Journal•ISSN: 0013-1911
Educational Review
Taylor & Francis
About: Educational Review is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Curriculum. It has an ISSN identifier of 0013-1911. Over the lifetime, 3451 publications have been published receiving 65523 citations.
Papers published on a yearly basis
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2,174 citations
TL;DR: This article reviewed research findings on teacher stress and suggested five directions for future research: monitoring the extent to which particular educational reforms are generating high levels of teacher stress; exploring why some teachers are able to successfully negotiate periods of career reappraisal and retain a positive commitment to the work, whilst others are not; clarifying the nature of the stress process in term of two types of triggers' one based on excessive demands and the other based on a concern with self-image; assessing the effectiveness of particular intervention strategies to reduce teacher stress.
Abstract: Research on teacher stress has become a major area of international research interest. This paper reviews research findings on teacher stress and suggests five directions for future research: (i) monitoring the extent to which particular educational reforms are generating high levels of teacher stress; (ii) exploring why some teachers are able to successfully negotiate periods of career reappraisal and retain a positive commitment to the work, whilst others are not; (iii) clarifying the nature of the stress process in term of two types of triggers' one based on excessive demands and the other based on a concern with self-image; (iv) assessing the effectiveness of particular intervention strategies to reduce teacher stress; (v) exploring the impact of teacher-pupil interaction and classroom climate on teacher stress.
1,650 citations
Journal Article•
TL;DR: Gibson et al. as discussed by the authors argue that a combination of three factors have resulted in widespread public interest in games as learning tools: the ongoing research conducted by game-based learning proponents, the Internet, and today's "Net Generation" who have become disengaged with traditional instruction.
Abstract: After years of research and proselytizing, the proponents of digital game-based learning (DGBL) have been caught unaware. Like the person who is still yelling after the sudden cessation of loud music at a party, DGBL proponents have been shouting to be heard above the prejudice against games. But now, unexpectedly, we have everyone's attention. The combined weight of three factors has resulted in widespread public interest in games as learning tools. The first factor is the ongoing research conducted by DGBL proponents. In each decade since the advent of digital games, researchers have published dozens of essays, articles, and mainstream books on the power of DGBL—including, most recently, Marc Prensky's Digital Game-Based Learning (2001), James Paul Gee's What Video Games Have to Teach Us about Learning and Literacy (2003), Clark Aldrich's Simulations and the Future of Learning: An Innovative (and Perhaps Revolutionary) Approach to e-Learning (2004), Steven Johnson's Everything Bad Is Good for You: How Today's Popular Culture Is Actually Making Us Smarter (2005), Prensky's new book “Don’t Bother Me, Mom, I'm Learning!”: How Computer and Video Games Are Preparing Your Kids for 21st Century Success and How You Can Help! (2006), and the soon-to-be-published Games and Simulations in Online Learning: Research and Development Frameworks, edited by David Gibson, Clark Aldrich, and Marc Prensky. The second factor involves today’s “Net Generation,” or “digital natives,” who have become disengaged with traditional instruction. They require multiple streams of information, prefer inductive reasoning, want frequent and quick interactions with
1,196 citations
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TL;DR: Art as Experience as discussed by the authors is a book that brings together the deep and enduring connection between art and human experience, and art is understood not as a commodity or solitary object but as an intensely meaningful experience.
Abstract: In Art as Experience, Dewey brings together the deep and enduring connection between art and human experience. Art is understood not as a commodity or solitary object but as an intensely meaningful...
1,149 citations
Journal Article•
TL;DR: Brown and Adler as discussed by the authors argue that the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness, and that a key part of any such ecosystem is a well-educated workforce with the requisite competitive skills.
Abstract: John Seely Brown is a Visiting Scholar and Advisor to the Provost at the University of Southern California (USC) and Independent Co-Chairman of a New Deloitte Research Center. He is the former Chief Scientist of Xerox and Director of its Palo Alto Research Center (PARC). Many of his publications and presentations are on his website (http://www.johnseelybrown.com). Richard P. Adler is a Research Affiliate at the Institute for the Future in Palo Alto and Principal of People & Technology, a research and consulting firm in Cupertino, California. More than one-third of the world’s population is under 20. There are over 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week. —Sir John Daniel, 1996 T he world has become increasingly “flat,” as Tom Friedman has shown. Thanks to massive improvements in communications and transportation, virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive.1 But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2 A key part of any such ecosystem is a well-educated workforce with the requisite competitive skills. And in a rapidly changing world, these ecosystems must not only supply this workforce but also provide support for continuous learning and for the ongoing creation of new ideas and skills. Minds on
1,035 citations