and research centre based within Canterbury Christ Church University, is described in detail, allowing the reader to understand the processes involved in this type of project and the kinds of outcomes that can be delivered using this method. Finally, an account is given of the impact the work had on the management of the gallery, and the ways in which the final report was used.  相似文献   

When Can We Improve Subscores by Making Them Shorter?: The Case Against Subscores with Overlapping Items     

Richard A. Feinberg  Howard Wainer 《Educational Measurement》2014,33(3):47-54

Subscores can be of diagnostic value for tests that cover multiple underlying traits. Some items require knowledge or ability that spans more than a single trait. It is thus natural for such items to be included on more than a single subscore. Subscores only have value if they are reliable enough to justify conclusions drawn from them and if they contain information about the examinee that is distinct from what is in the total test score. In this study we show, for a broad range of conditions of item overlap on subscores, that the value of the subscore is always improved through the removal of such items.  相似文献   

Unique contributions of eye-tracking research to the study of learning with graphics     

Richard E. Mayer 《Learning and Instruction》2010,20(2):167-171

The author examines the empirical, methodological, theoretical, and practical contributions of the six studies in this special issue on eye tracking as a tool to study and enhance multimedia learning. The design of learning environments involving graphics should be consistent with a research-based theory of how people learn and evidence-based principles of how to help people learn. Research using eye tracking offers a unique path to testing aspects of theories of multimedia learning, particularly concerning perceptual processing during learning. The studies reported in this special issue add to the evidence base on how people learn and think with graphics.  相似文献   

The development of case studies as a method within a longitudinal study of special educational needs provision in the Republic of Ireland     

Richard Rose  Michael Shevlin 《Journal of Research in Special Educational Needs》2016,16(2):113-121

When developing case studies within a longitudinal study of special educational needs provision within the Republic of Ireland, the authors were conscious of the critiques of the use of this approach within educational research. The difficulties associated with generalisation, challenges of ensuring trustworthiness and the possibilities of researcher bias have been identified as limiting factors in the presentation of case study data. In order to confront these limitations, the researchers developed a framework for case study development that aimed to provide a secure database and trustworthy interpretation in order to make assertions in relation to special educational needs provision. This paper describes this process and suggests that the need to develop safeguards in order to present case studies that have high degree of credibility is essential when using this approach. Furthermore, the transparency of research methods, a significant omission in many reports of research, is necessary in order to demonstrate the trustworthiness of data.  相似文献   

Reflections on an education     

Richard Mawby  & Brian Mawby 《British Journal of Special Education》2000,27(4):168-170

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Editorial     

Richard Byers  Graham Hallett  Fiona Hallett 《British Journal of Special Education》2011,38(1):2-3

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An evaluation of student support services at the University of Zambia     

Richard Siaciwena 《Open Learning》2013,28(2):19-23

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Reading policy texts: lifelong learning as metaphor     

Katherine Nicoll  Richard Edwards 《International Journal of Lifelong Education》2013,32(5):459-469

As lifelong learning becomes a greater focus for policy at local, national and supranational levels, a question emerges as to how to engage in policy analysis. This is a debate, which is already taking place in relation to policy analysis in other sectors of education. However, this has had little influence on policy studies in lifelong learning. This paper reviews the wider debates and argues for the productiveness of a discursive approach to policy analysis. In particular, it argues that the notion of metaphor can be deployed in such analysis to good effect. This is illustrated through an initial analysis of the UK government's 1998 Green Paper, The Learning Age: a Renaissance for a New Britain.  相似文献   

Keith S. Taber: Progressing Science Education: Constructing the Scientific Research Programme into the Contingent Nature of Learning Science     

Richard Duschl 《Science & Education》2012,21(8):1205-1208

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Ways of Presenting and Critiquing Action Research Reports [1]     

Janet Clarke  Pete Dudley  Anne Edwards  Stephen Rowland  Charly Ryan  Richard Winter 《Educational Action Research》2013,21(3):490-492

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