Editorial     

Gary Holden 《School Leadership & Management》2013,33(4):307-308

Leadership for learning (LfL) is conceived as a network rather than as a centre within the University of Cambridge Faculty of Education. This paper explores what is understood by the term network, both within LfL and in the wider educational and research communities, and how these understandings are reflected in a number of projects carried out under the aegis of LfL over the last three years. The paper draws out the key distinguishing features of these activities and, using the five principles of leadership for learning, explores the degree to which these activities have contributed to the creation and transfer of new knowledge. The paper concludes by proposing a model for knowledge-building which draws on the work of LfL and suggests ways in which this model may be of use to the wider educational community.  相似文献   

The march of the discoverer     

Lyman Holden 《Educational Studies in Mathematics》1974,5(1):193-205

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Children with reported histories of sexual abuse: utilizing multiple perspectives to understand clinical and psychosocial profiles     

Walrath C  Ybarra M  Holden EW  Liao Q  Santiago R  Leaf P 《Child abuse & neglect》2003,27(5):509-524

OBJECTIVE: The current study examines multiple empirically based perspectives (i.e., child, caregiver, and clinician) of behavior and functioning as they contribute to the clinical and psychosocial profile of children (aged 5 to 17.5 years) with reported histories of sexual abuse.METHOD: A large, multi-site data set of children referred into Comprehensive Community Mental Health Services both with and without reported histories of sexual abuse, was examined. Seven hundred and fifty-nine children with a reported history of sexual abuse were compared to 2722 without such a history on caregiver and child reported behavior, clinician rated functioning, diagnosis, demographic variables, and life challenges.RESULTS: The multiple perspectives contributed unique and specific information to regression models: caregiver-reported behavior contributed information about externalizing behavior while child-reported behavior added information about internalizing behavior and clinician ratings about self-harmful behavior. Children with reported histories of sexual abuse were also more likely to be female, Caucasian, and have reported histories of life challenges (e.g., physical abuse, substance use, running away). Child sexual abuse was associated with higher rates of depression and anxiety diagnoses, and lower rates of substance abuse, conduct, and attention deficit disorder diagnoses.CONCLUSIONS: The findings indicate that the profile of children entering into Comprehensive Community Mental Health Services with reported histories of sexual abuse, as compared to those without such histories, is complex and best understood via multiple perspectives. Caregiver, child and clinician rated information, when taken together, provide a comprehensive clinical and psychosocial profile around which to plan and implement individualized service plans.  相似文献   

Authentication,Privacy, and the Federal E-Government     

Stephen H. Holden  Lynette I. Millett 《The Information Society》2013,29(5):367-377

As federal agencies move toward more sophisticated e-govern- ment offerings, they must consider both policy and operational requirements for electronic authentication (e-authentication). One important consideration in designing and deploying e-authentica- tion solutions is the balance between access, security, authentication, and privacy. Public law and government-wide policy encourage e-government and e-authentication simultaneously with privacy protection, creating policy and operational tensions for e-government efforts. A review of the relevant laws and policies and analyses of the privacy implications of authentication technologies indicates that federal agencies have at least two analytic frameworks for balancing privacy concerns with e-authentication. A framework offered in the 2003 National Research Council report Who Goes There? and the privacy impact analysis requirements of the E-Government Act of 2002 provide e-government projects with the tools for navigating the path between privacy and openness, required by both e-government law and policy.  相似文献   

A role for technology in enhancing students’ engagement with feedback     

Helen J Parkin  Stuart Hepplestone  Graham Holden  Brian Irwin  Louise Thorpe 《Assessment & Evaluation in Higher Education》2012,37(8):963-973

This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature.  相似文献   

The awkward squad: rebels in English cricket     

Russell Holden 《Sport in History》2017,37(2):228-230

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Learning from tragedy: a survey of child and adolescent restraint fatalities     

Nunno MA  Holden MJ  Tollar A 《Child abuse & neglect》2006,30(12):1333-1342

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The march of the discoverer     

Lyman Holden 《Educational Studies in Mathematics》1973,5(2):193-205

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Distribution channel management in e-government: Addressing federal information policy issues     

Kristin N. Frey  Stephen H. Holden   《Government Information Quarterly》2005,22(4):685-701

Part of the promise of electronic government (e-government) is its ability to transform the delivery of information services and products from government to users. E-government allows federal agencies to supplement and even supplant private sector roles intermediating between government agencies and users, creating unintended consequences in terms of policy, theory, and practice. The problem is called “channel conflict” in the marketing literature, and the typical response is called distribution channel management (DCM). After reviewing the literatures of e-government, information policy, and DCM, the paper explores differing DCM philosophies of two federal agencies: the Internal Revenue Service and the U.S. Census Bureau. An examination of these two DCM programs provides insights on how federal agencies may be able to manage their various channels for e-government offerings despite tensions in the current legal and policy context. The paper concludes by using DCM literature to help frame options for dealing with these tensions.  相似文献   

Evaluating impact from research: A methodological framework     

M.S. Reed  M. Ferré  J. Martin-Ortega  R. Blanche  R. Lawford-Rolfe  M. Dallimer  J. Holden 《Research Policy》2021,50(4):104147

BackgroundInterest in impact evaluation has grown rapidly as research funders increasingly demand evidence that their investments lead to public benefits.AimsThis paper analyses literature to provide a new definition of research impact and impact evaluation, develops a typology of research impact evaluation designs, and proposes a methodological framework to guide evaluations of the significance and reach of impact that can be attributed to research.MethodAn adapted Grounded Theory Analysis of research impact evaluation frameworks drawn from cross-disciplinary peer-reviewed and grey literature.ResultsRecognizing the subjective nature of impacts as they are perceived by different groups in different times, places and cultures, we define research impact evaluation as the process of assessing the significance and reach of both positive and negative effects of research.Five types of impact evaluation design are identified encompassing a range of evaluation methods and approaches: i) experimental and statistical methods; ii) textual, oral and arts-based methods; iii) systems analysis methods; iv) indicator-based approaches; and v) evidence synthesis approaches.Our guidance enables impact evaluation design to be tailored to the aims and context of the evaluation, for example choosing a design to establish a body of research as a necessary (e.g. a significant contributing factor amongst many) or sufficient (e.g. sole, direct) cause of impact, and choosing the most appropriate evaluation design for the type of impact being evaluated.ConclusionUsing the proposed definitions, typology and methodological framework, researchers, funders and other stakeholders working across multiple disciplines can select a suitable evaluation design and methods to evidence the impact of research from any discipline.  相似文献