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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.
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.
There is a perception that a variety of forces, both social and
technological, are accelerating the rate at which change is needed
and occurring in higher education. There is also recognition that
the primary means through which institutions change is via the
creativity, innovation, pedagogy, and scholarship of their faculty.
Addressing the challenges offered by these change issues, faculty
development programs provide an institutionalized mechanism through
which change may become manifest systemically. Situated within the
context of institutional change, this study sought to better
understand the underlying psychological processes that facilitate
the adoption of innovations and new pedagogical practices by
faculty within higher education. Through an interdisciplinary
approach, self-efficacy research and Roger's diffusion theory were
used to inform a line of inquiry that ultimately offers guidance
for the evolution of future faculty development practices as well
as directions for future areas of research. Faculty developers,
administrators and faculty in higher education, educational
psychologists, change managers, and diffusion theorists will find
practical value in this book.
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