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

Mary Hamilton  David Barton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,25(3):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   

Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers’ professional development     

Janet Hamilton Broad 《Journal of Vocational Education & Training》2016,68(2):143-160

The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in Further Education colleges to students following craft, vocational and occupational courses. The concept of ‘knowledge in motion’ and workplace learning theories are employed as a conceptual framework to examine the continuing professional development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Empirical data were gathered through questionnaire, in-depth interviews and participant observation. The findings are presented around five themes: (1) the range of CPD engaged with by vocational teachers; (2) the limitations of propositional, explicit knowledge; (3) engaging with and capturing tacit knowledge; (4) managing the temporality of vocational knowledge; and (5) networking within and to the occupation. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms.  相似文献   

‘You're Like Yourself': Multimodal Literacies in a Reading Support Class     

Kelly Wissman  Sean Costello  Diane Hamilton 《Changing English: An International Journal of English Teaching》2012,19(3):325-338

This article explores the experiences and literacy practices of an adolescent boy enrolled in an academic support class, in which students received an open-ended invitation to respond to S.E. Hinton's novel The Outsiders with the software programme Comic Life. In constructing this ‘telling case', we highlight how traditional print literacies associated with English instruction can construct school as a ‘contradictory symbolic space' for many students, but also how the introduction of the multimodalities can provide opportunities for adolescents to experience in-school literacies as social, performative and creative. We argue for re-envisioning literacy curricula and assessment not only to incorporate multimodalities, but also to provide students with instruction in writing conventions and practice with print in ways that serve larger purposes beyond remediation and test preparation. We posit the possibility for ‘complementary symbolic spaces' that are connected to the landscape of adolescent literacies that students traverse outside school and to students' desires to communicate, create and reach others within a range of discourse communities.  相似文献   

The Teacher''s Role in Facilitating Memory and Study Strategy Development in the Elementary School Classroom     

Barbara E. Moely  Silvia S. Hart  Linda Leal  Kevin A. Santulli  Nirmala Rao  Terry Johnson  Libby Burney Hamilton 《Child development》1992,63(3):653-672

The efforts of 69 elementary school teachers to instruct children in cognitive processing activities were observed. Although the teaching of such activities was relatively infrequent, it varied by grade (occurring more often in grades 2-3 than in higher or lower grades) and by the content of instruction. Teachers of grade 4 and above more often provided rationales for the use of cognitive strategies than did teachers of younger children. In a second study, children of three achievement levels were selected from classrooms in which teachers varied in their use of suggestions regarding cognitive processes. Subsequent to training in the use of a memory strategy, children's performance on a maintenance trial was evaluated: Among average and low achievers, those whose teachers were relatively high in strategy suggestions showed better maintenance and more deliberate use of the trained strategy than did children whose teachers rarely made strategy suggestions. The role of school experience in the development of children's memory skills is discussed.  相似文献   

The stability of attachment security from infancy to adolescence and early adulthood: general discussion   总被引：2，自引：0，他引：2  

Waters E  Weinfield NS  Hamilton CE 《Child development》2000,71(3):703-706

For over three decades, critics of the developmental and psychometric paradigms have argued that individual differences are neither stable, coherent, nor clinically significant. The present studies extend a long line of research demonstrating the coherence of individual development in attachment security. They make it clear that attachment security can be stable from infancy through early adulthood and that change in attachment security is meaningfully related to changes in the family environment. The task now is to better understand the roles of cross-age consistency in caregiver behavior and the structure of mental representations of early experience in stability and change.  相似文献   

Participation of local communities in the financing of education in Guyana     

Dr Una M. Paul  Evelyn M. Hamilton  Randolph A. Williams 《Prospects》1986,16(3):377-387

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Systems negotiation training     

Lawrence S. Hamilton 《International journal for the advancement of counseling》1984,7(1):59-66

The paper presents a model developed in the U.S./Mexico border area for teaching persons the art of using their personal assets to gain access to highly impersonal social systems. The model focuses on the use of small group dynamics and psychodrama using articulated videotape feedback in the development of effective job-seeking behaviors. The model training format was used over a three-year period to train approximately three thousand persons ranging from incarcerated Mexican Nationals to college graduates in the art of accessing social systems. Most of the participants in the programs viewed themselves as victims of powerful social systems and initially saw themselves as having no control over their lives. The model was successful in demonstrating to the participants the aspects of the human interaction process they indeed had control over and, that by exerting this control in a structured fashion, they could net positive results.  相似文献   

Techniques of Mediocrity     

Hamilton Waring 《College Teaching》2013,61(3):143-146

The mission statements of many public (taxpayer-supported) colleges promise economic development outreach to local business communities. Unfortunately, faculty may be hard-pressed to devote time to outreach. The author looks for specific outreach activities that garner strong support from both faculty and business representatives. The author examines the case of four-year business schools. Survey data were collected from a sample of faculty and a sample of business leaders. The win—win activities tended to have a strong teaching component, including degree programs for working adults and community-class-room links such as student projects and internships.  相似文献   

Measuring educational quality by appraising theses and dissertations: pitfalls and remedies     

Patti Hamilton  Robert Johnson  Chelsey Poudrier 《Teaching in Higher Education》2013,18(5):567-577

In this paper, we argue that, as indicators of the educational quality of graduate degree programs, student theses and dissertations are best used in specific contexts. High-quality theses and dissertations, that is, may be the result of factors such as verbal skills students already possessed at admission or of complex interactions between supervisors and students, not only effective class design or offerings. Consequently, this paper recommends ways for programs to avoid making post hoc errors in assessing educational quality and suggests strategies to make the critical appraisal of theses and dissertations a productive, quality-enhancing activity.  相似文献   

School leadership for equity: lessons from the literature     

Sophie C. Ward  Carl Bagley  Jacky Lumby  Philip Woods  Tom Hamilton  Amanda Roberts 《International Journal of Inclusive Education》2013,17(4):333-346

Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edited by J. D. Faubion, 326–348. London: Penguin Books] theory of power to ask what lessons we might learn from the literature on school leadership for equity. We begin by offering a definition of neoliberalism; new managerialism; leadership and equity, with the aim of revealing the relationship between the macropolitical discourse of neoliberalism and the actions of school leaders in the micropolitical arena of schools. In so doing, we examine some of the literature on school leadership for equity that post-dates Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 149–172] analysis, seeking evidence of critical engagement with/resistance to neoliberal policy. We identify three approaches to leadership for equity that have been used to enhance equity in schools internationally: (i) critical reflection; (ii) the cultivation of a ‘common vision’ of equity and (iii) ‘transforming dialogue’. We consider if such initiatives avoid the hegemonic trap of neoliberalism, which captures and disarms would be opponents of new managerial policy. We conclude by arguing that, in spite of the dominance of neoliberalism, head teachers have the power to speak up, and speak out, against social injustice.  相似文献