Book reviews     

Landra L. Rezabek Ph.D.  Louis H. Berry  Lynn A. Delaney 《Educational technology research and development : ETR & D》1994,42(3):93-100

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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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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   

Capturing and Enhancing Science Teachers’ Professional Knowledge     

Amanda Berry  John Loughran  Kathy Smith  Simon Lindsay 《Research in Science Education》2009,39(4):575-594

This paper reports research from a three-year Australian science teacher professional learning project, the Science Teaching and Learning (STaL) Project, in which groups of science teacher participants (across years K – 12) worked with academics over a one-year period as teacher researchers. Through reflecting on their experiences within the STaL Project and collecting data from their classrooms related to specific science teaching concerns, teacher participants constructed cases around particular aspects of their professional learning. The cases that these participants developed elicited rich insights into their teaching and their students’ learning of science. This paper discusses how the cases were developed by the teacher researcher participants and uses exemplars as a way of illustrating the nature of the professional knowledge developed.  相似文献   

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   

Editorial     

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

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Teacher Strategies in Dyadic Communication∗     

Paul Berry  Philip Conn 《International Journal of Disability, Development & Education》1976,23(2):99-112

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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   

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   

On Poetry and Type     

Emily Berry 《Changing English: An International Journal of English Teaching》2012,19(4):411-413

This personal essay examines a poet’s relationship to the writing process through reflections on formative experiences of the mechanics of writing – on a typewriter, on computer or by hand – as well as the ways in which a writerly identity might be constructed or adopted.  相似文献