Learning across cultures: Intercultural communication and international education exchange: Gary Althen (editor) Washington,DC: National Association for Foreign Student Affairs, 1981, 151 pp., Free ($1.00 postage/handling)     

Elizabeth Berry 《Int J Intercult Relat》1983,7(2):223-224

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图书依然是基础     

John Berry  单仪芳 《大学图书馆学报》1984,(6):78-77

<正> 毫无疑义,无论图书馆提供其它任何服务,它的主要服务内容依然是借阅图书.H·戈德豪自依利诺斯大学图书馆研究中心报导说,在过去的十年中,图书馆的经费增加了仅4%,而流通量却增加了22%.一九八二年公共图书馆的流通量是过去四十年人口增长量的二倍(为160%比70%),达1,070,000,000册.根据戈德豪的报导,流通量增长的主要因素是由  相似文献   

High temperature superconductivity research in the USSR     

M. J. Berry 《Research Policy》1992,21(6)

The rapid developments in high temperature superconductivity research in recent years have confronted the USSR with its first real test of restructuring (perestroika) in science. The breakthrough in this field in 1986–1987 posed a number of major problems for the traditional Soviet system in science. In particular the field required the cooperation of scientists from different fields and the ability to respond rapidly to the new developments. Soviet science has not been noted for its rapid response in its planning, its supply system and its information and publication procedures. In addition, the investigation of the new substances required modern sophisticated equipment, the provision of which has been a particular weakness of Soviet science.Academician Osip'yan saw the new field as a key test of perestroika in science and largely as a result of his influence it was used as a test-bed for new ideas for the organisation of science. It became the first of a new series of major programmes in which funds were allocated to groups of scientists on a competitive basis and the groups themselves, rather than their organisations, controlled the use of these funds. Despite some success in keeping up with world developments the programme has been hampered by bureaucracy and the lack of modern equipment.The study highlights the changes which have occurred in Soviet science under Gorbachev and shows that many aspects of the traditional system still remain.  相似文献   

Learning to Be a Teacher Educator     

Tom Russell  Mandi Berry 《Studying Teacher Education》2017,13(1):1-2

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Understanding teachers’ routines to inform classroom technology design     

Pengcheng An  Saskia Bakker  Berry Eggen 《Education and Information Technologies》2017,22(4):1347-1376

Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers’ daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction to take place both in the center and periphery of users’ attention and naturally shift between the two. We believe that classroom technologies employing the principles of peripheral interaction can reduce attentional resources required for teachers to interact with the technologies, and thus make technologies seamlessly blend into teachers’ routines. In order to design such technologies, a thorough understanding of users’ existing routines is crucial. In this paper, we present a qualitative study on everyday routines of seven Dutch secondary school teachers using contextmapping methodology. The results of two qualitative content analyses reveal an overview of teachers’ routine tasks in their classrooms, as well as rich and vivid contextual information about how teachers allocated their attention in their routines and how teachers experience their routines. Based on these findings, we present opportunities and considerations that may inform the design and development of classroom technologies which are to become part of teachers’ routines.  相似文献   

Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children's Executive Function          下载免费PDF全文

Michael J. Sulik  Clancy Blair  Roger Mills‐Koonce  Daniel Berry  Mark Greenberg  The Family Life Project Investigators 《Child development》2015,86(5):1588-1603

Path analysis was used to investigate the longitudinal associations among parenting and children's executive function and externalizing behavior problems from 36 to 90 months of age in the Family Life Project (N = 1,115), a study of child development in the context of rural poverty. While controlling for stability in the constructs, semistructured observations of parenting prospectively predicted performance on a battery of executive function tasks and primary caregivers' reports of externalizing behavior. Furthermore, the association between early parenting and later externalizing behavior was longitudinally mediated by executive function, providing support for a process model in which sensitive parenting promotes children's self‐regulation, which in turn reduces children's externalizing behavior.  相似文献   

Research on Learners and Teachers of Mathematics and Science: Forerunners to a Focus on Teacher Educator Professional Growth     

Krainer  Konrad  Even  Ruhama  Park Rogers  Meredith  Berry  Amanda 《International Journal of Science and Mathematics Education》2021,19(1):1-19

This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.

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Self-study and Vulnerability     

Amanda Berry  Tom Russell 《Studying Teacher Education》2016,12(2):115-116

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Becoming a teacher educator – the motivational factors     

Richard Holme  Anna Robb  William Berry 《欧洲师范教育杂志》2016,39(3):340-354

This study explores the factors that influenced the transition made by three participants from primary class teacher (or first-order practitioner) to Teacher Education (TE) lecturer (or second-order practitioner) in a Scottish Teacher Education Institution. The self-study case study methodology explored the factors that encouraged, and potentially inhibited, this career change. Data collection utilised auto-ethnographic narrative and findings were reviewed using a thematic analysis. Results are considered using a theoretical framework provided by Deci and Ryan’s Self-Determination Theory. The study identified three common, key themes leading to the participants’ career change: exploration and reinvention, key figures and lifelong learners. The findings suggest the participants were largely intrinsically motivated to make the career change. The results provide an insight for teachers considering this move and administrators within TE. The personal development implications for the participants are also considered.  相似文献   

Four studies dealing with mediated persuasive messages,attitudes, and learning styles     

Michael R. Simonson  Roger Aegerter  Timothy Berry  Terryl Kloock  Robert Stone 《Educational technology research and development : ETR & D》1987,35(1):31-41

Conclusions A fundamental assumption of the research presented above was that attitude change is an important concern of the educator, and that if attitudes are important, information on how attitudes might be formed or changed with media is needed. Four studies were conducted to examine the use of media to deliver persuasive messages. The results of the four studies presented in this article tended to support the following conclusions. First, attitudes toward educationally relevant topics, such as conservation, smoking, and disabled persons, can be modified by using persuasive messages delivered by media. Next, it appeared that some types of media may be more effective than others at delivering information designed to change attitudes. Motion pictures seem to be more effective than slides. There also seems to be sufficient evidence to warrant further investigation into the relationship between the content of persuasive messages, the media used to deliver those messages, and the learning styles of the target audience. In short, attitudes can be modified by mediated messages, and the degree of modification may be related to the characteristics of the students who view the message and to the way the message is mediated.  相似文献