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Playing to learn with reacting to th...

Watson, C. Edward.

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Playing to learn with reacting to the past = research on high impact, active learning practices /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Playing to learn with reacting to the past/ edited by C. Edward Watson, Thomas Chase Hagood.
Reminder of title:	research on high impact, active learning practices /
other author:	Watson, C. Edward.
Published:	Cham :Springer International Publishing : : 2018.,
Description:	xxiv, 229 p. :ill., digital ;24 cm.
[NT 15003449]:	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.
Contained By:	Springer eBooks
Subject:	Active learning. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-61747-3
ISBN:	9783319617473

Playing to learn with reacting to the past = research on high impact, active learning practices /
Playing to learn with reacting to the pastresearch on high impact, active learning practices /[electronic resource] :edited by C. Edward Watson, Thomas Chase Hagood. - Cham :Springer International Publishing :2018. - xxiv, 229 p. :ill., digital ;24 cm.

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.

ISBN: 9783319617473

Standard No.: 10.1007/978-3-319-61747-3doiSubjects--Topical Terms:

527777
Active learning.

LC Class. No.: LB1027.23 / .P59 2018

Dewey Class. No.: 378.179

Playing to learn with reacting to the past = research on high impact, active learning practices /
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245 0 0 $a Playing to learn with reacting to the past $h [electronic resource] : $b research on high impact, active learning practices / $c edited by C. Edward Watson, Thomas Chase Hagood.
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505 0 $a 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.
520 $a 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.
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700 1 $a Watson, C. Edward. $3 3297324
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