Cognitive development in a secondary science setting     

Lorna C. Endler  Dr Trevor Bond 《Research in Science Education》2000,30(4):403-416

Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995 (year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement, even though we used different measures of cognitive development and scholastic achievement.  相似文献   

Interactive relationships among student characteristics and group counseling methods     

Jack A. Hamilton  Bruce W. Bergland 《Psychology in the schools》1971,8(1):50-55

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The address file: a computerized order system     

Lorna Summers 《Learned Publishing》1988,1(1):23-27

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Oral Communication: The Assessment Circus (Or: On a Scale of Nought to Nine)     

John M. Hamilton 《English in Education》1988,22(1):19-24

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The known,the remembered,and the imagined: Celebrating Afro-American folktales     

Virginia Hamilton 《Children‘s Literature in Education》1987,18(2):67-75

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National Board Certified Teachers' Views Regarding Specialized Middle Level Teacher Preparation     

Thomas S. Dickinson  Hilda Hamilton 《Clearing house (Menasha, Wis.)》2013,86(4):211-213

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Hesperides     

Lorna Beers Chambers 《The Educational forum》2013,77(3)

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Grass roots: Using satellite technology for educational program delivery: The Iowa experience     

James L. Hamilton 《The American journal of distance education》2013,27(1):61-63

Abstract

Flexibility in location, scheduling, and delivery of courses and programs through distance education can provide disabled students with what may be their first real access to higher education. Distance educators must stay abreast of developments (particularly technological developments) that will improve future services; in this way, they can take a proactive stance in providing and delivering courses, instruction, and testing in accessible formats. This article states a philosophy for serving disabled learners and describes practical applications of that philosophy for distance education programs based on the experiences of the Independent Study program at the University of Wisconsin‐Extension. Issues addressed include information dissemination, planning, instruction, testing, and faculty training and support.  相似文献   

The effectiveness and retention of teachers with prior career experience     

Donald Boyd  Pamela Grossman  Marsha Ing  Hamilton Lankford  Susanna Loeb  Rachel O’Brien  James Wyckoff 《Economics of Education Review》2011,30(6):1229-1241

As schools and districts seek to recruit teachers, individuals in non-teaching professions are an appealing possible pool. These potential teachers come with work experience and may have expertise that would serve them well in the classroom. While there has been substantial rhetoric assailing the virtues of teachers with prior professional experience, no research that we know of has assessed the effectiveness of these teachers in terms of student learning. This study uses data from New York City to assess the relative effectiveness and retention of career-switchers. It provides some evidence that these teachers are no more effective than other new teachers, and, in fact, they appear to be less effective at raising math scores of elementary and middle school students. There is little difference in overall transfer or leave rates between teachers with prior experience and other teachers, although career-switchers from college recommended programs do appear more likely to transfer schools.  相似文献   

Validity Evidence Supporting Use of Anchoring Vignettes to Measure Teaching Practice     

Julia H. Kaufman  John Engberg  Laura S. Hamilton  Kun Yuan  Heather C. Hill 《Educational Assessment》2019,24(3):155-188

High-quality measures of instructional practice are essential for research and evaluation of innovative instructional policies and programs. However, existing measures have generally proven inadequate because of cost and validity issues. This paper addresses two potential drawbacks of survey self-report measures: variation in teachers’ interpretation of response scales and their interpretation of survey questions. To address these drawbacks, researchers tested out use of “anchoring vignettes“ in teacher surveys to capture information about teaching practice, and they gathered validity evidence in regard to their use as a tool for adjusting teachers’ survey self-reports about their instructional practices for research purposes, or potentially to inform professional development. Data from 65 teachers in grades 4-9 responding to our survey suggested that vignette adjustments were reliable and valid for some instructional practices more than others. For some instructional practices, researchers found significant and high correlations between teachers’ adjusted survey self-rating, through use of anchoring vignettes, and previous observation ratings of teachers’ instruction, including ratings from several widely-used observation rubrics. These results suggest that anchoring vignettes may provide an efficient, cost-effective method for gathering data on teachers’ instruction.  相似文献