Editorial: Broadening the study of reading     

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

  相似文献   

Formative assessment: A cybernetic viewpoint     

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

  相似文献   

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

  相似文献   

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   

Role of concept definition, teaching examples, and practice on concept learning from prose     

Richard Hamilton 《Contemporary educational psychology》1989,14(4)

Two experiments were performed to evaluate the effects of definition adjunct questions on concept learning. Each experiment included 132 undergraduates at a large midwestern university. In both experiments, subjects studied a passage containing matched or unmatched application questions only, matched or unmatched application questions preceded by a definition question, definition questions only, or no questions at all. The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched application questions than in the unmatched application questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. In both experiments, only unmatched application adjunct questions preceded by a definition question produced significantly higher performance on the criterion questions than definition questions only. The discussion focused on the importance of definition questions for effective use of different types of application questions.  相似文献   

Translating dyslexia across species     

Lisa A. Gabel  Monica Manglani  Nicholas Escalona  Jessica Cysner  Rachel Hamilton  Jeffrey Pfaffmann  Evelyn Johnson 《Annals of dyslexia》2016,66(3):319-336

  相似文献   

The Aesthetics of Western Art Music     

Andy Hamilton  & Roger Scruton 《Philosophical Books》1999,40(3):145-159

  相似文献   

Using a Single-Item Physical Activity Measure to Describe and Validate Parents' Physical Activity Patterns     

Kyra Hamilton  Katherine M. White  Tom Cuddihy 《Research quarterly for exercise and sport》2013,84(2):340-345

  相似文献