The field of games is a rapidly expanding field. In many institutions throughout the world, an explosion of growth has been seen in the creation of game development programs as well as courses focusing on educational games. Games have also become a hot topic in the area of educational technology research. The expansion of interest in educational gaming is due to the increased advancement of digital games and the fact that the Net or Digital Generation has literally grown up surrounded by the idea of gaming. Whether it be role play games, collectible card games, board games, or computer and console video games, a new generation is emerging with a strong gaming background.
Games: Purpose and Potential in Education focuses on issues of how games can fit into education and instructional design. Some of these specific topics relate the ideas of identity development, gender diversity, motivation, and integrating instructional design with game development. Each of these areas is important in the field of instructional design and can have a large impact on learning.
This volume brings together leading experts, researchers, and instructors in the field of educational games and explores many of the current topics in the field of educational games and simulations, the future potential of the field, and resources related to educational games and simulations.
There is little doubt that ADHD is a 21st century, global phenomenon, nor that it is having a significant affect on the lives of children, parents and teachers worldwide. Reasons for the growth in diagnoses of the condition are debatable and contentious. This edited collection unpicks the myths surrounding ADHD, and leaves no stone unturned in its search for answers. Whether ADHD has evolved because of the dominance of US psychiatric models, the need for new markets for major pharmaceutical companies, or because of the increasing use of the internet amongst parents and professionals, contributors to this book take a critical, highly international perspective on the topic and raise a number of concerns that are often not covered by material currently in the public domain. In a world where moves to educational inclusion are paradoxically paralleled by ever increasing use of medication for children's behavior, this book scrutinizes current accepted practice and offers alternative perspectives and strategies for teachers and other educational professionals. Anyone with a professional or personal interest in ADHD and other behavioral difficulties cannot afford to ignore this book.
With more than 275 contributions, the Encyclopedia of Educational Psychologyopens up the broad discipline of educational psychology to a wide and general audience. Written by experts in each area, the entries in this far-reaching resource provide an overview and an explanation of the major topics in the field of human development. While the Encyclopediaincludes some technical topics related to educational psychology, for the most part, it focuses on those topics that evoke the interest of the everyday reader.
Key Features: * Addresses topics that are of particular interest to the general public such as vouchers, Head Start, divorce, learning communities and charter schools * Shares subjects that are rich, diverse, and deserving of closer inspection with an educated reader who may be uninformed about educational psychology * Draws from a variety of disciplines including psychology, anthropology, education, sociology, public health, school psychology, counseling, history, and philosophy * Presents many different topics all tied together by the theme of how the individual can best function in an educational setting, from pre-school through adult education
Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed.
