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Implementing impact evaluation in professional practice: A study of support needs within the museum, archive and library sector 总被引:1,自引:0,他引:1
Dorothy A. Caroline Graeme Alan Debbie 《International Journal of Information Management》2005,25(6):533-548
This paper reports on research into the professional needs of those embarking on impact evaluation in the museum, archive and library sector. The research used a web portal providing impact evaluation research findings and examples of methods and toolkits as a means of facilitating response and discussion about practitioner attitude to, and resource needs for, impact evaluation in their own organisations. The various challenges associated with impact evaluation are briefly explored in relation to the conflicting interests of policy makers, managers and practitioners working in the frontline. Respondents’ reactions to issues associated with information accessibility are discussed and reflect the complexity of providing adequate support for a wide range of professionals with varying experience and potential or perceived needs. Although the study focused on one sector of practitioners, the findings are relevant to all professionals aiming to develop high quality information services and systems in relation to their end users. 相似文献
447.
This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9–10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword–picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development. 相似文献
448.
Dorothy Leonard-Barton 《Research Policy》1984,13(2):101-114
This paper investigates the uses of personal communication networks by entrepreneurs in Sweden and among “Route 128” companies around the Boston, Massachusetts area. Swedish entrepreneurs appear to use personal contacts as a source of relevant business information less than their American counterparts. Moreover, relatively more successful Swedish entrepreneurs are characterized by access to product development and other business information through experience in the industry, contacts with outside consultants, and extensive travel. 相似文献
449.
Children's thinking about diversity of belief in the early school years: judgments of relativism, tolerance, and disagreeing persons 总被引:2,自引:0,他引:2
Children's thinking about diversity of belief in 4 realms--morality, taste, facts, and ambiguous facts--was examined. Ninety-six participants (ages 5, 7, and 9) were interviewed about beliefs different from their own that were endorsed by characters with different status; their judgments of relativism, tolerance, and disagreeing persons were assessed. Five-year-olds made fewer relative and tolerant judgments than 7- and 9-year-olds. Nevertheless, participants of all ages organized their judgments according to the realm of diversity, thought that some beliefs are relative and some are nonrelative, and made tolerant judgments of some divergent beliefs (and their proponents) but not of others. The findings suggest that, in the early school years, children have multiple and well-differentiated perspectives on belief diversity. 相似文献
450.
Omolola A. Adedokun Loran C. Parker Amy Childress Wilella Burgess Robin Adams Christopher R. Agnew James Leary Deborah Knapp Cleveland Shields Sophie Lelievre Dorothy Teegarden 《CBE life sciences education》2014,13(1):139-148
The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit. 相似文献