Public Libraries: Measuring Their Value     

Gayle Broad  Sean Meades 《Public Library Quarterly》2013,32(3):309-319

Funding cuts and greater emphasis on expenditure justification in the public sector have sparked studies which attempt to demonstrate the financial return on investment of public libraries, with most of these conducted in larger urban centers. Northern Ontario, a vast region with a population less than one million, primarily Anglophone and francophone settlers and numerous Indigenous communities, served by tiny libraries, required a unique approach. A literature review and community input identified seven key sectors together with indicators for measurement. The Toolkit¹ designed by this research illustrates how to calculate an SROI that may better serve communities and improve funders’ decision-making.  相似文献   

BOOK REVIEWS     

Michael A. Vickers  Elaine Shaw  Sean Cameron  Lindsay Towns  Hanna Hancock  Rachel Woodford 《Educational Psychology in Practice》2007,23(3):283-297

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The relative contribution of training intensity and duration to daily measures of training load in professional rugby league and union     

Dan Weaving  Nicholas Dalton-Barron  Shaun McLaren  Sean Scantlebury  Cloe Cummins  Gregory Roe 《Journal of sports sciences》2020,38(14):1674-1681

ABSTRACT

This study examined the relative contribution of exercise duration and intensity to team-sport athlete’s training load. Male, professional rugby league (n = 10) and union (n = 22) players were monitored over 6- and 52-week training periods, respectively. Whole-session (load) and per-minute (intensity) metrics were monitored (league: session rating of perceived exertion training load [sRPE-TL], individualised training impulse, total distance, BodyLoad?; union: sRPE-TL, total distance, high-speed running distance, PlayerLoad?). Separate principal component analyses were conducted on the load and intensity measures to consolidate raw data into principal components (PC, k = 4). The first load PC captured 70% and 74% of the total variance in the rugby league and rugby union datasets, respectively. Multiple linear regression subsequently revealed that session duration explained 73% and 57% of the variance in first load PC, respectively, while the four intensity PCs explained an additional 24% and 34%, respectively. Across two professional rugby training programmes, the majority of the variability in training load measures was explained by session duration (~60–70%), while a smaller proportion was explained by session intensity (~30%). When modelling the training load, training intensity and duration should be disaggregated to better account for their between-session variability.  相似文献   

Family Turbulence and Child Internalizing and Externalizing Behaviors: Moderation of Effects by Race     

Sean R. Womack  Lindsay Taraban  Daniel S. Shaw  Melvin N. Wilson  Thomas J. Dishion 《Child development》2019,90(6):e729-e744

This study examined the impact of residential instability and family structure transitions on the development of internalizing and externalizing problems from age 2 through 10.5. Child's race was examined as a moderator. Caregiver reports of internalizing and externalizing behaviors were obtained on 665 children at ages 5 and 10.5. Early-childhood residential and family structure transitions predicted elevated internalizing and externalizing problems at ages 5 and 10.5, but only for Caucasian children. These findings suggest that residential and family structure instability during early childhood independently contribute to children's later emotional and behavioral development, but vary as a function of the child's race. Community organizations (e.g., Women, Infant, and Children) can connect turbulent families with resources to attenuate effects of residential and family structure instability.  相似文献   

La Transición: parent perspectives on transition for Latino youth with intellectual and developmental disabilities     

Sean Skillern  Erik W. Carter 《Journal of Research in Special Educational Needs》2021,21(4):323-333

The transition to adulthood can be a challenging time for adolescents with intellectual and developmental disabilities. Its complexity, however, may be magnified for families who have immigrated to the United States. This study examined the transition expectations and experiences of six first-generation, Latino parents and their transition-aged (14–22) children with intellectual disability, autism, and/or multiple disabilities. Through individual interviews held in Spanish or English, parents offered insights into (1) their visions of success for their child, (2) the distinct barriers they face as immigrant families, and (3) their suggestions for schools and adult agencies related to supporting strong transitions. Their portraits of desired outcomes were quite individualized and reflected high expectations. Factors identified as inhibiting successful transitions included persistent language barriers, the views of certain professionals and community members, and exclusion from typical school experiences. Parents encouraged schools to support family advocacy, foster greater student independence, expand adult programming, and reduce segregated educational placements. We present implications for educators on working with Latino families, as well as offer recommendations for future research.  相似文献   

Dissection versus Prosection: A Comparative Assessment of the Course Experiences,Approaches to Learning,and Academic Performance of Non-medical Undergraduate Students in Human Anatomy     

Sean C. McWatt  Genevieve S. Newton  Gary J. Umphrey  Lorraine C. Jadeski 《Anatomical sciences education》2021,14(2):184-200

Many institutions rely upon prosection-based laboratories as more resource-efficient and time-effective alternatives to traditional cadaver dissection for human anatomy education. To facilitate growing enrollment numbers despite resource limitations, the University of Guelph (a non-medical institution) introduced a modified “stepwise” prosection-based laboratory cohort to supplement a dissection-based course. In this design, all students attended the same lectures, but those in the dissection-based cohort learned by performing regional dissections and students in the prosection-based cohort studied from those dissections. Prosection students thereby witnessed a “slow reveal” of structures throughout the course. This study compared the perceived course experiences, student approaches to learning, and academic performance between the two groups. Multiple linear regression analyses were used to isolate the effect of the laboratory environment on student approaches to learning and academic performance from demographic and situational covariates. Both groups reported positive course experience ratings and high average final grades that were not statistically dissimilar (P > 0.05), increased reliance on deep approaches to learning (P = 0.002), and decreased reliance on surface approaches to learning (P = 0.023). When controlling for covariates, participation in dissection had small but statistically significant positive associations with deep approaches to learning (P = 0.043), performance on laboratory oral assessments (P < 0.001), and average final grades (P = 0.039). Ultimately, both designs promoted meaningful learning and desirable performance outcomes, indicating that both dissection and stepwise prosection have the potential to facilitate high quality human anatomy instruction.  相似文献   

Erratology and the Ill-Logic of the Seismotic University     

Sean Sturm  Stephen Francis Turner 《Educational Philosophy and Theory》2013,45(7):808-818

With the tertiary education mantra of creativity, critical thinking and innovation in mind, we consider the critical-creativity of error. Taking the university to model social orthography, or ‘correct writing’, according to the norms of disciplines, we consider the role of error in the classroom. Looked at another way, error questions the norms governing norms and the instability of disciplinary grounds. Beyond correction, error involves a mis-taking, or taking another way. Tracing the origin of error we are able to reconstruct the social world in terms of which it is conceivable for a mistake of any kind to have been made. The university, we find, withholds worlds which are not new but are sources of creativity, and constitutes a pluriversity or poly-versity.  相似文献   

Gentlemanly Professionals and Men-about-Town: Occupational Identities Amongst London Advertising Men, 1951–67     

Sean Nixon 《Cultural and Social History》2016,13(3):377-401

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Ecologizing Education: Philosophy,Place, and Possibility          下载免费PDF全文

Clarence W. Joldersma  Sean Blenkinsop 《Educational theory》2017,67(4):371-377

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Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students     

Stephen R. Hooper  Lara-Jeane Costa  Matthew McBee  Kathleen L. Anderson  Donna C. Yerby  Sean B. Knuth  Amy Childress 《Reading and writing》2011,24(2):221-252

The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once derived, will the neuropsychological components of this model remain stable over first and second grades or will the model change in its composition? Third, will the strength of the relationships between neuropsychological components and writing outcomes be constant over time, or will the strength of the relationships change over time? Finally, will the derived empirical model show significant concurrent and predictive relationships with written expression? The sample included 205 first grade students recruited from a single school district who were followed into the second grade via two cohorts: Measures were aligned with major neuropsychological components as extracted from theoretical models of written expression and available empirical findings examining the neuropsychological contributors to writing in children. These domains included fine-motor speed, language, short-term memory, long-term memory, and various attention/executive functions including working memory. Confirmatory factor analyses (CFAs) and longitudinal structural equation modeling (SEM) methods documented that three core latent traits were present and stable at both grades 1 and 2: Fine-Motor, Language, and Attention/Executive Functions. The overall model was highly related to written expression and spelling at both grades 1 and 2, with the first grade latent traits accounting for 52 and 55% of the variance in second grade written expression and spelling, respectively. At both grades, the Language and Attention/Executive Functions latent traits were more highly associated with written expression and spelling than the Fine-Motor latent trait.  相似文献