rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Playing to Learn with Reacting to the Past
    sub title: Research on High Impact, Active Learning Practices
  name:
    name part: Watson, C. Edward.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Hagood, Thomas Chase.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2018
    edition: 1st ed. 2018.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XXIV, 229 p. 7 illus., 6 illus. in color. online resource.
  abstract: 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.
  table of contents: 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. .
  note: edited by C. Edward Watson, Thomas Chase Hagood.
  subject:
    topic: Art education
  subject:
    topic: Curriculums (Courses of study)
  subject:
    topic: Education-Curricula
  subject:
    topic: Learning
  subject:
    topic: Instruction
  subject:
    topic: Education-History
  subject:
    topic: Higher education
  subject:
    topic: Creativity and Arts Education
  subject:
    topic: Curriculum Studies
  subject:
    topic: Learning & Instruction
  subject:
    topic: History of Education
  subject:
    topic: Higher Education
  classification: NX280-410
  classification: 700.71
  related item:
    title info:
      title: Springer eBooks
  identifier: 9783319617473
  identifier: https://doi.org/10.1007/978-3-319-61747-3
  record info:
    record creation date: 171003
    record change date: 20191029022117.0
    record identifier: 978-3-319-61747-3