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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
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Janet Hamilton Broad 《Journal of Vocational Education & Training》2016,68(2):143-160
The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in Further Education colleges to students following craft, vocational and occupational courses. The concept of ‘knowledge in motion’ and workplace learning theories are employed as a conceptual framework to examine the continuing professional development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Empirical data were gathered through questionnaire, in-depth interviews and participant observation. The findings are presented around five themes: (1) the range of CPD engaged with by vocational teachers; (2) the limitations of propositional, explicit knowledge; (3) engaging with and capturing tacit knowledge; (4) managing the temporality of vocational knowledge; and (5) networking within and to the occupation. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms. 相似文献
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Abstract This paper describes our collaborative experiences in the process of developing, designing, and facilitating an online graduate level course in early childhood education. Data collection strategies included: pre/post course questionnaires, informal conversations with students, and university course evaluations. This information described the experiences of novice computer users as they engaged in their content area (early childhood education) and also developed expertise in navigating the computer environment. 相似文献
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Jacqueline Broad 《Metascience》2006,15(1):113-116
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This study describes the body composition traits of modern-day elite rugby union athletes according to playing position and ethnicity. Thirty-seven international Australian rugby athletes of Caucasian and Polynesian descent undertook body composition assessment using dual-energy X-ray absorptiometry and surface anthropometry. Forwards were significantly taller, heavier and had a greater total fat mass and lean mass than backs. Backs displayed a higher percentage lean mass and lower sum of seven skinfolds and percentage fat mass. While no whole body composition differences were seen between ethnicities, significant regional differences were observed. In the periphery (arm and leg) regions, Polynesians had a greater proportion of fat mass (53.1% vs. 51.3%, P = 0.052, d = 0.5) and lean mass (49.7% vs. 48.6%, P = 0.040, d = 0.9), while in the trunk region a lower proportion of fat mass (37.2% vs. 39.5%, P = 0.019, d = 0.7) and lean mass (45.6% vs. 46.8%, P = 0.020, d = 1.1). Significant differences were also seen between Caucasian and Polynesian forwards in leg lean mass (31.4 kg vs. 35.9 kg, P = 0.014, d = 2.4) and periphery lean mass (43.8 kg vs. 49.6 kg, P = 0.022, d = 2.4). Elite Polynesian rugby athletes have different distribution patterns of fat mass and lean mass compared to Caucasians, which may influence their suitability for particular positions. 相似文献
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Kathy Broad 《School Effectiveness & School Improvement》2013,24(2):251-258
Whether or not more effective schools can successfully mitigate the impacts of early disadvantage upon educational attainment remains uncertain. We investigated 2,664 children aged 6–11 years and measured their academic skills in English and maths along with self-regulation at 6, 7, and 11. Experiencing multiple disadvantages before age 5 strongly impaired later self-regulation and academic attainment. However, attending a more academically effective primary school for just a single year was found to partially protect all outcomes at age 6. In addition, more academically effective primary schools significantly lessened the extent to which earlier abilities in reading, writing, and self-regulation predicted these same abilities at age 11. Thus, although attending a more academically effective primary school does not eliminate the adverse impacts of multiple disadvantage experienced at a younger age, it can mitigate them by promoting better academic attainment and self-regulation up to age 11 for children who had experienced more disadvantages. 相似文献
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Ruth A. Childs Amanda K. Ferguson Monique B. Herbert Kathryn Broad Jingshun Zhang 《高等教育研究与发展》2016,35(4):658-668
The effects that admission criteria may have for under-represented groups are an important concern for programs seeking to improve access to post-secondary education. Using data from a large preservice teacher education program in the Canadian province of Ontario, we demonstrate two approaches to evaluating the effects of admission criteria. The first approach uses survival analysis to compare the effects of minimum admission criteria for determining the admissibility of applicants. The second approach compares the actual admission decisions with the decisions that would have been made using eight alternative sets of rules with varying emphases on academic preparation, ratings of applicants’ essays and applicants’ demographic information. Both approaches offer insights into the roles of specific admission criteria in addressing under-representation. 相似文献