PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION,INSTRUCTIONAL ACCOMMODATIONS,AND FAIRNESS: THREE PROFILES     

Ruth A. W. Berry 《The Teacher Educator》2013,48(2):75-95

This investigation examined the attitudes of beginning general education teachers (preservice and early career) with respect to teaching in inclusion classrooms. Sixty graduate students, taking a survey at the conclusion of a special education course, completed Q-sorts constructed to evaluate responses regarding attitude toward (a) inclusion, (b) instructional accommodations, and (c) fairness, along two dimensions: positive/negative and anxious/confident. A three-factor solution resulted in profiles of three groups of teachers: keen, but anxious, beginners (mostly preservice teachers with positive attitudes, but who worried about being effective inclusion teachers); positive doers (more experienced teachers whose struggles with the challenges of inclusion had not deterred their positive attitudes); and resisters (mostly experienced teachers whose concerns about fairness signified their resistance to inclusion). Teacher educators may find these profiles useful in preparing teachers to teach in inclusion classrooms.  相似文献   

Teaching and Thinking About Curriculum: Critical Inquiries     

Barnett Berry 《Teaching Education》2013,24(1):153-155

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Critical linguistics     

A. E. Rodway  Brian Lee  Kenneth Cameron  Margaret Berry 《Culture, Theory & Critique》2013,54(1):139-157

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A polemic for human enhancement     

Roberta M. Berry 《Metascience》2010,19(2):263-266

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On the Practical Interpretability of Cross‐Lagged Panel Models: Rethinking a Developmental Workhorse          下载免费PDF全文

Daniel Berry  Michael T. Willoughby 《Child development》2017,88(4):1186-1206

Reciprocal feedback processes between experience and development are central to contemporary developmental theory. Autoregressive cross‐lagged panel (ARCL) models represent a common analytic approach intended to test such dynamics. The authors demonstrate that—despite the ARCL model's intuitive appeal—it typically (a) fails to align with the theoretical processes that it is intended to test and (b) yields estimates that are difficult to interpret meaningfully. Specifically, using a Monte Carlo simulation and two empirical examples concerning the reciprocal relation between spanking and child aggression, it is shown that the cross‐lagged estimates derived from the ARCL model reflect a weighted—and typically uninterpretable—amalgam of between‐ and within‐person associations. The authors highlight one readily implemented respecification that better addresses these multiple levels of inference.  相似文献   

How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback     

Berry O’Donovan 《Higher Education》2017,74(4):617-633

Students’ beliefs about the nature of knowledge and knowing frame how they interpret their educational experience and their approaches to, and perspectives on, learning, teaching and assessment. This paper draws on previous research identifying the ways of knowing of undergraduates on entry to a UK post-92 university, findings from which confirm the prevalence of absolute beliefs in which knowledge is viewed as certain, uncontested and students are largely authority-dependent. Student perspectives on assessment and feedback are explored based on thematic analysis of student responses within two main categories of beliefs, absolute/dualist versus contextual/pluralist. The paper teases out the implications of these perspectives for students’ satisfaction with their assessment and feedback experience in the context of today’s increasingly market-orientated higher education environment. Findings demonstrate that student perspectives on, and satisfaction with, assessment and feedback are strongly intertwined with their beliefs on knowledge and teaching. Students holding absolute/dualist beliefs considered ‘good’ assessment and feedback practice to entail clear and unambiguous assessment tasks, criteria and standards along with the receipt of unequivocal and corrective feedback. The paper concludes that faced with assessment tasks that move beyond established facts and demonstrable theories it may only be students who view knowledge as relative and mutable that will likely be satisfied with their assessment and feedback experience.  相似文献   

Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education   总被引：1，自引：0，他引：1  

Anne Hume  Amanda Berry 《Research in Science Education》2011,41(3):341-355

This paper presents findings from an exploratory study into a science teacher education initiative that seeks to build the foundations on which novice teachers can begin developing their pedagogical content knowledge (PCK). The initiative involved the use of Content Representations (CoRes), which were originally developed as part of a strategy for exploring and gaining insights into the PCK of expert science teachers. As the student teachers explored existing CoRes the course lecturer saw potential for more effectively developing their PCK through engaging them in constructing their own CoRes for new topics. When given the opportunity, student teachers found the task challenging and their lack of classroom experience and experimentation proved to be a limiting factor. However, the contribution such a task could make to their future PCK development remained a distinct possibility in the lecturer’s view. In the following year she carefully scaffolded the learning prior to CoRe construction such that the student teachers could more readily access relevant knowledge when attempting such a task. Their resultant CoRes and comments indicate that with appropriate and timely scaffolding the process of CoRe construction does have the potential for PCK development for novice teachers.  相似文献   

Understanding user needs for citation management program support     

Teresa U. Berry  Steven D. Milewski  Manda C. Sexton  Allison L. Sharp 《Public Services Quarterly》2020,16(2):71-82

Abstract

Citation management programs are tools used to organize references and to create citations and bibliographies. Libraries are often the central point for providing training and support in using these tools. To determine how we could improve our support and training services, we surveyed users to determine what software in being used, why they chose that particular program, what features are important, and how they use citation management programs to collaborate. Results indicate that users chose a particular program because it was freely available or recommended to them by others and that they thought that importing references and creating citations were important features. We also found a majority of respondents used citation management programs to collaborate and turned to the library for training and support.  相似文献   

Tests of flexible gas tubing     

R.S. McBride  Walter M. Berry 《Journal of The Franklin Institute》1919,188(4):562-563

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Childhood movement skills: predictors of physical activity in Anglo American and Mexican American adolescents?     

McKenzie TL  Sallis JF  Broyles SL  Zive MM  Nader PR  Berry CC  Brennan JJ 《Research quarterly for exercise and sport》2002,73(3):238-244

We assessed the relationship between young children's movement skills and their physical activity in early adolescence. Balance, agility, eye-hand coordination, and skinfold thicknesses in 207 Mexican American and Anglo American children (104 boys, 103 girls) were measured at ages 4, 5, and 6 years. Habitual physical activity was assessed at the age of 12 years by two interviewer-administered 7-day recalls. Ethnic differences in movement skills were not found. Young girls were better at jumping and balancing, and young boys were better at catching. Tracking of skills was low, and children's early childhood skills were not related to their physical activity 6 years later. Further studies involving additional movement skills and other populations are recommended to determine if enhanced movement skills in children promote subsequent physical activity.  相似文献