Patterns of interaction between a mother and her Down's syndrome child: A single case ethological study     

Paul Berry  Peter Mathams  Beulah Middleton 《International Journal of Disability, Development & Education》1977,24(3):156-164

The study reports the analysis of a mother/child interaction sequence. Its focus is on the mother's teaching strategies. The child was presented with two tasks. The first task was new and not previously experienced by the child; the second task was one that had been experienced. The mother's teaching of the tasks was videotaped and analysed. The material was analysed according to ‘on task’ behaviours. The results indicated that:

1. (a) both the mother and child were able to maintain a continuous communication sequence;

2. (b) the mother structured both tasks, but structured the new task more, and allowed some flexibility in the old task;

3. (c) the language used by the mother was ‘restricted';

4. (d) in responding to her child's behaviour, the mother made more use of verbal cues and used fewer non‐verbal cues

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Mental age and syntactic development in the intellectually handicapped     

Paul Berry  Brian Briese 《International Journal of Disability, Development & Education》1977,24(2):79-85

Language samples from five mildly intellectually handicapped subjects with chronological ages ranging from 11 years 0 months to 11 years 8 months, and mental ages ranging from 6 years 2 months to 10 years 1 month were analysed syntactically. The results indicated problems in identifying the relationship between mental age and indices of linguistic sophistication. Most correlations were not significant, and the results suggested that these eleven year old mildly intellectually handicapped children may not show syntactic differences as great as those of mental age. At this age, differences exhibited in language may be due more to variables of individual experience, and especially the teaching strategies they experience. The results do not support the documented hypothesis that language development is closely related to mental age.  相似文献   

Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth     

Park Rogers  Meredith  Berry  Amanda  Krainer  Konrad  Even  Ruhama 《International Journal of Science and Mathematics Education》2021,19(1):167-180

The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

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Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands   总被引：1，自引：0，他引：1  

Chris Berry   《International Journal of Educational Development》2001,21(6):873

This article reports on a study that compares the reading progress of students in multigrade schools with the reading progress of students in monograde schools. The research was conducted in a small island state in the Caribbean. The results of the study indicate that multigrade schools are particularly effective at promoting the reading progress of low-achieving students. It is hypothesised that this is partly because of differences in the approach to instruction in multigrade and monograde classrooms. Whereas monograde classrooms tend to be characterised by undifferentiated whole-class teaching, in multigrade classes students have more opportunity to engage in small-group work. The implications of the findings are explored for policy, practice and research.  相似文献   

One and One is Sometimes Three in Small Group Mathematics Learning   总被引：1，自引：0，他引：1  

Pasi Sahlberg  John Berry 《Asia Pacific Journal of Education》2002,22(1):82-94

In recent years, Mathematics teaching has been confronted by demands for higher standards and better pupil achievement in several parts of the world. Researchers have suggested the shift from teacher‐centred instruction towards more active participatory learning methods as one way to improve the quality of the teaching and learning process. The tension between whole‐class teaching versus small group learning in Mathematics has been particularly apparent in many education systems. This article analyses the development of Mathematics teaching by asking whether small group learning is an effective arrangement in teaching school Mathematics. We conclude that although there is no unanimity about the affects of small group learning on student achievement in school Mathematics, it seems that it produces at least equal academic outcomes among all students compared to more traditional methods of instruction. Working in pairs is a particularly effective form of learning Mathematics and that small groups are beneficial for developing mathematical problem‐solving skills. We also conclude that the present educational policies and increased quality assurance structures in many countries conflict, or are not consistent with scientific‐professional thinking and research on the teaching of Mathematics.  相似文献   

Boundary Crossing and the Professional Learning of Teacher Educators in New International Contexts     

Judy Williams  Amanda Berry 《Studying Teacher Education》2016,12(2):135-151

In this collaborative self-study, two teacher educators examine their experiences of working in new international contexts and the impact of those experiences on their professional learning and identities. Mandi moved from a major research university in one country to another, while Judy co-led a group of pre-service teachers on an international practicum for three weeks each year for three years. Using the concept of boundary crossing as a theoretical and analytical framework, each teacher educator identified a boundary-related critical incident or experience that occurred during her work in new international contexts. Through individual and collaborative analysis of their critical incidents, they found that working as a teacher educator in new international contexts involves the crossing and re-crossing of multiple personal, professional, linguistic and cultural boundaries. Working in these boundary spaces involved learning how to negotiate new kinds of relationships with colleagues and students, manage changed roles and responsibilities and, ultimately, a search for a renewed sense of self, as each sought to understand herself differently within a new professional context.  相似文献   

On the elephant in the room: toward a generative politics of place on race in academic discourse     

Baudelaire Ulysse  Theodorea Regina Berry 《International journal of qualitative studies in education》2016,29(8):989-1001

Abstract

In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies’ literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of a generative politics of place on race in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.  相似文献   

Editorial     

Tom Russell  Mandi Berry 《Studying Teacher Education》2018,14(1):1-2

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Seeking support: researching first‐year students’ experiences of coping with academic life     

Laura Morosanu  Karen Handley  Berry O’Donovan 《高等教育研究与发展》2010,29(6):665-678

Students’ transition to academia comes with a number of challenges which, if inadequately addressed, may negatively affect their academic performance and psychological well‐being. Hence, the question of support becomes critical and has been reflected in the variety of practical measures to provide support with learning and facilitate newcomers’ integration into higher education. However, while forms of institutional aid have increased and diversified in recent years, the kind of support the students actually need and prefer to use – from the pool of available resources – remains insufficiently understood in current research. To address this gap, this paper advocates a social network approach to first‐year students’ experiences of coping with academic life and suggests an agenda for further investigation, which would contrast support ‘from above’ and support ‘from below.’  相似文献   

Saving the Bathwater     

T. Berry Brazelton 《Child development》1990,61(6):1661-1671

This article presents an account of the development and use of the Neonatal Behavioral Assessment Scale (NBAS) over the past 15 years. It deals with both the formal and informal ways in which administering the NBAS has increased our understanding of the forces for development in the newborn, of states of consciousness in the infant, of the potential for predicting from one point in development to the next, and of a clinician's opportunities to share information with parents and to participate in the enterprise of parenting. It draws attention to the value of the qualitative insights that are gained by investigators, alongside the more quantitative fruits of a research endeavor.  相似文献