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   

Supervising Practice: Perspectives on the supervision of creative practice higher degrees by research     

Jillian Hamilton  Sue Carson 《Educational Philosophy and Theory》2015,47(12):1243-1249

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Sex-role stereotyping and education: The Jamaican perspective     

Marlene Hamilton  Elsa Leo-Rhynie 《Interchange》1979,10(2):46-56

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The stability of attachment security from infancy to adolescence and early adulthood: general introduction     

Waters E  Hamilton CE  Weinfield NS 《Child development》2000,71(3):678-683

Current attachment theory hypothesizes that attachment security during infancy influences individual differences in adult representations of attachment. We present three long-term longitudinal studies using three different samples relevant to this hypothesis. Each study assesses infant attachment by using the Ainsworth Strange Situation and adult attachment by using the Berkeley Adult Attachment Interview (AAI). Attachment security was significantly stable in the first two studies. Discontinuity in all three studies was related to negative life events and circumstances. Comparison of the results across these complementary studies affords a degree of replication and sheds light on alternative interpretations. Various mechanisms underlying the stability and instability of attachment security are discussed.  相似文献   

‘The bar is slightly higher’: the perception of racism in teacher education     

Tehmina N. Basit  Olwen McNamara  Lorna Roberts  Bruce Carrington  Meg Maguire  Derek Woodrow 《Cambridge Journal of Education》2007,37(2):279-298

The education and training of teachers is an issue of national concern. In this paper we analyse the findings of an in‐depth investigation, undertaken by means of semi structured interviews, of a group of minority ethnic teacher trainees who withdrew from Initial Teacher Training courses in England, and a smaller group of those who completed these courses. We focus, in particular, on trainees' perception of the manifestation of racism during their training. Though none of the minority ethnic withdrawers perceive racism as the determining factor for their withdrawal, some mention instances of covert and even overt racism, while others note subtle forms of discriminatory obstacles to successful completion of the course, which they are reluctant to label as racism. The paper concludes by pointing to the complexity of categorizing phenomena as racism. It also draws attention, on the one hand, to the vulnerability of those who view themselves as being racially abused, and, on the other, to those who are disinclined to dwell on barriers to success as forms of racism and are more predisposed to regarding them as failures of the system.  相似文献   

Expert systems for decision-making : ( ). Taylor Graham, London (1987) 79 pp. £15. ISBN 0-947568-22-0     

Gail Thornburg Hamilton 《Information processing & management》1988,24(6)

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Changing Science Outcomes: Cognitive Acceleration in a US Setting     

Lorna C. Endler  Trevor G. Bond 《Research in Science Education》2008,38(2):149-166

Inquiry is seen as an integral part of science education in the USA; however, few American science programs explicitly focus on the higher order thinking skills that are the precursors to inquiry. In this paper, Australian researchers report the result of using a version of the Cognitive Acceleration through Science Education (CASE) program in a school district in Oregon (USA) to address teacher-identified concerns about student competence in scientific inquiry. The substantial effect of CASE on British children’s cognitive development and scholastic achievement has been demonstrated convincingly since its inception in the United Kingdom in 1981. The Oregon CASE project was not a mere replication of the original British CASE research: different instruments were employed, and both the measures of cognitive level and student achievement were Rasch-calibrated. The Oregon CASE teachers received comparatively less professional development than did their British counterparts. Neither did they deliver the entire intervention. The results of the study suggest that many of the benefits of CASE still apply when the intervention is conducted in a sub-optimal setting. Cognitive growth was apparent in participating students and high correlations were found between cognitive level and results in some state-mandated tests.  相似文献