“I Feel Present. Therefore,I Experience Flow:” A Structural Equation Modeling Approach to Flow and Presence in Video Games

Driven by theories of flow and presence, three studies examined the antecedents and consequences of flow across three different video game genres. Structural equation modeling analyses reveal the roles of (1) physical presence in medical simulation games; (2) spatial presence in driving games; and (3) self-presence in avatar-based narrative-driven games. A 3 (skill: low, medium, high) × 3 (challenge: low, medium, high) between-subjects ANOVA indicates that a balance between skill and challenge induces greater flow. Theoretical contributions regarding the relevance of flow to electronic games and practical implications for the design of diverse game genres are discussed.     

Implementing the Brian Deer Classification Scheme for Aanischaaukamikw Cree Cultural Institute

ABSTRACT

The library at Aanischaaukamikw Cree Cultural Institute has a collection of more than 4,000 books, periodicals, and audiovisual materials focused on the culture, history, and language of the Cree Nation. Both Dewey Decimal Classification and Library of Congress Classification use non-Indigenous perspectives that result in unwieldy call numbers for our items, while nevertheless losing the specificity of subjects in our collection. We therefore chose to implement the Brian Deer Classification (BDC) scheme. BDC is a nontraditional system developed specifically for Indigenous libraries in which the collections inform the classification plan. Catalogers with specialized knowledge of the community represented in the collection is essential to success.     

Family preparation for school entry and the role of transition practices

Entry into school represents as much a challenge for children as it does for their parents. The authors examined the ways in which transition practices help children and their families feel prepared for school entry, as measured by the child's emotional adaptation during the first days in class and the family's sense of being prepared for this transition. Data were collected from a sample of 412 parents. The results indicate that children's emotional adaptation during the first days in school is related to their families' preparedness for school entry. Moreover, families' preparation is partly explained by the number of transition practices perceived by the parents. These data support the importance of transition practices in the preparation of the family as a unit. Transition practices could serve to reassure parents and their children that the school is ready to welcome them.     

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers�� Inquiry-Based and Culturally-Relevant Science Teaching Practices

Despite many scholars?? recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the ??culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers?? classroom practices, surveys and interviews, we explore changes in teachers?? attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers?? attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.     

正确的一步

Betty rubbed her hands together,careful not toput too much pressure on her red,chappedknuckles.Her fingers were numb with cold,aswere her feet,but she couldn’t bend over toreach them.Craning her neck over the bedsidefrom which her legs dangled,Betty inspected her feetfrom her seated position.Her left foot pointed harshlyinward,the big toe angled at nearly forty—five degrees.Grimacing,she scanned the floor for her new slippers,noting the digital clock on her dresser.Eleven-thirty,she thought.Another early morning.Yawning,shewondered if sometimes the fatigue wasn’t worse than thepain.     

A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain

This paper presents an international comparison of Australian and Spanish secondary teachers’ perceptions about the effectiveness of their pre-service education and their learning as in-service teachers. It aims to identify, firstly, the extent to which beginning teachers believe they are prepared for their careers through their teacher training and, secondly, what teachers have learned as practicing teachers. A qualitative case study was conducted to uncover whether similar issues raised by early career teachers were identified in different contexts. Data were collected through interviews with secondary teachers (N = 11) from Australia and Spain in their third year of full-time teaching. Findings suggest similar positive perceptions towards their practicum experiences, transition to beginning teachers and professional development. However, differences were found in their early career experiences regarding professional learning and their development of identity. Implications of the study are discussed by identifying strategies to improve pre-service education for secondary teachers.     

The Impact of a Human Sexuality College Course According to Gender: Comparisons of the 1970s and the 1990s [1]

This is a report of a student-developed 24-item human sexuality survey administered pre/post to human sexuality and comparison course students in the 1970s and 1990s with 10 questions added in the 1990s. In the 1970s, nine of the item responses for human sexuality students showed significant pre-test gender differences that were not found in post-testing. This was largely due to changes in the responses of the men, whose views became more egalitarian and more like the women's. In the 1990s, it was changes in the views of women that accounted for most post-test differences but not in a clear pattern. Women in both course types in the 1990s (1) became more accepting than men of sex between same-sex partners and (2) reported less frequency and more 'wrongness' about masturbation. Human sexuality men responded more conservatively in the 1990s than in the 1970s with less post-test similarity to women, as predicted. Nonetheless, in general, after human sexuality input gender responses became more similar in both time periods. Some implications are discussed with reference to sexuality education.     

Teaching Aids for Learning Languages

How can one make teaching foreign languages interesting to boys and girls? They can learn foreign languages much easier, if they go to the country in question. But as this is not possible, we have to find means to conjure up similar circumstances in our classrooms.