Browsing by Author "Berry A"

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    Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development
    (Taylor and Francis Group, 2023-07-04) Cooper R; Carpendale J; Cutler B; Berry A; Mitchell I
    Highly Accomplished Teachers (HATs) think deeply about skilled pedagogy in ways that illuminate its complexity and the challenges of pedagogical change. The sophistication, breadth, and depth of their thinking often goes well beyond the way that teachers and their responses to professional development (PD) are typically positioned in the extensive, and often quite pessimistic literature on teacher PD. This study extends our previous research with a cohort of HATs immediately following their participation in an intensive PD programme, where we reported how they took ideas from the programme and extended and amplified them by exerting agency and high degrees of professionalism. Our current study reports research with the same cohort 2 years post-PD as they sought to introduce ideas inspired by the PD within their schools. While there were some clear successes, some of their ideas challenged existing thinking and practices in ways that school leadership did not expect. Thus, they encountered barriers that in some cases they were able to navigate and overcome. This paper foregrounds the new complexities of both pedagogy and change that flowed from the HATs’ ideas as well as how they exerted their professionalism to tackle these.
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    Ongoing Matter: The Gayle Karch Cook Center
    Murnieks A; Berry A; Martin S; Edlefson B; Kaufman J; Bourgeois M; Walters K; Barahona R; Barness J; Burton M; Dorsey K; Rutherford S; Visocky O’grady J; Visocky O’grady K
    Ongoing Matter encourages engagement with the Report On The Investigation Into Russian Interference In The 2016 Presidential Election, or, as it is more colloquially known, the Mueller Report. These contemporary poster designs seek to make the Report accessible, and thus make the possibility of genuine, thoughtful, and passionate engagement with its findings possible. The show illuminates the major threats to democracy cited in the Mueller Report. The collection has travelled to several venues, including the Krasl Art Center in St. Joseph, Michigan, and Cleveland State University Galleries in Cleveland, Ohio. A living showcase of current political artefacts, Ongoing Matter seeks to empower citizens at a crucial moment in the democratic experience (post-2020 presidential elections). As graphic designers, the artists in this exhibition consider their charge one of emancipation: using the art of communication to reveal, persuade, and propel action. This project is non-partisan; even if the audience has varied ideologies, the ultimate goal is to energize citizens to participate in their own democracy. Ongoing Matter is concerned with preserving democracy, protecting integrity, and sharing knowledge.
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    Understanding Secondary Inservice Teachers’ Perceptions and Practices of Implementing Integrated STEM Education
    (MDPI (Basel, Switzerland), 2025-02-19) Berry A; Carpendale J; Mulhall P; Corni F
    Integrated STEM (i-STEM) education is attracting attention from educators and researchers worldwide to improve student achievement and engagement in STEM subjects and encourage the take-up of STEM-related careers. Multiple models of STEM integration have been proposed, and how i-STEM is interpreted and enacted in school contexts appears to vary considerably. This article reports the perceptions and practices of a group of Australian secondary school teachers with a commitment to implementing i-STEM in their schools but who have not received any specific professional development in this domain. Through individual, qualitative interviews, the study revealed considerable variation in how the teachers interpreted and enacted i-STEM in their schools. Teachers tended to develop learning activities that prioritized the subject area of their particular expertise and that had only tenuous links to mathematics. They considered i-STEM more engaging for their students than traditional subjects but were constrained in their planning by their various school regimes concerning assessment, curricula, and timetables. These structural and systemic impediments represent a core challenge for STEM teachers and teaching as greater numbers of schools and teachers in Australia are expected to implement some form of i-STEM education. Insights from this study point to the importance of developing support structures that allow for variations in context, as well as teacher interest and experience, yet that embrace a coherent and cohesive view of i-STEM, in the absence of a formal STEM curriculum and available professional development opportunities