The Counseling Internship Revisited: A Counselor Preparation Model     

Gordon L. Berry  Los Angeles. Eric D. Andreassen 《Counselor Education & Supervision》1976,15(3):232-237

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What is the purpose of this experiment? Or can students learn something from doing experiments?     

Christina Hart  Pamela Mulhall  Amanda Berry  John Loughran  Richard Gunstone 《科学教学研究杂志》2000,37(7):655-675

Historically there have been many claims made about the value of laboratory work in schools, yet research shows that it often achieves little meaningful learning by students. One reason, among many, for this failing is that students often do not know the “purposes” for these tasks. By purposes we mean the intentions the teacher has for the activity when she/he decides to use it with a particular class at a particular time. This we contrast with the “aims” of a laboratory activity, the often quite formalised statements about the intended endpoint of the activity that are too often the “opening lines” of a student laboratory report and are simply the “expected” specific science content knowledge outcomes—not necessarily learnt nor understood. This paper describes a unit of laboratory work which was unusual in that the teacher's purpose was to develop students' understanding about the way scientific facts are established with little expectation that they would understand the science content involved in the experiments. The unit was very successful from both a cognitive and affective perspective. An important feature was the way in which students gradually came to understand the teacher's purpose as they proceeded through the unit. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 655–675, 2000  相似文献   

Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England     

Berry Billingsley  Manzoorul Abedin  Mehdi Nassaji 《British Educational Research Journal》2020,46(1):177-204

This article describes the development of a questionnaire to discover primary school students’ perceptions of science, religion and the relationships between them on a range of topics that are known as Big Questions. The questionnaire was administered in 16 primary schools in England with over 750 students aged 10–11. The findings indicate that students in this age group have begun to consider how science and religion relate and that while there is a diversity of positions, a significant proportion perceived science and religion to conflict. Analysis of responses also indicated that primary school students’ epistemic insight was limited in relation to their understanding of the nature of science and, in particular, the idea that science has limitations. The basis and potential consequences of such views are considered and recommendations for teaching practice are presented, together with ideas for future research. It is anticipated that the study will inform teachers and curriculum planners developing approaches and guidance materials in science and religious education.  相似文献   

Integrating Work–Life Balance with 24/7 Information and Communication Technologies: The Experience of Adult Students With Online Learning     

Gregory R. Berry  Heidi Hughes 《The American journal of distance education》2020,34(2):91-105

ABSTRACT

This paper examines the online learning experience as related to work–life balance from the student’s perspective. Four open-ended discussion questions were asked of 302 students in sixteen graduate business courses, over a three-year period. Two hundred and ten students voluntarily responded with their observations and perceptions of their personal online learning experience and how this experience impacted their work/life/school balance. This paper, using content analysis and qualitative coding, is focused on understanding the student’s perception of how online learning impacts their work–life balance, especially as compared to brick-and-mortar classroom learning. This paper concludes that online learning can enhance work–life balance for most students, especially when compared to the alternative of traditional fixed time and place classroom learning.  相似文献   

Mathematics Standards,Cultural Styles,and Learning Preferences: The Plight and the Promise of African American Students     

Robert Q. Berry III 《Clearing house (Menasha, Wis.)》2013,86(5):244-249

The 2007 film Freedom Writers portrays the real-life experiences of Erin Gruwell, a teacher at an inner-city high school in Long Beach, California. This article discusses the educational theories underpinning Gruwell's pedagogical practice, as seen in Freedom Writers, and identifies four themes—rewriting curriculum, treating students as creators of knowledge, creating classroom community, and teaching as self-realization—that make Gruwell's teaching successful.  相似文献   

New Rules of Business for the Future of Community Colleges: Design of the Critical Issue Discussion Forums     

David S. Honeyman  James Berry  Christopher M. Mullin 《Community College Journal of Research & Practice》2013,37(6):449-452

At the Community College Futures Assembly, 3 critical discussion groups, each organized by an area of focus, conceptualized “New Rules” guiding the operation of community colleges. Utilizing 55 “New Rules for Business” provided by the keynote speaker Mark N. Vamos, each group identified 2–3 New Rules relevant to community college leadership in the future, suggested how they may be resolved, and then suggested areas for future research. Assembly participants were provided the opportunity to electronically vote as to which New Rules they felt were relevant to community college leaders in the coming years. Results were simultaneously displayed, allowing conference attendees to receive real-time feedback of the participant perceptions.  相似文献   

Correction of cleft‐palate speech by phonetic instruction     

Mildred Preburg Berry 《Quarterly Journal of Speech》2013,99(4):523-529

Speech Communication: A Brief Textbook. By William Norwood Brigance. New York: F. S. Crofts, 1947; pp. 220. $1.75.

Basic Training in Speech. By Lester Thonssen and Howard Gilkinson. Boston: D. C. Heath and Company, 1947; pp. viii+551. $3.25.

Basic Principles of Speech. Revised Edition. By Lew Sarett and William Trufant Foster. Boston: Houghton Mifflin Co., 1946; pp. 592. $3.25.

Notebook for Public Speaking: A College Course in Basic Principles. By Ray Ehrensberger and Elaine Pagel. New York: Prentice‐Hall, Inc., 1946; pp. x + 166.

Four Who Spoke Out. By Robert T. Oliver. Syracuse: Syracuse University Press, 1946; pp. x+196. $2.50.

Mass Persuasion: The Psychology of a War Bond Drive. By Robert E. Merton, assisted by Marjorie Fiske and Alberta Curtis. New York: Harper and Brothers, 1946; pp. 210. $2.50.

Handbook for Discussion Leaders. By J. Jeffery Auer and Henry Lee Ewbank. New York: Harper and Brothers, 1947; pp. 118. $1.75.

The Church Across the Street. By Reginald D. Manwell and Sophia Lyon Fahs. Boston: The Beacon Press, 1946; pp. 272. $2.50.

A Guide for Teachers Using The Church Across The Street. By Sophia Lyon Fahs and Reginald D. Manwell. Boston: The Beacon Press, 1946; pp. 21. 50c.

Oral Reading. By Lionel Crocker and Louis M. Eich. New York: Prentice‐Hall, 1947; pp. 507. $4.25.

Are You Telling Them? By Bess Sondel. New York: Prentice‐Hall, 1947; pp. 292. $2.95.

Speech for the Classroom Teacher. Revised Edition. By Dorothy I. Mulgrave. New York: Prentice‐Hall, 1946; pp. 423. $3.75.

American Speech. Revised edition. By Wilhelmina Hedde and W. Norwood Brigance. New York: J. B. Lippincott Company, 1946; pp. xi + 596. $1.96.

Manual of American Dialects: for Radio, Stage, Screen and Television. By Lewis Helmar Herman and Marguerite Shalett Herman. Chicago: Ziff‐Davis Publishing Company, 1947; pp. xvii + 326. $6.00.

Visible Speech. By Ralph K. Potter, George A. Kopp, and Harriet C. Green. New York: T. Van Nostrand Company, 1947; pp. 441. $4.75.

Speech Correction: Principles and Methods. Revised edition. By C. Van Riper. New York: Prentice‐Hall, 1947; pp. 470. $4.00.

Training the Singing Voice. By Victor Alexander Fields. New York: King's Crown Press, 1947; pp. x + 337. $4.00.

Your Voice and Your Speech: Self‐Training for Better Speaking. By Beatrice Desfousses. New York: Cattell and Company, Inc., 1946; pp. xiii + 224. $3.50.

Sleeping Beauty. By Agnes Curran Hamm. Milwaukee: The Tower Press, 1946; pp. 12. 50 cents.

Man Against Myth. By Barrows Dunham. Boston: Little, Brown, 1947; pp. 316.

How To Create Sound Effects for Home Recordings. By Ed Ludes and Hallock B. Hoffman. California: The Castle Press, 1946; pp. 90. $1.50.

Remembrance of Amherst. An Undergraduate's Diary 1846–1847 (William Gardiner Hammond). Edited by George F. Whicher. New York: Columbia University Press, 1946; pp. 307. $3.00.  相似文献   

Erratum to: Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry     

Berry Billingsley  Keith S. Taber  Fran Riga  Helen Newdick 《Research in Science Education》2013,43(4):1733-1733

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Physical Activity Levels and Prompts in Young Children at Recess: A Two-Year Study of a Bi-Ethnic Sample     

Thomas L. McKenzie  James F. Sallis  John P. Elder  Charles C. Berry  Patricia L. Hoy  Philip R. Nader 《Research quarterly for exercise and sport》2013,84(3):195-202

Abstract

We investigated physical activity and encouragement for activity in a bi-ethnic cohort during recess. Activity and associated interactions of 287 children were recorded at preschool and again 2.2 years later. Children expended nearly twice as much energy at preschool recess than at elementary recess. Activity levels declined as recess time elapsed. At preschool, European-American children engaged in more moderate to vigorous activity than Mexican-Americans. As participants moved to elementary school, teachers' prompts to be active decreased and prompts from peers increased. Boys and girls received similar amounts of activity prompts at preschool, but prompts to boys increased over time. The findings suggest that school environments could be altered to promote healthful physical activity among young children.  相似文献   

Automatic Activation of Exercise and Sedentary Stereotypes     

Tanya Berry  John C. Spence 《Research quarterly for exercise and sport》2013,84(3):633-640

We examined the automatic activation of “sedentary” and “exerciser” stereotypes using a social prime Stroop task. Results showed significantly slower response times between the exercise words and the exercise control words and between the sedentary words and the exercise control words when preceded by an attractive exerciser prime. Words preceded by a normal-weight exerciser prime showed significantly slower response times for sedentary words over sedentary control words and exercise words. An overweight sedentary prime resulted in significantly slower response times for sedentary words over exercise words and exercise control words. These results highlight the need for increased awareness of how active and sedentary lifestyles are portrayed in the media.  相似文献