Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process

In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about instructional game design. In Part II, two faculty members who teach courses on instructional game design presented their perspectives on preparing instructional designers for game-based learning. Part III presents a fourth perspective along with conclusion that contrasts the four views posited in Parts I-III.     

Evaluating a Classroom Multimedia Programme in the Teaching of Literacy

This paper explores classroom interventions using a particular form of multimedia ICT, and looks to study pupil learning gains which accrue from its use. Work within the Literacy Hour in eight schools was detailed in order to evaluate the effectiveness of this communication system and the research data include pre- and post-test assessments, along with interviews with classroom teachers and pupils. The children are presented with a series of journalistic tasks and classroom activities which they resolve through the use of a compact and coordinated information system. The outcomes demonstrate that children can become self-directive and very active, exploratory, learners in a very short period of time. They quickly enjoy the freedom and control which the system permits, and through which they can be shown to enhance particular literacy skills. The lessons to be learned here relate to the management and organisation of classroom teaching in the face of systems which promote rapid devolution of learning to the learner.     

The new books on our shelves

Introductory Mechanical Drawing. By Albert A. Lacour and Glenn N. Shaeffer. Milwaukee: The Bruce Publishing Company, 1931. pp. 23.

Two Times Two Is Four. Adapted from the Swedish of Zacharias Topelins by Vera C. Himes. New York: Thomas Y. Crowell Company, 1931. Pp. 64.

Jean and Fanchon: Children of Fair France. By Virginia Olcott. New York: Silver, Burdett and Company, 1931. Pp. viii + 168.

Introduction to the Use of Standard Tests (Revised Edition). By Sidney L. Pressey and Luella Cole. New York: World Book Company, 1931. Pp. iii + 266.

Health Horizons. By Jean Broadhurst and Marion Olive Lerrigo. New York: Silver, Burdett and Company, 1931. Pp. i + 44.

Poems for Enjoyment. By Elias Lieberman. New York: Harper Brothers, 1931. Pp. v + 510.

Fabrics and Dress. By Lucy Rathbone and Elizabeth Tarpley. New York: Houghton Mifflin and Company, 1931. Pp. ix + 430.

Factors Influencing the Choice of Courses by Students in Certain Liberal Arts Colleges. By Helen Foss Weeks. New York: Columbia University, 1931. Pp. i + 62.

Manual for Expressing Educational Measures as Percentile Ranks. By Francis C. Buros and Oscar K. Buros. Yonkers: World Book Company, 1930. Pp. 27.

Mental and Interest Tests. By Lea Hamilton King. New York: Columbia University, 1931. Pp. 1 + 124.

The Bearing of Certain Personality Factors Other Than Intelligence on Academic Success. By Henry T. Tyler. New York: Columbia University, 1931. Pp. v + 88.

Psychology of Exceptional Children. By Norma V. Scheidemann. New York: Houghton Mifflin Company, 1931. Pp. i + 520.

Problems in School Supervision. By George C. Kyte. Boston: Houghton Mifflin Company, 1931. Pp. xiv + 214.

The Birch Bark Roll of Woodcraft. By Ernest Thompson Seton. New York: A. S. Barnes and Company, 1931. Pp. xii + 268.

How to be Interesting. By Professor Robert E. Rogers. Boston: L. C. Page & Company, 1931. Pp. xii + 170.

Grammar in Action. By J. C. Tressler. New York: D. C. Heath and Company, 1931. Pp. xii + 404.

Uncle Remus. By Joel Chandler Harris. New York: D. Appleton and Company, 1931. Pp. xxiii + 283.

Making the Most of High School. By Clyde M. Hill and Raymond D. Mosher. New York: Laidlaw Brothers, 1931. Pp. v + 288.

Modern Business Law. By Jay Finley Christ. New York: The Macmillan Company, 1930. Pp. xiv + 612.

Capital Outlay in Relation to a State's Minimum Educational Program. By Foster E. Grossnickle. New York: Columbia University, 1931. Pp. iii + 65.

Students' Marks in College Courses. By John E. Bohan. Minneapolis: University of Minneapolis Press, 1931. Pp. iii + 133.

The Influence of Training on Changes in Variability in Achievement. By Homer B. Reed. Albany: Psychological Review Company, 1931, Pp. 1+ 59.

Education and the Philosophy of Experimentalism, By John L. Childs. New York: The Century Company, 1931. Pp. vii + 264.

Progress in Adjusting Differences of Amount of Educational Opportunity Offered Under the County Unit Systems of Maryland and Utah. By L. John Nuttall, Jr. New York: Bureau of Publications, Teachers College, Columbia University, 1931. Pp. v + 105.

Modern Chemistry. By Charles E. Dull. New York: Henry Holt and Company, 1931. Pp. xii + 776.

An Introduction to Organic Chemistry. By Roger J. Williams. New York: D. Van Nostrand Co., 1931. Pp. iii + 585.

Educational Measurement in the High School. By C. W. Odell. New York: The Century Company, 1930. Pp. 641.

Furniture Boys Like to Build. By Richard Shaver. Milwaukee: The Bruce Publishing Company, 1931. Pp. 216.

General Metal Work. By Alfred B. Grayshon. New York: D. Van Nostrand Company, 1930. Pp. viii + 206.

Coloring, Finishing, and Painting Wood. By A. C. Newell. Peoria: The Manual Arts Press, 1930. Pp. 419.

A Gateway to Music. By Wilton W. Blanche and Jay Speck. Boston: D. C. Heath and Company, 1931. Pp. v + 178.

Plane Geometry Work Book, By Theodore Herberg and Sinclair J. Wilson. Boston: D. C. Heath and Company, 1931.

Standard Service Arithmetics, Grades One and Two. By J. W. Studebaker, F. B. Knight and W. C. Findley. Chicago: Scott, Foresman and Company, 1929. Pp. 154.

Introductory Algebra. By Alan Johnson and Arthur W. Belcher. Chicago: Laurel Book Company, 1930. Pp. 407.

Fabrics and Clothing. By Sara MacBride and Ellen Beers McGowan. New York: The Macmillan Company, 1931. Pp. viii + 225.

Mathematics, Seventh School Year. By Fred Engelhardt and Mary L. Edwards. New York: D. Appleton and Company, 1931. Pp. xvi + 232.     

Why do teachers refer pupils for special education? An analysis of referral records

Abstract

We studied the referral for special education records of children and youth to identify the problems for which referrers said pupils needed help. Coders examined 382 forms used by two school systems and recorded demographic information and referrers' statements describing individual pupils' difficulties. We found that (a) 69% of the referrals were for boys, (b) regular classroom teachers alone initiated 74% of the referrals and contributed to another 5%, and (c) over two‐thirds of students referred were in earlier grade levels, particularly kindergarten (16%), first (26%), second (15%), or third grade (11%). Problems most likely to be described on referral forms were general academic problems (found on 35% of referrals), reading problems (31%), and attention problems (23%) other problems such as fearfulness (2%), visual‐perceptual difficulties (1%), and depression (1%) were rarely included. Factor analysis of the referral reasons revealed five common types of referrals, some of which interacted with gender and level of students. The factors described problems in written language, externalizing behavior, internalizing behavior, overactivity, and sensory problems. The results of this study should help focus preservice and inservice preparation of teachers in addressing problems that are likely to cause pupils to be referred. In addition, combined with other findings, the results indicate regular education teachers' level of tolerance for pupils' problems.     

A Brief History of Inquiry: From Dewey to Standards

This paper describes how interpretations of inquiry have changed during the 20th Century. These multiple meanings have resulted in (a) confusion among K–12 teachers of science and (b) various interpretations by science teacher educators. Suggestions are provided for preservice programs (both science and methods courses), professional development for new and veteran teachers of science, and science education community to reach consensus about what is inquiry.     

Vocalization as an objective measure of shock-elicited social aggression in rats

Intense vocalizations emitted by pairs of shocked rats were compared when physically separated by a transparent partition and when free to engage in social aggression. Greater vocalization occurred in the free-access condition and was positively correlated with visually observed attack scores in pairs that had prior experience with shock. A second experiment determined the influence of repeated fighting exposures upon the correlation between observed attack and vocalization. High positive correlations were obtained after initial sessions within a broad range of intermediate fighting. At high and low extremes of fighting, correlations were nonsignificant. The results are discussed with reference to restriction imposed upon variation of attack scores based upon standard criteria of observation.