Using a single-item physical activity measure to describe and validate parents' physical activity patterns     

Hamilton K  White KM  Cuddihy T 《Research quarterly for exercise and sport》2012,83(2):340-345

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Widening access by changing the criteria for selecting medical students     

David Powis  John Hamilton  I.C. McManus 《Teaching and Teacher Education》2007

Objective: To review the principles underlying medical student selection from the perspective of the imperatives of widening access policies.  相似文献   

Instructional Tools in Educational Measurement and Statistics (ITEMS) for School Personnel: Evaluation of Three Web-Based Training Modules     

Rebecca Zwick  Jeffrey C. Sklar  Graham Wakefield  Cris Hamilton  Alex Norman  Douglas Folsom 《Educational Measurement》2008,27(2):14-27

In the current No Child Left Behind era, K‐12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web‐based instructional modules in educational measurement and statistics to help school personnel acquire the “assessment literacy” required for these roles. Our first module, “What's the Score?” was administered in 2005 to 113 educators who also completed an assessment literacy quiz. Viewing the module had a small but statistically significant positive effect on quiz scores. Our second module, “What Test Scores Do and Don't Tell Us,” administered in 2006 to 104 educators, was even more effective, primarily among teacher education students. In evaluating our third module, “What's the Difference?” we were able to recruit only 33 participants. Although those who saw the module before taking the quiz outperformed those who did not, results were not statistically significant. Now that the research phase is complete, all ITEMS instructional materials are freely available on our Website.  相似文献   

Books received     

Mykol C. Hamilton  David Anderson  Michelle Broaddus  Kate Young 《Publishing Research Quarterly》1991,7(3):109-109

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Proceedings: Mediated career education at the Marie H. Katzenbach School for the Deaf     

J Lenox  R Hamilton 《American annals of the deaf》1973,118(5):531-537

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The role of external studies in the Australian University structure     

Hamilton  K. G. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):248-252

International Review of Education -  相似文献   

The International Adult Literacy Survey: What Does It Really Measure?     

Hamilton  Mary  Barton  David 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(5):377-389

The paper evaluates the work of the International Adult Literacy Survey as reported in OECD 1997. It assesses its contribution to understanding literacy in terms of the perspective of the New Literacy Studies. It outlines this perspective as a basis for a critique that is mostly concerned with the validity of the test. Three criticisms of the survey are made: that it provides only a partial picture of literacy; that culture is treated as bias; and that the test items do not represent the real-life items as claimed. Finally, the paper concludes with an overall evaluation of what the IALS achieves in terms of its own aims.  相似文献   

Citizens of the world: Recognition of international connections   总被引：1，自引：0，他引：1  

Mary Lynn Hamilton 《Teaching and Teacher Education》2010

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Situating TATE in the global community of research on teaching and teacher education     

Mary Lynn Hamilton  Jean Clandinin 《Teaching and Teacher Education》2010,26(8):1493-1494

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Speaking of Supervision: A dialogic approach to building higher degree research supervision capacity in the creative arts     

Jillian Hamilton  Sue Carson 《Educational Philosophy and Theory》2015,47(12):1348-1366

Abstract

In the emergent field of creative practice higher degrees by research, first generation supervisors have developed new models of supervision for an unprecedented form of research, which combines creative practice and a written thesis. In a national research project, entitled ‘Effective supervision of creative practice higher research degrees’, we set out to capture and share early supervisors’ insights, strategies and approaches to supporting their creative practice PhD students. From the insights we gained during the early interview process, we expanded our research methods in line with a distributed leadership model and developed a dialogic framework. This led us to unanticipated conclusions and unexpected recommendations. In this study, we primarily draw on philosopher and literary theorist Mikhail Bakhtin’s dialogics to explain how giving precedence to the voices of supervisors not only facilitated the articulation of dispersed tacit knowledge, but also led to other discoveries. These include the nature of supervisors’ resistance to prescribed models, policies and central academic development programmes; the importance of polyvocality and responsive dialogue in enabling continued innovation in the field; the benefits to supervisors of reflecting, discussing and sharing practices with colleagues; and the value of distributed leadership and dialogue to academic development and supervision capacity building in research education.  相似文献