网络游戏:未来有多远?     

雪梅 《海外英语》2003,(4):16-17

Online games, the latest craze for the rapidly expanding video-game industry, still face a series of growing pains. Despite a growing base of players, a host of questions have given companies pause when it comes to online games, ranging from bandwidth (带宽) issues to the high cost of developing games to determining how much  相似文献   

From Las Vegas to Jacksonville     

Brad Hokanson 《TechTrends》2016,60(6):522-522

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Inquiry-Based Learning and the Flipped Classroom Model     

Betty Love  Angie Hodge  Cynthia Corritore  Dana C. Ernst 《PRIMUS》2015,25(8):745-762

Abstract

The flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model.  相似文献   

Guest Editors’ Overview: Undergraduate Research Mentoring     

Laura L. Behling  W. Brad Johnson  Paul Miller  Maureen Vandermaas-Peeler 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):355-358

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Mentoring,Undergraduate Research,and Identity Development: A Conceptual Review and Research Agenda     

Ruth J. Palmer  Andrea N. Hunt  Michael Neal  Brad Wuetherick 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):411-426

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences.  相似文献   

Undergraduate Research Mentoring: Obstacles and Opportunities     

W. Brad Johnson  Laura L. Behling  Paul Miller  Maureen Vandermaas-Peeler 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):441-453

Researchers and policy-makers in higher education increasingly espouse the view that undergraduate students should have the opportunity to learn about scholarship and research in the context of faculty-mentored research experiences. There is mounting consensus that mentored undergraduate research should be standard pedagogical practice in all undergraduate disciplines. Although high-impact, mentored undergraduate research, scholarship, and creative work (URSCW) requires significant resources, with faculty time and energy foremost among them. This article addresses the current gap between aspiration and effective execution of well-mentored URSCW, including the most prevalent obstacles (e.g. institutional, departmental, individual) to undergraduate mentoring. This article is written for academic leaders and institutional officers. It concludes with several specific recommendations for increasing the frequency of mentored URSCW experiences for undergraduates.  相似文献   

Place-based education & critical pedagogies of place: teachers challenging the neo-colonizing processes of the New Zealand and Canadian schooling systems     

Brad Harasymchuk 《Environmental Education Research》2017,23(9)

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Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers     

Byran B. Korth  Jennifer J. Wimmer  Brad Wilcox  Timothy G. Morrison  Stan Harward  Nancy Peterson  Sue Simmerman  Linda Pierce 《Early Childhood Education Journal》2017,45(2):237-249

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Durable Research,Portable Findings: Rhetorical Methods in Case Study Research     

Devon Moriarty  Paula Núñez De Villavicencio  Lillian A. Black  Monica Bustos  Helen Cai  Brad Mehlenbacher 《Technical Communication Quarterly》2019,28(2):124-136

ABSTRACT

Case studies have been a central methodology employed by scholars working in the rhetoric of science and technical communication. However, concerns have been raised about how cases are constructed and collected, and what they convey. The authors reflect on how rhetoricians of science and technical communication researchers can – and do – construct a variety of case-based mixed-methods studies in ways that may make our research more portable and durable without undercutting the important and central role of case-based analysis.  相似文献   

Parent‐implemented reading interventions within a response to intervention framework     

Qi Zhou  Brad A. Dufrene  Sterett H. Mercer  D. Joe Olmi  Daniel H. Tingstom 《Psychology in the schools》2019,56(7):1139-1156

This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework.  相似文献