Self-Study of Teaching and Teacher Education Practices in Diverse Contexts     

Tom Russell  Amanda Berry 《Studying Teacher Education》2014,10(2):101-102

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Effect of wall permittivity on electroviscous flow through a contraction     

Berry JD  Davidson MR  Bharti RP  Harvie DJ 《Biomicrofluidics》2011,5(4):44102-4410217

The electroviscous flow at low Reynolds number through a two-dimensional slit contraction with electric double-layer overlap is investigated numerically for cases where the permittivity of the wall material is significant in comparison with the permittivity of the liquid. The liquid-solid interface is assumed to have uniform surface-charge density. It is demonstrated that a finite wall permittivity has a marked effect on the distribution of ions in and around the contraction, with a significant build-up of counter-ions observed at the back-step. The development length of the flow increases substantially as the wall permittivity becomes significant, meaning that the electric double-layers require a longer distance to develop within the contraction. Consequently, there is a corresponding decrease in the hydrodynamic and electro-potential resistance caused by the contraction. The effect of wall-region width on the flow characteristics is also quantified, demonstrating that the development length increases with increasing wall-region width for widths up to 5 channel widths.  相似文献   

The folklore of principal evaluation     

Rick Ginsberg  Barnett Berry 《Journal of Personnel Evaluation in Education》1990,3(3):205-230

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Accountability,school reform,and equity: The troubling case of Sylvan school district     

Dr. Barnett Berry 《The Urban Review》1996,28(3):233-256

Most educational accountability systems draw upon relatively simplified indicators of student learning. Despite sufficient criticism and evidence of their misuse, test scores continue to be emphasized—even though they have a deadening effect on the very school district these accountability systems intend to primarily influence. This paper focuses on one of these low-performing school districts. The case study of Sylvan One reveals that the influence of state policy is especially circumscribed in a district like Sylvan's that is beset by such prevailing conditions as the politics of race, the culture of poverty, vacuums in communication and leadership, and the uncritical mass of human resources. Each of these conditions limits change and reform dramatically. Account-ability and reform must focus on a rigorous curriculum and well-understood standards—but only in the context of this community, replete with its problems ofrelationships, resources, andracism. These are the “three Rs” that are tantamount to creating and sustaining reform. And this approach is more about political development than anything else. Recommendations for moving beyond the traditional policymaking tools of mandates and inducements are suggested, recognizing that policy may at best promote equality, but not necessarily excellence and equity.  相似文献   

Taking a Long Hard Look at the Work of the Teacher Educator     

Tom Russell  Amanda Berry 《Studying Teacher Education》2017,13(3):239-240

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Documenting Science Teachers' Pedagogical Content Knowledge Through PaP-eRs     

Loughran  John  Milroy  Philippa  Berry  Amanda  Gunstone  Richard  Mulhall  Pamela 《Research in Science Education》2001,31(2):289-307

This paper examines science teachers' pedagogical content knowledge and ways in which that knowledge might be captured, articulated and portrayed to others. The research from which this paper is drawn has involved interviews with experienced science teachers in an attempt to make the tacit nature of their practice explicit. Initially, case methodology was envisaged as being a way of documenting these teachers' pedagogical content knowledge. However, over time, the form of knowledge and information that we were gathering and attempting to portray extended beyond that which could reasonably be described as being case-based. Hence we have developed an approach to articulation and portrayal based on what we call the CoRe (Content Representation) – which represents the particular content/topic of the science teaching – and PaP-eRs (Pedagogical and Professional experience Repertoire) – which help to illuminate specific aspects of the CoRe and therefore offer insights into pedagogical content knowledge itself. The results of this study offer new ways of conceptualising what pedagogical content knowledge is and how it might be captured, documented and disseminated.  相似文献   

Who wants to become a teacher? Typology of student-teachers’ commitment to teaching     

Ikupa Moses  Amanda Berry  Nadira Saab  Wilfried Admiraal 《师资教育杂志》2017,43(4):444-457

Understanding student-teachers’ decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers’ motivation to enter the teaching profession and their perceptions of the teaching profession and environmental aspects e.g. school condition and significant others. Thirty-seven undergraduate student-teachers from the Dar es salaam University College of Education in Tanzania were interviewed. Four student-teacher types from our results were identified: (1) committed passionate, (2) committed compromisers, (3) undecided and (4) uncommitted. Implications from the findings include the importance of designing teacher education curriculum in a way that caters for the needs of student-teachers in each type in order to enhance their commitment to teaching.  相似文献   

Students using posters as a means of communication and assessment   总被引：1，自引：0，他引：1  

John Berry  Ken Houston 《Educational Studies in Mathematics》1995,29(1):21-27

Poster sessions are widely used as a medium for the communication of results by professionals at conferences and by students to their peers. The authors have introduced poster sessions into undergraduate mathematical modelling courses. This has given our students an interesting and challenging task and it has caused us to devise a scheme for the assessment of posters.This paper surveys the use of poster sessions with undergraduates, outlines the rationale for using posters with mathematics students, describes our experiences and proposes criteria to use in the assessment of student posters.  相似文献   

Unkindest Cuts? Some effects of picture editing on recall of television news information     

Máire Messenger Davies  C. Berry  B. Clifford 《Learning, Media and Technology》1985,11(2):85-98

Research into picture effects on encoding of verbal material has paid little attention to the effects of picture changes. In this experiment, it was found that adults’ recall of the spoken text in a TV news item was impaired by mid‐sentence picture editing. In contrast, both 11‐12 year old and 14‐15 year old children's recall was enhanced by rapid cutting, so long as the accompanying pictures were relevant to the verbal text. Both adults’ and younger children's recall was better with some of the experimentally‐manipulated material than it was with the original broadcast version of the news item. However, 14‐15 year olds performed best with the original version.

It is suggested that viewers are differentially sensitive to unintended production effects and that their processing of verbal information can be disrupted by inappropriately‐timed picture cuts. Research on picture‐text relationships in audio‐visual material needs to take account of picture‐timing, as well as picture content, and television editing procedures may need to be tailored more specifically to suit the intended audience.  相似文献   

Document clustering using nonnegative matrix factorization     

Farial Shahnaz  Michael W. Berry  V.Paul Pauca  Robert J. Plemmons 《Information processing & management》2006

A methodology for automatically identifying and clustering semantic features or topics in a heterogeneous text collection is presented. Textual data is encoded using a low rank nonnegative matrix factorization algorithm to retain natural data nonnegativity, thereby eliminating the need to use subtractive basis vector and encoding calculations present in other techniques such as principal component analysis for semantic feature abstraction. Existing techniques for nonnegative matrix factorization are reviewed and a new hybrid technique for nonnegative matrix factorization is proposed. Performance evaluations of the proposed method are conducted on a few benchmark text collections used in standard topic detection studies.  相似文献