Gamer Teachers

2011 ◽  
pp. 175-188 ◽  
Author(s):  
David Gibson ◽  
William Halverson ◽  
Eric Riedel
Keyword(s):  
Student Achievement ◽  
Digital Divide ◽  
Computer Games ◽  
Approaches To Teaching ◽  
Research On Teaching ◽  
The World ◽  
Improve Student Achievement ◽  
Research Questions ◽  
Games And Simulations ◽  
New Research

The divergence between the generation of people who grew up before versus after computer games became ubiquitous – a new kind of digital divide - is characterized by differences in thinking patterns, perceptions about the world, approaches to challenges, evaluation of risks, and expectations about leading and interacting with other people. Some argue that because of these sorts of differences, students of today have new expectations about learning, which suggests that we need new approaches to teaching and gamer teachers (the pun is intended). This chapter outlines a potential framework for research on teaching that understands and uses the power of computer games and simulations to improve student achievement. Along the way, we raise new research questions, which we hope that you and others will help answer.

scholarly journals Cajole and Control

2014 ◽  
Vol 3 (1) ◽  
pp. 97-134 ◽  
Author(s):  
David Mangan
Keyword(s):  
Student Achievement ◽  
Public Expenditure ◽  
Publicly Funded ◽  
Economic Issues ◽  
Cost Of Education ◽  
The World ◽  
Improve Student Achievement ◽  
Education Delivery ◽  
The Cost ◽  
And Control

Improvement of publicly funded education has long been part of governments’ more pressing mandates. With globalisation and recent economic issues, the pressure has intensified. This article canvasses the different legislative tactics employed in England to improve education delivery while reducing its cost. Two methods have been used in particular, control and cajole: successive governments have adopted a strategy of controlling the cost of education and cajoling teachers to improve student achievement. Similar sequences of events arising in both England and Canada are examined in order to highlight the distinct new course taken by the former in 2010. This paper presents examples of legislative management of education at a time when governments around the world are facing significant demands to reduce public expenditure while simultaneously increasing student achievement (as a way of preparing for the future).

scholarly journals On the Assumptions That We Make About the World Around Us: A Conceptual Framework for Feature Transformation Effects

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Jan De Houwer ◽  
Juliette Richetin ◽  
Sean Hughes ◽  
Marco Perugini
Keyword(s):  
Conceptual Framework ◽  
Feature Transformation ◽  
Wide Range ◽  
The World ◽  
Core Concepts ◽  
Spontaneous Trait Inferences ◽  
Trait Inferences ◽  
Research Questions ◽  
New Research ◽  
Object Features

Various phenomena such as halo effects, spontaneous trait inferences, and evaluative conditioning have in common that assumptions about object features (e.g., whether a person is intelligent or likeable) are influenced by other object features (e.g., whether that person is attractive or co-occurs with other liked persons). Surprisingly, these phenomena have rarely been related to each other, most likely because different phenomena are described using different terms. To overcome this barrier, we put forward a conceptual framework that can be used to describe a wide range of these phenomena. After introducing the four core concepts of the framework, we illustrate how it can be applied to various phenomena. Doing so helps to reveal similarities and differences between those phenomena, thus improving communication and promoting interactions between different areas of research. Finally, we illustrate the generative power of the framework by discussing some of the new research questions that it highlights.

Narrowing the Digital Divide

2011 ◽  
pp. 2385-2399
Author(s):  
June K. Hilton
Keyword(s):  
Student Achievement ◽  
Digital Divide ◽  
Standardized Test ◽  
Positive Impact ◽  
Teacher Evaluations ◽  
Positive Effects ◽  
Improve Student Achievement ◽  
Impact Of Technology

Empirical data from a secondary school that took steps to increase technology integration in its classrooms with the long-term goal of raising student achievement are presented. Results from the analysis of this data indicate positive effects from the implementation of two grants designed to bridge the digital divide. Research confirms that the results from this case study are consistent with the methods for success in implementing technology as a tool to improve student achievement. Future study should involve further data collection via teacher evaluations of the professional development process and the analysis of the results from standardized test scores to confirm the positive impact of technology on student achievement.

scholarly journals The Cognitive Foundation of Post-colonial Englishes

2021 ◽  
Author(s):  
Thomas Hoffmann
Keyword(s):  
Foreign Language ◽  
Dynamic Model ◽  
Construction Grammar ◽  
Post Colonial ◽  
Syntactic Theory ◽  
Language Variety ◽  
The World ◽  
Research Questions ◽  
New Research ◽  
Model Approach

Varieties of English are spoken all over the world from Africa to Asia, from Europe to America. In addition to its use as a foreign language, English in many of these countries is a first or second language variety that initially arose in a colonial setting. Currently, the most influential sociolinguistic model for the evolution of these 'Post-Colonial Englishes' is the Dynamic Model. In this Element, I outline how Construction Grammar, the most prominent cognitive syntactic theory, can provide a cognitive foundation for the assumptions made by the Dynamic Model. As I shall argue, Construction Grammar naturally complements the Dynamic Model and, in addition to that, a 'Constructionist Grammar Approach to the Dynamic Model' approach generates new research questions concerning the productivity of syntactic patterns across Dynamic Model phases.

Narrowing the Digital Divide

2008 ◽  
pp. 1822-1828
Author(s):  
June K. Hilton
Keyword(s):  
Student Achievement ◽  
Digital Divide ◽  
Standardized Test ◽  
Positive Impact ◽  
Teacher Evaluations ◽  
Positive Effects ◽  
Improve Student Achievement ◽  
Impact Of Technology

Empirical data from a secondary school that took steps to increase technology integration in its classrooms with the long-term goal of raising student achievement are presented. Results from the analysis of this data indicate positive effects from the implementation of two grants designed to bridge the digital divide. Research confirms that the results from this case study are consistent with the methods for success in implementing technology as a tool to improve student achievement. Future study should involve further data collection via teacher evaluations of the professional development process and the analysis of the results from standardized test scores to confirm the positive impact of technology on student achievement.

scholarly journals Playing for Fun, Training for War

2015 ◽  
Vol 13 (2) ◽  
pp. 174-192 ◽  
Author(s):  
Robert Sparrow ◽  
Rebecca Harrison ◽  
Justin Oakley ◽  
Brendan Keogh
Keyword(s):  
Real World ◽  
Computer Games ◽  
Cultural Sensitivity ◽  
Leadership Skills ◽  
Digital Games ◽  
The Real ◽  
Military Organizations ◽  
The World ◽  
Games And Simulations ◽  
Physical Skills

In the cultural controversy surrounding “violent video games,” the manufacturers and players of games often insist that computer games are a form of harmless entertainment that is unlikely to influence the real-world activities of players. Yet games and military simulations are used by military organizations across the world to teach the modern arts of war, from how to shoot a gun to teamwork, leadership skills, military values, and cultural sensitivity. We survey a number of ways of reconciling these apparently contradictory claims and argue that none of them are ultimately successful. Thus, either military organizations are wrong to think that games and simulations have a useful role to play in training anything other than the most narrowly circumscribed physical skills or some recreational digital games do, in fact, have the power to influence the real-world behavior and dispositions of players in morally significant ways.

Would Accountability Based on Teacher Value Added Be Smart Policy? An Examination of the Statistical Properties and Policy Alternatives

2009 ◽  
Vol 4 (4) ◽  
pp. 319-350 ◽  
Author(s):  
Douglas N. Harris
Keyword(s):  
Student Achievement ◽  
Value Added ◽  
Cost Effective ◽  
Statistical Properties ◽  
Increase Student Achievement ◽  
Policy Alternatives ◽  
Assumption Violations ◽  
Improve Student Achievement ◽  
New Research ◽  
Value Added Measures

Annual student testing may make it possible to measure the contributions to student achievement made by individual teachers. But would these “teacher value-added” measures help to improve student achievement? I consider the statistical validity, purposes, and costs of teacher value-added policies. Many of the key assumptions of teacher value added are rejected by empirical evidence. However, the assumption violations may not be severe, and value-added measures still seem to contain useful information. I also compare teacher value-added accountability with three main policy alternatives: teacher credentials, school value-added accountability, and formative uses of test data. I argue that using teacher value-added measures is likely to increase student achievement more efficiently than a teacher credentials-only strategy but may not be the most cost-effective policy overall. Resolving this issue will require a new research and policy agenda that goes beyond analysis of assumptions and statistical properties and focuses on the effects of actual policy alternatives.

Narrowing the Digital Divide

2005 ◽  
pp. 213-232
Author(s):  
June K. Hilton
Keyword(s):  
Student Achievement ◽  
Digital Divide ◽  
Standardized Test ◽  
Positive Impact ◽  
Teacher Evaluations ◽  
Positive Effects ◽  
Improve Student Achievement ◽  
Impact Of Technology

Empirical data from a secondary school that took steps to increase technology integration in its classrooms with the long-term goal of raising student achievement are presented. Results from the analysis of this data indicate positive effects from the implementation of two grants designed to bridge the digital divide. Research confirms that the results from this case study are consistent with the methods for success in implementing technology as a tool to improve student achievement. Future study should involve further data collection via teacher evaluations of the professional development process and the analysis of the results from standardized test scores to confirm the positive impact of technology on student achievement.

Professions in a globalizing world: Towards a transnational sociology of the professions

2011 ◽  
Vol 27 (1) ◽  
pp. 136-152 ◽  
Author(s):  
James R Faulconbridge ◽  
Daniel Muzio
Keyword(s):  
Empirical Studies ◽  
Professional Work ◽  
Globalizing World ◽  
The World ◽  
Research Questions ◽  
New Research

Globalization has significant implications for the professions, with the societies and the regulators around them changing and the realities of professional work in large organizations taking on increasingly transnational dimensions. However, while there is no lack of empirical studies of the globalization of individual professions and firms, the implications of processes of globalization, reregulation and governmental rescaling for neo-Weberian sociologies of the professions has not received the same attention. This article seeks to rectify this gap in knowledge by developing a transnational neo-Weberian sociology of the professions that takes account of the rescaling of the world that the professions inhabit and the important new research questions generated about the multi-scalar influences on the forms of regulation, power and legitimacy that underlie professional projects.

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