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The purpose of this paper is to present the outcomes of digitisation of special collections: mapping, assessment, prioritisation (DiSCmap), a JISC and RIN‐funded project which studied users' priorities for the digitisation of special collections within the context of UK Higher Education Institutions (HEIs).

The project produced a list of 945 collections nominated for digitisation by intermediaries and end users and a user‐driven prioritisation framework. Data were gathered via web questionnaires. Focus groups and telephone interviews with end users provided additional insights on the views of those working within particular domains or disciplines. Over 1,000 intermediaries and end users contributed by nominating collections for the “long list” and providing opinions about digitisation priorities.

The long list of collections nominated for digitisation provides evidence of identified user interest and is not merely a “snapshot” but a significant outcome. A user‐driven framework for prioritising digitisation was also produced. The project suggests a flexible approach for prioritising collections for digitisation based on the use of the framework in combination with the long list of collections.

The project did not undertake a representative study; the participation of intermediaries and end users was a matter of goodwill. Yet 44 per cent of HEIs in the UK nominated special collections to the long list.

The paper provides new insights and evidence on user priorities for the digitisation of special collections. It also suggests a user‐driven digitisation prioritisation framework of benefit in future decision making, both locally and nationally.

In this chapter, we examined issues related to research design and research management as applied to scientific research conducted in applied school settings. In terms of research design, randomized controlled trials (RCTs) have an important role to play in advancing a scientific agenda for school-based research. However, given their enormous cost and complexity, it is important to carefully time their implementation in the development cycle. We suggested that the use of RCTs is most appropriate in the later stages of the development cycle when the focus is on demonstrating the efficacy and/or effectiveness of an intervention and establishing its generalizability under the real world conditions of schooling. We also recommended establishing a hierarchy of evidence for an intervention that involves implementing a cost-efficient mix of single case, quasi-experimental, and true experimental designs where appropriate and feasible. In examining issues related to the management of research and the implementation of a knowledge development agenda for schools, it has become apparent that treatment integrity is a keystone variable. We discussed the importance of treatment integrity, with attention to the impact on internal and external validity. Finally, we offered practical considerations to support high-quality, respectful school-based inquiry.

Tiered systems may hold particular benefit for students with intensive intervention needs, as this continuum of supports is ideally comprised of evidence-based practices. In this chapter, we explore three intensive interventions: functional assessment-based interventions (FABI), First Step to Success, and Read 180 as they feature a range of practices and programs to meet students' academic, behavioral, and social needs. We define and describe each intervention, including information on essential features necessary for drawing valid inferences: treatment integrity, social validity, as well as student performance. We also provide examples of supporting evidence, featuring treatment-outcome studies documenting intervention effectiveness. We close with clarifications and considerations for meeting the multiple needs of students requiring intensive intervention efforts.

The frequent occurrence of dramatic natural disasters and political and religious instability in Southeast Asian island states has tested the resiliency of tourism-dependent economies and the livelihoods of host communities. The purpose of this chapter is to examine the role of local knowledge in contributing to the resilience of tourism microentrepreneurship. Drawing on a case study of a restaurant in South Sulawesi (Indonesia) that has thrived despite the ebbs and flows of tourism, we identify ways in which successful tourism microentrepreneurs draw on local knowledge to discern business opportunities and build rapport with neighboring communities.

Increased attention has been placed on identifying and installing evidence-based practices (EBPs) to effectively and efficiently serve students with and at-risk for learning and behavioral challenges. Council for Exceptional Children's (CEC, 2014) Standards for Evidence-Based Practices in Special Education are often used to examine a range of strategies, practices, and programs to ascertain if they are indeed EBPs. Systematic reviews conducted to evaluate the evidence base of these potential EBPs are important as they inform practice. We contend it is important to provide well-vetted procedures for training scholars to conduct systematic reviews with replicable precision. We offer this chapter to assist scholars in conducting systematic reviews to quality appraise the methodological rigor of a body of literature using the CEC Standards for EBPs. We focus on (1) project management considerations and (2) steps and phases to support the development and dissemination of high quality, methodologically rigorous systematic literature reviews.

In 1870, after a decade of vigorous public debate over the economic importance of technical and scientific learning for the colony’s development, the Industrial and Technological Museum was established in the city of Melbourne ‘as a means of public instruction’ for the people of Victoria. Founded in February 1870 and officially opened on 8 September 1870, the new public museum occupied the building erected at the rear of the Public Library for the 1866 International Exhibition. The Industrial and Technological Museum, later the Science Museum and now part of Museum Victoria, was directed by J. Cosmo Newbery and managed by a sectional committee of the Public Library, Museums, and National Gallery of Victoria Trust, which Parliament had incorporated and enlarged in December 1869.