Advances in Teaching & Learning Day Abstracts 2004

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2004

Student participation in serious games design

Serious games can be defined simply as games with an educational intent. These games are regularly positioned within a curriculum as simple teaching agents and often lack meaningful participation from learners in their development. In 1992, Roger Hart proposed a model for the roles children play in participatory projects with adults. ‘Hart’s Ladder’ presents eight levels of children’s participation moving from tokenistic manipulation of children at the base of this ladder to ‘citizenship’ at the top where children can initiate and share activities with adults. This research contributes to knowledge on methods of integrating serious games into formal educational settings by investigating how children, as participants, can work with their educators, as facilitators, to create serious games for use by their peers. Exploratory field studies have worked with secondary school children (11-16 years) to evaluate the hypothesis that higher levels of participation of children in making serious games will produce more effective educational artefacts. Educational artefacts are context specific to each study but encompass the product and accreditation of the process by participants, facilitators and all stakeholders involved

Meeting their potential: the role of education and technology in overcoming disadvantage and disaffection in young people

This report is a review of literature, policy and reported practice, exploring the potential of technology to mitigate disaffection and disadvantage in education and raise attainment of those young people who are under-achieving in school or other educational settings

Alaska Native Technical Assistance and Resource Center: Final Report

Too often, federal and state justice programs directed at rural, predominately Alaska Native villages do not sufficiently coordinate planning and funding, and are not tailored to fit local cultures and needs. The language and institutional contexts of granting agencies and requests for proposals for grants frame justice problems and their solutions in ways that may or may not relate to the experiences of Alaska Native villages. The Alaska Native Technical Resource Center (ANTARC) was designed as a three-year project to improve village capacity to identify problems and educate the university and granting agencies about the nature of their justice problems and the resources needed to implement solutions. The initial group involved the Justice Center and four rural communities — Gulkana, Kotlik, Wainwright, and Yakutat — with representatives from the communities chosen by village leaders. This report examines ANTARC's evolution, considers its implementation, evaluates the results, and presents recommendations for promoting effective change in Alaska Native villages.Bureau of Justice Assistance, United States Department of Justice Award No. 1999-LB-VX-002Introduction / The Evolution of Antarc / Structure of the Project / Implementation / Evaluating Results / Concluding Recommendations / References / Appendix 1: Proceedings of the March 1999 Antarc Workshop / Appendix 2: Proceedings of the November 1999 Antarc Workshop / Appendix 3: Capra Training Materials / Appendix 4: Evaluation Training Workshop Material

From Options to Action: A Roadmap for City Leaders to Connect Formerly Incarcerated Individuals to Work

On February 28, 2008, P/PV, along with The United States Conference of Mayors, the Robert F. Wagner Graduate School of Public Service at NYU and the City of New York, convened the Mayors Summit on Reentry and Employment, where 150 city leaders, policymakers, practitioners and academics came together from more than 20 cities to share strategies for connecting formerly incarcerated people to the labor market. From Options to Action was inspired and informed by discussions that took place at the Summit, as well as P/PV's experience in the field and a review of pertinent literature. It is meant to provide a framework for reentry efforts, with guidance for cities in early planning phases as well as those implementing more advanced strategies. The report presents practical steps for achieving a more coordinated, comprehensive approach to reentry at the city level, including identifying and convening relevant stakeholders, addressing city-level barriers to employment, engaging the business community and working with county, state and federal leaders to implement collaborative approaches and produce needed policy change.Because mayors and other municipal leaders are confronted with the day-to-day reality of prison and jail reentry and see its detrimental effects in their cities, many have already begun to seek out, test and refine lasting solutions. We hope this publication will support their efforts, as they work to interrupt the revolving door of recidivism -- and offer hope to returning prisoners, their families and communities

Education in Russia: The evolution of theory and practice

This article investigates the relationships between the evolution of Russian social psychology and the transformations of the modes of education in Russia. Social psychology is a science born the last century and also a status of the social conscience of people, forged historically on the basis of proper cultural artifacts. In Russia education is mainly the process of human development and, like wherever, it is the institution of knowledge transmission. We show on the case of Russian history that the scientifically proven educational practice can contribute enriching development of social conscience after ideological and economic shocks.analysis of education ; cultural economics ; Russia

Getting It Right: Strategies for After-School Success

This report synthesizes the last 10 years of findings from P/PV's and other researchers' work to address one of the most demanding challenges facing today's after-school programs -- how to create and manage programs that stand the best chance of producing specific, policy-relevant outcomes. It examines recruitment strategies that attract young people to activities, the qualities that make activities engaging and motivate participants to attend regularly, and the infrastructure -- staffing, management and monitoring -- needed to support such activities. The report's final chapter explores the fiscal realities of after-school programming, considering how administrators might stretch existing dollars to enhance services