“It's like you’re actually playing as yourself”: Development and preliminary evaluation of ‘Green Acres High’, a serious game-based primary intervention to combat adolescent dating violence

AbstractThis paper provides an overview of the development of ‘Green Acres High’, a serious game-based primary intervention to raise awareness of and change attitudes towards dating violence in adolescents, and an analysis of how adolescents described their experience of playing this game. Transcripts from focus group data were analysed using thematic analysis. The global theme that was developed, Assessment of the game, was represented by two organising themes, Positive assessment: Pedagogical Underpinnings and Negative Assessment: Functionality Limitations and Frustrations. These represented the fact that overall the learning experience was positive based on the pedagogical principles and content that could be embedded in this digital game but that technical issues with the game needed to be addressed as these could impinge on the learning experience of the adolescents. It was seen that using a serious game was a valid and meaningful way for adolescents to learn about dating violence and that this is a viable alternative or adjunct to traditional teaching methods

Progressive Virtual Learning for our Youngest Learners

This study addresses how teachers build a progressive curriculum online for our youngest learners. Our youngest learners learn through play and the author sought to gather data in order to understand how teachers approached this age group in an online space. To conduct the research, ten observations were made of a pre-k class and a first grade class. Throuobservation and recording, four main themes were identified that progessive educators were using to create progressive curricula: Building Community, Progressive Pedagogy, Student Voice and the Home-School Connection. To build community the teachers observed had students bring objects from home, offered consistent morning meeting routines, acknowledged everyone on the calls, checked in on where different children were living and spent time hearing about the children’s lives outside of the classroom. Identifying a progressive pedagogy meant the teachers made the lessons student centered, had the children engage with different materials, used experiential learning and had an interdisciplinary curriculum. Examining the home-school connection was a consistent theme and the communication between the home and the school was of crucial importance in supporting young learners. Work needed to be uploaded, technological problems needed to be addressed, and communication about the child needed to consistently happen. Equity emerged as an important consideration since some students had more support at home than others. Other key findings related to the difference between managing a fully remote classroom versus a hybrid classroom, in which a teacher is teaching to both students on ground and fully remote students. Also, questions remain regarding how a teacher attends to the physical needs of a virtual student

Feminist Theory, Feminist Psychology: A Bibliography Of Epistemology, Critical Analysis, And Applications

A selection of recent (post-1980) works on feminist theory and method, this bibliography includes literature from psychology and other social sciences, feminist studies, and philosophy of science. The first of its four sections concerns epistemology and metatheory. The second lists works that offer reformulations or critical analyses of key concepts in gender studies; many of these are grounded in social constructionist and feminist standpoint epistemologies. The third section cites writings that illustrate the potential of new epistemological stances or exemplify new ways of working. The last section lists related bibliographies. (232 entries.