Student success in large enrollment undergraduate science courses which utilize "active learning" and Learning Assistant (LA) support is a complex phenomenon. It is often ill-defined, is likely impacted by many factors, and regularly interacts with a variety of treatments or interventions. Defining, measuring, and modeling student success as a factor of multiple inputs is the focus of our work. Because this endeavor is complex and multifaceted, there is a need for strong theoretical framing. Without such explicit framing, we argue that our findings would be uninterpretable. In this paper we describe our efforts to define that theoretical framework, present the framework, and describe how it defines our methodological approach, analyses, and future work.
28607The triumph of one and the threat of two other major revolutionary move ments in 1979 made North American scholars take serious notice of social currents in Central America for the first time. The result has been a recent outpouring of literature on the region in English. Since this literature had to build on a narrow base, much of it is thin and shallow, iconizing certain standard references by such frequent citation that even musings now seem like established facts. But the situation is improving. In the last few years a large group of energetic and politically committed young scholars have ignored the injunctions of their elders about where the "really important" places are, to work in Central America (55, 70) . This new generation of scholars is produc ing work that is deeper and more analytic than anything written earlier, especially on issues of political economy. What is still in the pipeline may be better yet.I! is too cynical to see all of this as mere response to shifting political currents. The latest work on the region shows scholarly grounding as well as political sensitivity. Much of it, however, seems headed toward the surface deposits rather than the deeper veins of knowledge. It is a good time to take stock of what we know in order to see more clearly what we need to know. The present review attempts to chart some of the most promising future courses by looking at the gaps and silences in current scholarship as well as at its major accomplishments. The review is written in two parts, Part I written 197 0084-6570/87/ 1015-0197$02.00 Annu. Rev. Anthropol. 1987.16:197-221. Downloaded from www.annualreviews.org Access provided by University of Calgary on 02/06/15. For personal use only. Quick links to online content Further ANNUAL REVIEWS Annu. Rev. Anthropol. 1987.16:197-221. Downloaded from www.annualreviews.org Access provided by University of Calgary on 02/06/15. For personal use only. CENTRAL AMERICA SINCE 1979 199 this work has yet to be translated into English. Torres's other important historical work, written much later with Julio Cesar Pinto (170), concerns the peculiarities of state formation in Central America. Here, local class relations take precedence over world-structural relations; and the conclusion, written by Torres, provides a theoretically sophisticated discussion of the problems of Third World nationhood that would interest many students of the Third World were it available in English. Torres continues to be a major interpreter of events and politics in the region (169). His articles, which appear in col lections beamed at English readers more often than those of any other Central American writer (54, 68, 161), often provide the historical and political background on present events necessary for interpreting them. For this task he is a trustworthy and thoughtful source. But were his major works available in English, a more interesting dialog about his and other Central American interpretive stances might emerge in the English language literature.
The purpose of this chapter is to investigate the present use of e-gaming in language acquisition along with its potential and challenges. We review the use of traditional, non-electronic games for language acquisition, provide a brief introduction of computer-assisted language learning (CALL), and examine the use of electronic games in language learning. Although there is limited research on the use of electronic games in language acquisition, potential exists for the integration of electronic games in language classrooms. In addition, more in-depth research is still needed in this field. For classroom practice, we provide a resource of online e-games for practitioners.
The purpose of this chapter is to investigate the present use of e-gaming in language acquisition along with its potential and challenges. We review the use of traditional, non-electronic games for language acquisition, provide a brief introduction of computer-assisted language learning (CALL), and examine the use of electronic games in language learning. Although there is limited research on the use of electronic games in language acquisition, potential exists for the integration of electronic games in language classrooms. In addition, more in-depth research is still needed in this field. For classroom practice, we provide a resource of online e-games for practitioners.
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