Casting and forming processes in manufacturing: by J. S. Campbell,Jr. 536 pages,illustrations, diagrams and tables, 16 × 24 cm. New York,McGraw-Hill Book Co., 1950. Price, $5.00     

E.W. Hammer 《Journal of The Franklin Institute》1951,251(1):201-202

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Introductory soil mechanics and foundations: by George B. Sowers and George F. Sowers. 284 pages,diagrams and illustrations, 16 × 24 cm. New York,The Macmillan Company, 1951. price, $4.75     

E.W. Hammer 《Journal of The Franklin Institute》1951,252(5):442-443

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Dimensions of intercultural effectiveness: Culture specific or culture general?     

William B. Gudykunst  Mitchell R. Hammer 《Int J Intercult Relat》1984,8(1):1-10

Abe and Wiseman (1983) replicated Hammer, Gudykunst, and Wiseman's (1978) study of the dimensions of intercultural effectiveness. Subjects for the Hammer et al. study were Americans living in another culture for at least 3 months, whereas Abe and Wiseman's subjects were Japanese tourists in the United States. Three dimensions emerged in the original study and five in the replication. Abe and Wiseman interpret these differences as evidence for a culture-specific interpretation of intercultural effectiveness. The argument presented in this paper is that Abe and Wiseman's data do not support a culture-specific interpretation. Rather, it presents relatively unequivocal evidence for a culture-general interpretation. Differences in the two factor structures are explained in terms of sample size and length of stay.  相似文献   

Book Reviews     

Robert Heinich  John B. Haney  Henry A. Bern  Gary D. Borich  Norman D. Kurland  S. G. Swartout  Donald P. Hammer  Robert Steel 《Educational technology research and development : ETR & D》1969,17(4):435-461

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Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e     

Annemarie H. Hindman  Emily K. Snell  Barbara A. Wasik  Kandia N. Lewis  Carol Scheffner Hammer  Charlene Iannone-Campbell 《Journal of Education for Students Placed at Risk》2015,20(1-2):12-28

This article describes how a research–practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the face-to-face model into a largely web-mediated approach, we partnered with educators to ensure that the resulting intervention was feasible and effective in real-world classrooms serving children at risk. Specifically, an educator advisory board provided ongoing input about the PD. Further, pilot teachers completed the training and provided feedback through a survey about the usability and effectiveness of the training modules, coaching, and instructional strategies in classroom settings. Findings suggest that research–practice partnerships that gather teachers’ situated, comprehensive, and insightful perspectives can be invaluable in developing PD interventions. Collaboration between school districts and university researchers is essential in this iterative development process.  相似文献   

The Intercultural Conflict Style Inventory: A conceptual framework and measure of intercultural conflict resolution approaches     

Mitchell R. Hammer   《Int J Intercult Relat》2005,29(6):675

Grounded in the pragmatics of human communication perspective, the current study examined how disagreements and emotion function across cultural context in resolving conflict. Specifically, the research effort developed the Intercultural Conflict Style (ICS) inventory, a 36-item measure of intercultural conflict resolution style based on two core dimensions: Direct vs. indirect approaches to dealing with disagreements and emotionally expressive vs. emotionally restrained patterns for dealing with the affective dimension of conflict interaction. Confirmatory factor analysis (CFA) found the proposed two-factor model was a good fit to the data. Analysis of the CFA findings identified a final set of 18 direct/indirect items and 18 emotional expressiveness/restraint items. The direct/indirect scale obtained a coefficient alpha of .73 and the emotional expressiveness/restraint scale achieved .85 reliability. Validity testing of the scales found no significant effects by gender, education or previous intercultural living experience. A theoretical framework for understanding differences in conflict resolution styles grounded in the development of this inventory, a practical, four-quadrant intercultural conflict resolution style model is proposed based on high/low levels of directness and high/low levels of emotional expressiveness: (1) discussion style (direct & emotionally restrained), (2) engagement style (direct & emotionally expressive), (3) accommodation style (indirect & emotionally restrained) and (4) dynamic style (indirect and emotionally expressive).  相似文献   

The Case for Dynamic Models of Learners' Ontologies in Physics     

Ayush Gupta  David Hammer  Edward F. Redish 《学习科学杂志》2013,22(3):285-321

We cannot really understand how to create computer support for collaborative learning without first becoming clearer about what we mean by communication, collaboration, and learning. After distinguishing several conceptions of communication, and highlighting transformative communications for learning, I consider how, via broadband telepresence, distributed multimedia learning environments may establish such communications by adequately acknowledging the social and material embeddedness of everyday communication. I then describe high-priority areas for advancing this agenda: in sociocultural theory, in examining conceptual change by means of conversational analysis, and in technically establishing affordances of tools to sustain and potentially enhance joint activity beyond the here-and-now and the face-to-face.  相似文献   

Glennie,Jenny et al ed (2012) Open educational resources and change in higher education Commonwealth of learning (Vancouver) isbn 978‐1‐894975‐53‐7 291 pp cdn$12 (or free download) http://www.col.org/resources/publications/Pages/detail.aspx?PID=412     

Dr Sara Hammer 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):E65-E66

This engaging book reviews current policy and practice in the development and use of open educational resources (oer ) internationally. It includes chapters that examine the current environment for oer development and use, including government and institutional policy, as well as a range of case studies that describe the development, re‐use and implementation of oer with a particular emphasis on developing countries. The book is useful for educators, educational leaders, learning resource developers, and government policymakers. Sara Hammer  相似文献   

Blackmore,Paul & Kandiko,Camille ed (2012) Strategic curriculum change Routledge (New York & London) isbn 978‐0‐415‐80934‐4 217 pp £24.99 http://www.routledge.com/books/details/9780415809344/     

Dr Sara Hammer 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):E31-E31

This book examines strategic curriculum change through a study of change activities within a group of international research‐based universities. It echoes a range of concepts, processes and tools relevant to curriculum change by way of real world (even if occasionally rarefied) case studies from each of these institutions. The target readers include university leaders at all levels and academic curriculum developers. Sara Hammer  相似文献   

Writing Better Essay Questions     

Carol Hammer 《Clearing house (Menasha, Wis.)》2013,86(7)

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