Teachers’ beliefs about the impact of games on the academic and social experiences of diverse and at-risk children in schools: a Deleuzian perspective     

Leonie Rowan 《Learning, Media and Technology》2017,42(3):295-307

This paper explores teachers’ beliefs about the ways in which the use of digital games in schooling contexts impacted upon students who they believed to be in some way at risk of educational or social alienation or failure. Drawing upon the theoretical resources provided by Gilles Deleuze and Felix Guattari, the paper explores opportunities games-based learning created for students who had previously been positioned in narrow, limiting, or marginalized relationships to academic achievement or social acceptance. In describing teachers’ beliefs about the various lines of flight that games-based learning was able to spark, the paper argues the importance of continuing to explore how at-risk learners might benefit from particular uses of games in schools.  相似文献   

Current Tobacco-Smoking and Neural Responses to Infant Cues in Mothers     

Helena J. V. Rutherford  Angela N. Maupin  Nicole Landi  Marc N. Potenza  Linda C. Mayes 《Parenting, science and practice》2017,17(1):1-10

Objective. Smoking has a detrimental impact on maternal physical health and exposes children to secondhand smoke, but the extent to which it affects maternal brain and behavior is not well-known and may have implications for parent and child development. We examined how current smoking status might relate to maternal neural responses to infant cues using event-related potentials. Design. Current smoking (n = 35) and non-smoking (n = 35) mothers viewed photographs of emotional infant faces while electroencephalography was simultaneously recorded. Results. The latency of the face-specific N170 event-related potential component was delayed in smoking mothers compared to non-smoking mothers, and the P300 was differentiated by smoking status. Conclusions. Postpartum smoking is associated with event-related potential measures that may reflect modulation of infant face perception in motherhood.  相似文献   

Motivated Attention and Reward in Parenting     

Anne E. Ferrey  Nicholas Santascoy  Eamon J. McCrory  Chloe Thompson-Booth  Linda C. Mayes  Helena J.V. Rutherford 《Parenting, science and practice》2016,16(4):284-301

Parenting has a significant and lasting impact on child development. From birth, parents must sensitively and appropriately attend to their infant’s emotional expressions and vocalizations. Accumulating evidence indicates that these infant cues of emotion attract more attention than equivalent adult cues in parents as well as non-parents. We review this evidence and suggest that infant cues hold high incentive value and elicit motivated attention (i.e., enhanced processing of motivationally relevant stimuli), which in turn promotes approach motivation and thus caregiving responses. Further, we discuss data suggesting that infant cues are salient for non-parents, with increasing motivated attention to infant cues in the transition to parenthood. This increase may depend on interactions between the dopamine reward system and the neuropeptide oxytocin. Therefore, we also explore the human and non-human data that support this association and consider potential sources of variability in motivated attention in parents.  相似文献   

Will the Tide Lift All Boats? Examining the Equity Effects of Performance Funding Policies in U.S. Higher Education     

Favero  Nathan  Rutherford  Amanda 《Research in higher education》2020,61(1):1-25

Research in Higher Education - This study considers whether performance funding policies systematically tend to harm some types of institutions of higher education while helping others. Building on...  相似文献   

Supporting quality research in teacher education     

Leonie Rowan  Parlo Singh  Jeanne Allen 《Asia-Pacific Journal of Teacher Education》2018,46(2):117-119

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The imperative for change: A challenge to staff development     

Desmond Rutherford 《Higher Education》1983,12(1):123-126

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Book reviews     

Desmond Rutherford  Arthur Liebman  Colin Lyas  Claude E. Welch 《Higher Education》1983,12(5):627-632

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Book reviews     

Philip G. Altbach  Leslie Smith  George Gordon  Desmond Rutherford  Brian E. Oldham  Arthur Levine  John W. Glen  Erich Leitner  Alec Ross 《Higher Education》1990,19(4):497-510

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Developing university teaching: A strategy for revitalisation   总被引：1，自引：2，他引：1  

Desmond Rutherford 《Higher Education》1982,11(2):177-191

Institutional policies and practices aimed at developing university teaching are analysed according to various theoretical perspectives which seek to explain why some innovations are successful and others are not. Within this framework the role of academic staff employed on a full- or part-time basis to support such development is also examined. Following from this analysis a coherent strategy to facilitate the improvement of university teaching is proposed.  相似文献   

Early days in radio-activity     

E. Rutherford 《Journal of The Franklin Institute》1924,198(3):281-289

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