The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures   总被引：1，自引：0，他引：1  

J. R. Lockwood  Daniel F. McCaffrey  Laura S. Hamilton  Brian Stecher  Vi-Nhuan Le  José Felipe Martinez 《Journal of Educational Measurement》2007,44(1):47-67

Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured.  相似文献   

A state examination system and perpetuation of middle-class advantage: an Irish school context     

Angela Canny  Miriam Hamilton 《British Journal of Sociology of Education》2018,39(5):638-653

This article explores how a formal state examination system operates as a tool which enables the cultural reproduction of the middle classes in an increasingly market-driven education system in Ireland. It is based on a study of a group of final-year girls approaching the high-stakes terminal Leaving Certificate examination. The success of this reproduction is based on a mutually beneficial partnership between the school and the parents, which ultimately benefits the students. The article examines how the school is successful in this competitive education market place and in upholding the middle-class nature of schooling. The structures of the school also empower parents and students to enhance privilege and academic success. The article concludes by considering the continuing relevance of Bourdieu to social reproduction in education.  相似文献   

The Home Literacy Environment Is a Correlate,but Perhaps Not a Cause,of Variations in Children’s Language and Literacy Development     

Marina L. Puglisi  Charles Hulme  Lorna G. Hamilton  Margaret J. Snowling 《Scientific Studies of Reading》2017,21(6):498-514

The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.  相似文献   

Book reviews     

Lennart Cervall  David Hamilton  Jacqueline Lublin  Jindra Kulich 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(4):495-503

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Editorial: Broadening the study of reading     

Mary Hamilton  David Barton 《Journal of Research in Reading》2001,24(3):217-221

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Formative assessment: A cybernetic viewpoint     

Bertil Roos  David Hamilton 《Assessment in Education: Principles, Policy & Practice》2005,12(1):7-20

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The case for using exemplars to develop academic self-efficacy     

Helen Dixon  Eleanor Hawe  Richard Hamilton 《Assessment & Evaluation in Higher Education》2020,45(3):460-471

Abstract

Academic self-efficacy is critical to academic success. Hence those working in higher education need to make deliberate and substantial attempts to foster academic competence, confidence, persistence and resilience in the students they teach, given they are essential components of academic self-efficacy. Addressing an identified gap in the exemplars literature, this article pays particular attention to how exemplars can be used in an embedded and sustained manner with the intent of fostering and supporting these components. Taking into account the three dimensions of self-efficacy – strength, magnitude and generality – and the various sources of information students draw upon to make judgements about their capabilities, four inter-dependent and inter-related practices and associated experiences are identified. We argue that collectively these practices and experiences can accentuate the positive effects and ameliorate the potential negative effects of exemplar use on student academic self-efficacy.  相似文献   

On the evaluation of systemic science education reform: Searching for instructional sensitivity     

Maria Araceli Ruiz‐Primo  Richard J. Shavelson  Laura Hamilton  Steve Klein 《科学教学研究杂志》2002,39(5):369-393

We propose a multilevel‐multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands‐on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre‐ to post‐test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002  相似文献   

The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use     

Erica R. Hamilton  Joshua M. Rosenberg  Mete Akcaoglu 《TechTrends》2016,60(5):433-441

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Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship   总被引：1，自引：0，他引：1  

Carollee Howes  Claire E. Hamilton  Catherine C. Matheson 《Child development》1994,65(1):253-263

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.  相似文献