A social constructivist assessment process model: how the research literature shows us this could be best practice   总被引：2，自引：2，他引：2  

Chris Rust  Berry O’Donovan  Margaret Price 《Assessment & Evaluation in Higher Education》2005,30(3):231-240

Although assessment is acknowledged as vitally important in its effect on students’ approaches to learning, there is much criticism of assessment practice. This paper argues that if a social constructivist approach is applied to the assessment process many of the problems could be overcome. It describes what a social constructivist approach to assessment would look like and gives practical examples, from the research literature, of ways it could be implemented.  相似文献   

Culturally sensitive problem solving activities for multinational corporations     

Helen Riska Kezia Arya  Anoush Margaryan  Berry Collis 《TechTrends》2003,47(6):40-49

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A scholarly approach to solving the feedback dilemma in practice     

Berry O’Donovan  Chris Rust  Margaret Price 《Assessment & Evaluation in Higher Education》2016,41(6):938-949

It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.  相似文献   

Foregrounding equity in mathematics teacher education   总被引：1，自引：0，他引：1  

Marilyn Strutchens  Jennifer Bay-Williams  Marta Civil  Kathryn Chval  Carol E. Malloy  Dorothy Y. White  Beatriz D’Ambrosio  Robert Q. Berry III 《Journal of Mathematics Teacher Education》2012,15(1):1-7

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Reducing Bullying: Application of Social Cognitive Theory     

Susan M. Swearer  Cixin Wang  Brandi Berry  Zachary R. Myers 《理论付诸实践》2014,53(4):271-277

Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used to help guide the development of an individualized intervention for bully perpetrators, which will be described in this article. Intervening directly with those who bully others helps understand individual variation in bullying, as well as teaches bully perpetrators alternative, prosocial ways of interacting with others. Students who bully others exhibit a complex array of psychological, cognitive, and social characteristics. In this article, we argue that to truly reduce bullying, interventions must address these psychological, cognitive, and social contributing factors. Only when interventions target these constructs will individuals be able to transform their bullying behaviors into prosocial interactions.  相似文献   

Twenty five years of cognitive care education research: Time for a revolutionary change     

Russell Porter  Jeremy Berry  Kellie Cude  Stephen Anderson  Sanfrena Britt 《Educational gerontology》2018,44(2-3):82-89

This is the third study of Cognitive Care Education in New York State nursing homes using cross-sectional methods over a 25 year period. The data indicate that the Cognitive Care Education increased at statistically significant levels, albeit by evolutionary means. It is now time for “A Revolutionary Change,” for Cognitive Care Education, whereby the ideal level of 20 to 32 hours of education is provided to cognitive care providers.

Cognitive care encompasses a range of behavioral problems that require appropriate education. These might include communication difficulties, perseveration (repetition of an idea or activity), aggressive behaviors, paranoia, memory problems, and wandering (Savundranayagam & Orange, 2014). This study assessed Cognitive Care Education as the “Amount and type of education provided to cognitive care providers on how to care for the cognitively impaired including knowledge and skills to understand cognitive impairments and requisite standards to improve quality of care and life.”

It is apparent that nursing home employees are cognizant of cognitively impaired residents’ needs. However, the Cognitive Care Education providers receive on the job, is still inadequate to understand the overall needs of cognitively impaired, as indicated by our most recent research in 2016 (i.e., 3.81 hours). We recommend that at least 20 hours of Cognitive Care Education be provided to care providers, with a second recommendation that 32 hours would be ideal that follows the Alzheimer’s Association recommendation. The primary focus of the research studies here is to ensure care-providers are adequately trained to take care of the cognitively impaired.  相似文献   

Implicit and Explicit Exercise and Sedentary Identity     

Tanya R. Berry  Shaelyn M. Strachan 《Research quarterly for exercise and sport》2013,84(3):479-484

We examined the relationship between implicit and explicit “exerciser” and “sedentary” self-identity when activated by stereotypes. Undergraduate participants (N = 141) wrote essays about university students who either liked to exercise or engage in sedentary activities. This was followed by an implicit identity task and an explicit measure of exercise self-identity. Results showed that implicit and explicit exerciser identities were not highly correlated. There were also no significant prime effects, but women showed greater implicit sedentary identity, whereas men showed greater implicit exercise identity. This research suggests that implicit exercise-related identity is a distinct construct from explicit exercise identity. The results also reflect responses to societal pressures for women to be thin and for men to be strong, when free of self-presentational bias.  相似文献   

Assessment of decision-making performance and in-game physical exertion of Australian football umpires     

Paul Larkin  Brendan O’Brien  Christopher Mesagno  Jason Berry  Jack Harvey  Michael Spittle 《Journal of sports sciences》2013,31(15):1446-1453

Abstract

The aim of this study is to investigate the effects of in-game physical exertion on decision-making performance of Australian football umpires. Fifteen Australian football umpires (M_age = 36, s = 13.5 years; M_{games umpired} = 235.2, s = 151.3) volunteered to participate in the study. During five competitive Australian football pre-season games, measures of in-game physical exertion (blood lactate levels, global positioning system [GPS]) and decision-making performance (video-based test) were obtained. There were no significant correlations between physical exertion in a particular quarter and decision-making performance in either the same quarter or any other quarter. Video-based decision-making performance was effected by time in game χ²(3) = 24.24, P = 0.001, with Quarter 4 performance significantly better than both Quarter 2 and Quarter 3. In-game physical exertion (blood lactate) significantly decreased over the course of the game χ²(3) = 11.58, P = 0.009. Results indicate no definable link between in-game physical exertion and decision-making performance. It is, however, presumed that decision-making performance may be affected by the time or context of the game. Future research is warranted to explore the relationship between physical exertion and decision-making performance to potentially inform Australian football umpire training programmes that replicate in-game physical and decision-making demands.  相似文献   

MAINTAINING,REFRAMING, AND DISRUPTING TRADITIONAL EXPECTATIONS AND OUTCOMES FOR PROFESSIONAL DEVELOPMENT WITH CRITICAL FRIENDS GROUPS     

Wendy Burke  Gary E. Marx  James E. Berry 《The Teacher Educator》2013,48(1):32-52

Districts across the country are currently adopting models of professional learning communities (PLCs) as a means for improving teachers' instructional practice and student achievement. This evaluation research case study shares the 3-year history, development, and challenges of a district-wide implementation of Critical Friends Groups (CFGs), a particular format for PLCs. Using Argyris and Schön's (1974) theories of action framework, the authors identify teachers' espoused theories about a contextually situated CFG initiative and examine teachers' conceptualizations about the ways in which their work influences the progression and effectiveness of this professional development model. Findings from this study suggest that the degree to which the CFG implementation model is integrated with other school improvement initiatives, specifically those that address teachers' professional development, dramatically influences how key stakeholders conceptualize and draw the necessary connections to their roles in improving instructional practice and addressing student achievement and learning.  相似文献   

States and Their Struggles With NCLB: Does the Obama Blueprint Get It Right?     

Kimberly Scriven Berry  Carolyn D. Herrington 《Peabody Journal of Education》2013,88(3):272-290

This article analyzes challenges states identify in implementing No Child Left Behind (NCLB) with the Obama administration's proposals for Elementary and Secondary Education Act (ESEA) reauthorization. Drawing upon information from six states, this study shows that the Obama administration Blueprint for Reauthorization of ESEA responds to a number of state concerns with NCLB but fails to acknowledge the sheer magnitude of the challenges states face. The Blueprint addresses the overall concern for greater flexibility in timing, focus, and remedies that states express. Furthermore, the Blueprint acknowledges but does not fully address the importance of teacher and leader quality and the distributional challenges. The Blueprint falls short, however, in addressing the need for a more robust body of knowledge regarding effective intervention, the pragmatic obstacles to redistribution of high-quality teachers and leaders, and the political and fiscal challenges that states combat in intensifying and funding the level of performance it demands.  相似文献