The Counseling Internship Revisited: A Counselor Preparation Model     

Gordon L. Berry  Los Angeles. Eric D. Andreassen 《Counselor Education & Supervision》1976,15(3):232-237

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What is the purpose of this experiment? Or can students learn something from doing experiments?     

Christina Hart  Pamela Mulhall  Amanda Berry  John Loughran  Richard Gunstone 《科学教学研究杂志》2000,37(7):655-675

Historically there have been many claims made about the value of laboratory work in schools, yet research shows that it often achieves little meaningful learning by students. One reason, among many, for this failing is that students often do not know the “purposes” for these tasks. By purposes we mean the intentions the teacher has for the activity when she/he decides to use it with a particular class at a particular time. This we contrast with the “aims” of a laboratory activity, the often quite formalised statements about the intended endpoint of the activity that are too often the “opening lines” of a student laboratory report and are simply the “expected” specific science content knowledge outcomes—not necessarily learnt nor understood. This paper describes a unit of laboratory work which was unusual in that the teacher's purpose was to develop students' understanding about the way scientific facts are established with little expectation that they would understand the science content involved in the experiments. The unit was very successful from both a cognitive and affective perspective. An important feature was the way in which students gradually came to understand the teacher's purpose as they proceeded through the unit. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 655–675, 2000  相似文献   

Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England     

Berry Billingsley  Manzoorul Abedin  Mehdi Nassaji 《British Educational Research Journal》2020,46(1):177-204

This article describes the development of a questionnaire to discover primary school students’ perceptions of science, religion and the relationships between them on a range of topics that are known as Big Questions. The questionnaire was administered in 16 primary schools in England with over 750 students aged 10–11. The findings indicate that students in this age group have begun to consider how science and religion relate and that while there is a diversity of positions, a significant proportion perceived science and religion to conflict. Analysis of responses also indicated that primary school students’ epistemic insight was limited in relation to their understanding of the nature of science and, in particular, the idea that science has limitations. The basis and potential consequences of such views are considered and recommendations for teaching practice are presented, together with ideas for future research. It is anticipated that the study will inform teachers and curriculum planners developing approaches and guidance materials in science and religious education.  相似文献   

Integrating Work–Life Balance with 24/7 Information and Communication Technologies: The Experience of Adult Students With Online Learning     

Gregory R. Berry  Heidi Hughes 《The American journal of distance education》2020,34(2):91-105

ABSTRACT

This paper examines the online learning experience as related to work–life balance from the student’s perspective. Four open-ended discussion questions were asked of 302 students in sixteen graduate business courses, over a three-year period. Two hundred and ten students voluntarily responded with their observations and perceptions of their personal online learning experience and how this experience impacted their work/life/school balance. This paper, using content analysis and qualitative coding, is focused on understanding the student’s perception of how online learning impacts their work–life balance, especially as compared to brick-and-mortar classroom learning. This paper concludes that online learning can enhance work–life balance for most students, especially when compared to the alternative of traditional fixed time and place classroom learning.  相似文献   

The Next Big Idea: A Framework for Integrated Academic and Behavioral Intensive Intervention          下载免费PDF全文

Laura Berry Kuchle  Rebecca Zumeta Edmonds  Louis C. Danielson  Amy Peterson  T. Chris Riley‐Tillman 《Learning disabilities research & practice》2015,30(4):150-158

Despite advances in evidence‐based core instruction and intervention, many students with disabilities continue to achieve poor academic and behavioral outcomes. Many of these students are not sufficiently responsive to standardized programs and require more intensive, individualized supports. While many interventions and school problem‐solving teams focus primarily on either academic or behavioral concerns, students with the most intensive needs often have interrelated needs in both areas. The next big idea in special education should be to merge these efforts, building upon all that we have learned about problem solving at all levels of support, to improve outcomes for these students. Data‐based individualization provides a framework for integrating academic and behavioral problem solving and intervention.  相似文献   

Diet and Pregnancy: Health-Care Providers and Patient Behaviors     

Linda May  Richard Suminski  Andrew Berry  Emily Linklater  Sara Jahnke 《The Journal of perinatal education》2014,23(1):50-56

In this study, associations between health-care providers (HCPs) discussing diet with their pregnant patients and patient dietary behavior were assessed in addition to factors related to HCPs discussing diet with their patients. Questionnaires were completed by 237 pregnant women and 31 HCPs at 12 obstetrics–gynecology clinics across the United States. Patients provided versus those not provided dietary counseling by their HCP were more likely (OR = 2.17, 95%; CI = 0.75–6.25) to engage in healthy dietary practices. HCPs that discussed multiple health behaviors were nearly four times more likely to discuss diet with their pregnant patients compared with HCP who did not discuss other health behaviors (OR = 3.67, 95%; CI = 1.10–12.28). This study indicates that HCP education can positively impact dietary behaviors of their pregnant patients.  相似文献   

Problems with Fallibilism as a Philosophy of Mathematics Education     

Stuart Rowlands  Ted Graham  John Berry 《Science & Education》2011,20(7-8):625-654

Much reference has been made to Paul Ernest??s ??philosophy of mathematics education?? to legitimise a strong fallibilist trend in mathematics education. This article presents the argument that: (1) This philosophy makes unwarranted assumptions that have been taken as ??given??. For example, that ??absolutist?? or ??Platonist?? views of mathematics necessarily imply the transmission model of teaching mathematics. (2) The very basis of this philosophy contains a contradiction: that mathematics cannot be separated from its social origins, yet mathematics has a logical necessity that is independent of its origin. (3) This philosophy downplays mathematics as a formal, academic system of knowledge in the attempt to promote a child-centred pedagogy or the mathematics of social practices. (4) Ernest??s attempt to semiotically reduce proof to calculation is flawed. This article explores what is meant by fallibilism in relation to the views of many educationalists who appear not to like mathematics as a formal, academic body of knowledge and draws out the educational implications of these views.  相似文献   

“Multiplication Is for White People”: Raising Expectations for Other People's Children. Lisa Delpit. New York: New Press, 2012. 224 pp. $26.95 (hardcopy).     

Theodorea Regina Berry 《Educational Studies A Journal of the American Educational Studies Association》2015,51(3):252-254

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Teacher Talk During Whole‐Class Lessons: Engagement Strategies to Support the Verbal Participation of Students with Learning Disabilities     

Ruth A. W. Berry 《Learning disabilities research & practice》2006,21(4):211-232

The analysis identified discursive strategies used by general education teachers in inclusion classrooms to orchestrate and scaffold the verbal participation of all students, including students with learning disabilities (LD). The context was writing instruction. A whole‐class lesson involving teacher–student collaboration to write a text was analyzed for each of two teachers in two urban elementary inclusion classrooms totaling 67 students; 23 students had LD. Analysis of teacher talk focused on procedural strategies (help the lesson run smoothly and make it easier to follow) and involvement strategies (elicit students' attention to and participation in the lesson). Results indicated that both teachers used a variety of similar strategies to provide spaces for student contributions and, at the same time, move the lessons along. However, they also used contrasting strategies unique to their contrasting pedagogical frames of reference (structural vs. interactional).  相似文献   

Correspondence     

R. Stephen Berry 《Minerva》1971,9(4):562-565

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