Enhancing the Practicum Experience for Pre-service Chemistry Teachers Through Collaborative CoRe Design with Mentor Teachers   总被引：1，自引：0，他引：1  

Anne Hume  Amanda Berry 《Research in Science Education》2013,43(5):2107-2136

This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based mentors (associate teachers) on teaching practice (practicum) might impact on this process and student teachers’ development of their pedagogical content knowledge (PCK). The collaboration involved identifying and discussing pedagogical issues related to a practicum-teaching topic using a student teacher’s draft CoRe as a starting point and ongoing focus for the professional dialogue. Practicum offered an opportunity for aspects of student teachers’ PCK, as embodied in their draft CoRes, to be explored and expanded upon in classroom programmes with the support and input of associate teachers. The findings were influenced by different contextual factors; however, the student teachers found their CoRes to be very useful frameworks for engaging in focussed professional dialogue with their teaching mentors. They valued the expertise, currency of knowledge and mentoring of their associates and reported positively about the contribution this support made to their PCK development via the CoRe design process and the transformation of the CoRe into classroom teaching.  相似文献   

Towards an Understanding of Epistemic Insight: the Nature of Science in Real World Contexts and a Multidisciplinary Arena. [Editorial]     

Berry Billingsley  Sharon Fraser 《Research in Science Education》2018,48(6):1107-1113

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Improving Reading Attainment in a Small Island State     

Chris Berry 《Literacy》1997,31(1):25-28

How can reading achievement be improved across a school system or education authority? Chris Berry here describes the way this was approached in one particular system and presents evidence concerning the effectiveness of the input provided in this case.  相似文献   

My Westindian Presence in an English School Day     

James Berry 《English in Education》1982,16(3):54-63

Awarded a C. Day Lewis Fellowship, 1977–8, I became a writer-in-residence in a south London comprehensive school. I read and talked to hundreds of the children. I conducted writing workshops with altogether 82 of the 14–17-year-old girls. I gave two poetry reading sessions for teachers. I organised an evening's reading with pupils and myself at a local community hall. That Fellowship experience started me off and has kept me on the road to school again.  相似文献   

Education of infants with down syndrome     

Pat Gunn  Paul Berry 《European Journal of Psychology of Education - EJPE》1989,4(2):235-246

The early education of infants with Down syndrome has been strongly influenced by studies highlighting the importance of the environment. These studies encouraged the belief that intelligence is not fixed and that early experience is critical to the course of development. Since the origins of a decline in IQ for Down syndrome had been traced to early infancy, it was hoped that early intervention programs might halt or even reverse this decline. The de-institutionalization movement converged with these studies to emphasize the home as a teaching environment and to view the mother as a teacher. It is suggested that the concept of the environment should expand beyond the family and that professionals should consider their own role in terms of the social ecology of the family. The programs need also to address the specific arousal needs of the infant with Down syndrome and to include motivational aspects in addition to cognitive measures when evaluating the effects of infant education.  相似文献   

Why bright college students won't teach     

Barnett Berry 《The Urban Review》1986,18(4):269-280

A case study of the career expectations of noneducation college seniors (primarily in high demand fields) reveals that present policies, such as career ladders, merit pay, and traditional college loan programs, may have little positive impact on their consideration of teaching as a career alternative. For the brightest of the students, the most significant reasons why they won't teach relatenot to the lack of financial reward in teaching, but to frustrating working conditions, bureaucratic requirements, the lack of professional control, and few opportunities for intellectual growth, as well as their intolerance for diversity in the workplace and their perception of teaching as a boring job. In most cases, these negative lessons about teaching were learned while they were public school students. The recent movement to professionalize teaching would appear to be an important step in luring these bright students into teaching. However, professionalism alone will not ensure a school district's ability to attract and retain bright college students as teachers.  相似文献   

Developmental effects of social reinforcement on eye‐contact and speech in mildly intellectually handicapped children.     

Harvey McGregor  Paul Berry 《International Journal of Disability, Development & Education》1979,26(3):117-126

This study investigates the developmental effects of soical reinforcement on the interview behaviour of 58 mildly intellectually handicapped children (CA = 11.8 years; IQ = 75). The subjects were divided into three age groups (8‐10 years, 10‐13 years, 13‐15 years) and categorized as dominant or dependent by teacher ratings. In the experiment, high and low social reinforcement for eye‐contact was given in an interview by one of their teachers. The data were analyzed, for each age group, according to the amount of speech and eye‐contact under the various conditions. Support for the earlier Exline and Messick (1967) findings indicated a feedback rather than reward model in explaining the effects of social reinforcement on eye‐contact. More important, however, for the mildly intellectually handicapped, no evidence was found for significant variations in eye‐contact as a function of age, sex or IQ.  相似文献   

Legitimizing subjectivity: Meritorious performance and the professionalization of teacher and principal evaluation     

Barnett Berry  Rick Ginsberg 《Journal of Personnel Evaluation in Education》1989,2(2):123-140

An earlier version of this article was a paper presented at the 1988 Annual Meeting of the American Educational Research Association, New Orleans  相似文献   

Mathematical modelling at a distance     

John Berry  Tim O'Shea 《Distance Education》1984,5(2):163-173

In this paper we describe the mathematical modelling components of the Open University second level course in applied mathematics called Mathematical Models and Methods. The teaching of mathematical modelling has been introduced in many British Universities and Poly technics. But teaching modelling at a distance is fraught with difficulties. What these are and how we overcame them is described by the authors. In doing so we,hope that other distance education institutes will find it attractive to offer components on mathematical modelling in some of their courses.  相似文献   

Novice teachers’ conceptions of fairness in inclusion classrooms     

Ruth A. Wiebe Berry 《Teaching and Teacher Education》2008

The issue of “fairness” troubles some general education teachers, who may be reluctant to teach students with disabilities. Journals written by 47 general education preservice and novice teachers were data sources for examining teachers’ concerns about fairness. Five areas of concern emerged: general responses, definitions of fairness, dealing with students, classroom applications (e.g., grading), and negative views. These themes are illustrated and discussed within the theoretical framework of principles of distribution of benefits. Suggestions are offered for helping teacher education students move toward acceptance of needs-based principles of fairness.  相似文献