A case study of the apprenticeship process: another perspective on the apprentice and the scaffolding metaphor     

Englert CS  Berry R  Dunsmore K 《Journal of learning disabilities》2001,34(2):152-171

This study focused on the apprenticeship opportunities in a collaborative writing context. The examination of written artifacts and discursive interactions revealed that collaborative contexts offered unique participatory spaces that allowed students to use their knowledge in ways that exceeded their independent competence. Of note, too, is that the study revealed students' active and constructive role, refuting the perception that most students with disabilities are passive learners in the teaching-learning process. Implications of the study further suggest the importance of peer collaborations in creating successful literacy apprenticeships, as well as in providing teachers with greater insight into the developmental progress and literacy potentials of their students in the context of situated literacy activity.  相似文献   

Five Challenging Self-Studies of Teacher and Teacher Educator Development     

Tom Russell  Amanda Berry 《Studying Teacher Education》2016,12(3):241-243

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Video narratives to assess student teachers’ competence as new teachers     

Wilfried Admiraal  Amanda Berry 《Teachers and Teaching》2016,22(1):21-34

In teacher education programmes, written portfolios or text-based self-evaluations are generally used to document the development of student teachers’ competence. However, such approaches do no justice to the complex nature of teaching as they tend to lead to evidence in which teacher competencies are disconnected and removed from the actual teaching practice. In one postgraduate teacher education programme, video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. Data were gathered from self-reports of both teacher educators and student teachers as well as student teachers’ completed video narratives. Most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development. We conclude that video narratives show potential to be used as a valid assessment of student teachers’ teaching competence. Yet, structured guidance as well as ill-structured assignments are needed in framing assessment of student teachers in teacher preparation: the former to clarify the aims, format and criteria and the latter to enable student teachers to reflect on their teaching in a personally, meaningful way.  相似文献   

Special Issue Part 2: Insights from the 2018 Castle Conference     

Tom Russell  Mandi Berry  Julian Kitchen 《Studying Teacher Education》2019,15(1):1-3

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Influencing superiors' perceptions: The fudge factor in teacher and principal evaluation     

Rick Ginsberg  Barnett Berry 《The Urban Review》1989,21(1):15-34

Studies of leadership in schools traditionally view the nature of power relationships as being top down in direction. This study looks at practices of evaluating teachers and principals to show that avenues for fudging various evaluation processes shape evaluators' decisions, providing a means for lower level participants in school organizations to exercise considerable influence over superiors.  相似文献   

Psychodynamic Therapy and Intellectual Disabilities: Dealing with challenging behaviour     

Paul Berry 《International Journal of Disability, Development & Education》2003,50(1):39-51

One of the most serious problems facing families and care staff concerns the treatment of extremely behaviourally disturbed individuals with an intellectual disability. Frequently these people are termed "dual-diagnosed" or with "challenging behaviour." The kinds of behaviour which present in this group can be broadly described as extremely aggressive either in their environment, to others (parents, staff, and other residents), to themselves (self-injurious behaviour which in its extreme forms are life threatening), or who are so withdrawn that living with others is unbearable. Treatment is often only possible in closed facilities and with special medication, as the prognosis for community living and social acceptance is extremely poor. In this article some theoretical material on a psychodynamic orientation concerning the diagnosis and treatment of mental illness in this group is presented. Four cases concerning long term treatment are then described--an extremely aggressive young man with a mild intellectual disability, a young man with multiple disabilities whose behaviour is destructive, a very withdrawn young woman with life threatening self-destructive behaviour, and a young autistic man with a broad spectrum of extremely uncontrollable behaviour. Finally, the success and limitations of the approach are discussed.  相似文献   

Modelling the Coupon Collector's Problem     

Wendy Maull  John Berry 《Teaching Statistics》1997,19(2):43-46

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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   

Promoting writing amongst peers: establishing a community of writing practice for early career academics     

Alexandra Kent  Donna M. Berry  Kirsty Budds  Yvonne Skipper  Helen L. Williams 《高等教育研究与发展》2017,36(6):1194-1207

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous reports suggest that academic writing retreats can be an effective way of increasing research outputs. Such retreats generally involve academics from a range of career stages and require expert facilitators. Through organising a series of structured writing events, this project aims to cultivate an enduring community of practice for academic writers. Reflecting on our EC retreat and subsequent writing days with academics from different career stages, we suggest that success hinged on three key factors: (1) A formal structure comprising bounded periods of intense writing, flanked by group reviewing and goal-setting; (2) Co-located writing with participants based in a shared space, away from their usual workstation and distractions; (3) Peer discussions involving participants at a similar career stage. Specifically we found that writing amongst ‘equals’ increased productivity and confidence amongst EC academics.  相似文献   

Capturing Environmental Dimensions of Adversity and Resources in the Context of Poverty Across Infancy Through Early Adolescence: A Moderated Nonlinear Factor Model     

Meriah L. DeJoseph  Robin D. Sifre  C. Cybele Raver  Clancy B. Blair  Daniel Berry 《Child development》2021,92(4):e457-e475

Income, education, and cumulative-risk indices likely obscure meaningful heterogeneity in the mechanisms through which poverty impacts child outcomes. This study draws from contemporary theory to specify multiple dimensions of poverty-related adversity and resources, with the aim of better capturing these nuances. Using data from the Family Life Project (N = 1,292), we leveraged moderated nonlinear factor analysis (Bauer, 2017) to establish group- and longitudinally invariant environmental measures from infancy to early adolescence. Results indicated three latent factors—material deprivation, psychosocial threat, and sociocognitive resources—were distinct from each other and from family income. Each was largely invariant across site, racial group, and development and showed convergent and discriminant relations with age-twelve criterion measures. Implications for ensuring socioculturally valid measurements of poverty are discussed.  相似文献