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Playing to Learn with Reacting to the Past : Research on High Impact, Active Learning Practices / edited by C. Edward Watson, Thomas Chase Hagood
| 資料タイプ | 電子ブック |
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| 版 | 1st ed. 2018. |
| 出版情報 | 製作表示:Cham : Springer International Publishing : Imprint: Palgrave Macmillan , 2018 |
| 大きさ | XXIV, 229 p. 7 illus., 6 illus. in color : online resource |
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| 一般注記 | 1. Reacting to the Past: An Introduction to its Scholarly Foundation -- 2. Impact and Perception: Reacting to the Past at Middle Tennessee State University -- 3. The Crowded Streets of Paris: Using RTTP in Less-Than-Ideal Situations -- 4. Strengthening Students’ Self-Efficacy through Reacting to the Past -- 5. Scaling a Reacting Game For Use At a Large Public University -- 6. Eliciting Meaningful Engagement in an Art History Survey Course: Reacting to the Past and Active Learning -- 7. Reconvening the Senate: Learning Outcomes after Using the Reacting to the Past Pedagogy in the Intermediate Latin Class -- 8. What Happens After Reacting? A Follow-up Study of Past RTTP Participants at a Public Regional University -- 9. Playing with Learning and Teaching in Higher Education: How Does Reacting to the Past Empower Students and Faculty? -- 10. How to Perform Educational Research in Reacting to the Past Settings: A Primer for the Scholarship of Teaching and Learning. This book provides classroom practice and research studies that verify Reacting to the Past (RTTP)—a student-centered, active learning pedagogy that provides college students and faculty unique teaching and learning opportunities—as a high impact practice for student learning and engagement. The overarching objective of this book is to collect practices and evidence from multiple disciplines and institution types regarding the efficacy of RTTP in higher education classroom settings. At its core, RTTP is a game-based pedagogy with published games on some of the most conflicted moments of human history. While RTTP is deeply grounded in theory and literature that suggests its approaches can be impactful, deep and broad examinations of RTTP pedagogies in a range of course settings have not been extensively performed until now. This book provides guidance and an evidence-base on which to build RTTP practices HTTP:URL=https://doi.org/10.1007/978-3-319-61747-3 |
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| 著者標目 | Watson, C. Edward editor Hagood, Thomas Chase editor SpringerLink (Online service) |
| 件 名 | LCSH:Art -- Study and teaching
全ての件名で検索
LCSH:Education -- Curricula 全ての件名で検索 LCSH:Learning, Psychology of LCSH:Education -- History 全ての件名で検索 LCSH:Education, Higher FREE:Creativity and Arts Education FREE:Curriculum Studies FREE:Instructional Psychology FREE:History of Education FREE:Higher Education |
| 分 類 | LCC:NX280-410 DC23:700.71 |
| 書誌ID | EB16355925 |
| ISBN | 9783319617473 |