Reliability of No Child Left Behind Accountability Designs     

Richard K. Hill  Charles A. DePascale 《Educational Measurement》2003,22(3):12-20

The No Child Left Behind Act of 2001 requires states to establish accountability systems that are both valid and reliable. If one follows the language of the law literally, there is no design that will meet both requirements. If one interprets the law more flexibly, it is possible to create such a design. States will need to approach the problem carefully if they are going to appropriately balance the various probabilities of making incorrect decisions about schools.  相似文献   

Book reviews     

Pamela Spence Richards 《Publishing Research Quarterly》1986,2(1):85-88

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Book reviews     

Harold E. Hill 《Educational technology research and development : ETR & D》1980,28(4):288-297

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The development of education for medical librarians   总被引：1，自引：0，他引：1  

B Hill 《Bulletin of the Medical Library Association》1972,60(1):121-132

Formal education for medical library specialization was initiated only thirty-two years ago despite the fact that medical libraries received special treatment for many years before that time. The philosophy of specialized education was developed as early as 1925, and this theory was finally put into practice beginning with the medical reference and bibliography course given at Columbia in 1939. In the late 1940s the requisites for medical librarians were formalized into a certification code by the Medical Library Association, and since that time specialized education for medical librarians has grown stronger using this code as a guideline. This education consists basically of two types-formal library school courses and internship programs which offer a working-while-learning situation. Now that the established programs have a few years of history, there is a need for evaluation and restatement of goals and methods.  相似文献   

Selected list of books and journals in allied health.     

A N Brandon  D R Hill 《Bulletin of the Medical Library Association》1992,80(3):223-239

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Gaining access to everyday life information seeking     

Robert F. Carey  Lynne E. F. McKechnie  Pamela J. McKenzie 《Library & information science research》2001,23(4)

The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors’ reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article’s premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context.  相似文献   

Higher education curriculum orientations and the implications for institutional curriculum change     

Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555

This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.  相似文献   

A Bourdieusian approach to academic reading: reflections on a South African teaching experience     

Lloyd Hill  Analía Inés Meo 《Teaching in Higher Education》2013,18(8):845-856

As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.  相似文献   

The Language of Schools: Curricular goals and classroom life     

Karyn Cooper  Anne Hill 《Teachers and Teaching》2013,19(1):63-73

The experience of becoming a teacher involves more than learning to use the tools of the trade. Using the example of teaching questioning strategies in a curriculum methods seminar for student teachers, two teacher-educators present questions and dilemmas that arise out of the tension between the use of language as a tool, and the experience of language as an aspect of becoming teachers. Anecdotes from classrooms show how student teachers develop an awareness of the dynamic interplay of these language forms. We suggest that this dynamic interplay can be understood as aesthetic form, an aspect of teaching practice which enables teachers to sustain the pedagogical relation.  相似文献   

Theory,Practice and Reflection: A pre-service primary mathematics education programme     

Lola Hill 《Teachers and Teaching》2013,19(1):23-39

This paper describes a case study investigating the impact of a primary mathematics method programme on pre-service primary teachers' capacity, and willingness to learn and teach mathematics for relational understanding. The programme, a collaborative endeavour between primary schools and university tutors, enables student teachers to practice in an on-going, integrated and consistent manner what they are learning in theory, and to reflect on their experiences. The findings from test, questionnaire and interview data indicate that the weekly cycle of theory, practice and reflection in which student teachers engage enhances their capacity, and provides an incentive for them to learn and teach mathematics for relational understanding.  相似文献