Literacy in the digital age: Learning from computer games     

Catherine Beavis  Thomas Apperley  Clare Bradford  Joanne O'Mara  Christopher Walsh 《English in Education》2009,43(2):162-175

The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well established. Although studies in digital literacies have examined the inclusion of computer games in schools, there has not been an extended study of English teachers incorporating computer games into their teaching and learning through action research projects. This paper outlines the structure and progress of a research project exploring the uses of computer games in English classrooms. We argue that much can be learned about the teaching of both print and digital literacies from examining computer games and young people's engagement in online digital culture in the world beyond school.  相似文献   

Copernicus: Physician,Clergyman and Astronomer     

James J. Walsh 《Journal of the Medical Library Association》1905,3(1):21-26

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The use of heuristics during route planning by expert and novice orienteers   总被引：3，自引：0，他引：3  

Eccles DW  Walsh SE  Ingledew DK 《Journal of sports sciences》2002,20(4):327-337

Expert orienteers have reported using two heuristics when planning routes to points in the environment that must be located, known as 'controls'. These heuristics constitute attending to the start first and subsequently planning forward to a given control, and attending to the control first and planning backwards to the start. The aim of this study was to establish which heuristic experts use predominantly and whether novices' use of these heuristics differs from that of experts. Two methods for tracing attention were used while 20 expert and 20 novice orienteers planned routes in the laboratory. The results were used to infer the use of heuristics. The orienteers were also interviewed about planning. We found that, when planning, experts generally attend to the control first and novices to the start first. There was also some evidence that novices work forwards from the start to the control and that experts work backwards from the control to the start. From the interviews, it would appear that experts regard the location of the control as the crux of the problem and prioritize this area during planning. These results have implications for an understanding of expertise and problem-solving in sport.  相似文献   

BOOK REVIEWS     

David Moreland  Tom Pearson  Wendy Quill  Julie Walsh‐Banwait  Paramjeet Singh Bhogal  Diana Loffler Specialist Educational Psychologist 《Educational Psychology in Practice》2006,22(4):379-392

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Book reviews     

Mark S. Lippincott  Annie Walsh  Monica Heller 《Interchange》1989,20(1):68-79

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The issue at a glance     

Mona Walsh Holland 《Academic Questions》1991,5(1):3-4

The issue at a glance  相似文献   

Images of Women Doctors in Popular Fiction: A Comparison of the 19th and 20th Centuries     

Mary Roth Walsh 《Journal of American culture (Malden, Mass. : 2003)》1978,1(2):276-284

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Child Observation as Teachers' Work in Contemporary Australian Early Childhood Programmes L'Observation des Enfant en Tant que Tache de l'Enseignant dans les Programmes Contemporains d'Enseignement Prescolaire en Australie Observacion Infantil como Trabajo Docente en Programas Comtrmporaneos Preescolares Australianos     

Susan Grieshaber  Gail Halliwell  J. Amos Hatch  Kerryann Walsh 《International Journal of Early Years Education》2000,8(1):41-55

This article reports data from a study of how teachers use child observations in one State in Australia. It argues that the current economic and political climate has meant changes for most early childhood settings catering for children prior to school entry. How teachers in these various settings deal with changes in relation to child observation depends on the contexts in which they work. The paper suggests that the purpose of observing children is changing and that traditionally accepted ways of writing child observations may be under threat. Cet article rend compte des resultats d'une etude concernant la maniere dont les enseignants utilisent l'observation des enfants dans un Etat d'Australie. Elle avance que le climat economique et politique actuel a cause des changements dans la plupart des centres d'enseignement prescolaire. Comment les enseignants de ces divers centres repondent a ces changements en ce qui concerne l'observation des enfants depend du contexte dans lequel us travaillent. L'article suggere que le but de l'observation des enfants est en train de changer, et qu'il se peut que les facons dont on notait traditionnellement ces observations soient menacees. Este articulo reporta los resultados de un estudio sobre la utilizacion de observaciones infantiles por parte de educadores en uno de los estados australianos. Discute que el actual ambiente economico y politico ha transformado a la mayoria de los ambientes preescolares. Sostiene que la manera en la cual los educadores en estos multiples ambientes enfrentan los cambios asociados con la observacion infantil depende del contexto en el cual ellos trabajen. El articulo sugiere que el objectivo de la observacion infantil esta cambiando y las formas tradicionalmente aceptadas de documentar estas observaciones pudiesen verse amenazadas.  相似文献   

Believing you can is the first step to achieving – a SBT and attribution retraining programme to improve self-belief in students aged 8–12     

Vivien Southall 《Pastoral Care in Education》2016,34(1):62-63

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New languages of possibility: early experiments in education as dissent     

Brendan Walsh  John Lalor 《History of education》2015,44(5):595-617

This paper reviews the work of four early radical educators: the cultural nationalist Rabindranath Tagore (1861–1941), Asia’s first Nobel Laureate; Bertrand Russell (1872–1970), Cambridge mathematician and philosopher; the Irish educationalist and insurgent Patrick Pearse (1879–1916) and Leonard Elmhirst (1893–1975), co-founder of Dartington Hall school in England. Each represents a type of radicalism that is particular to his own era but resonates in twentieth-century educational provision and policy. Each articulated his political vision through the establishment of a school and all contributed to modern pedagogical practice. The paper argues that ideological and methodological similarities not only compel us to consider them as radical founders, whose ideas are in many ways identical, but to identify them as pivotal theorists in early conceptualisations of education as dissent and disengagement, as a means of decoupling thought and habit from the mainstream of educational practice, colonial imposition or curricular conservatism. In particular, the paper concentrates upon the work of the Irish educationalist and political radical Patrick Pearse and, employing his educational writings and practice as a template for dissension, demonstrates that it was both typical of and reflected the wider tone of early formulations of education as dissent.  相似文献