Editors:
Seeks to contribute to new research questions regarding which active learning strategies foster the greatest gains in learning and in which contexts
Examines through what pedagogies and in what contexts Reacting to the Past serves as a high impact practice for student learning and engagement
Collects practices and evidence from multiple disciplines and institution types regarding the efficacy of Reacting to the Past in higher education classroom settings
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Table of contents (10 chapters)
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Front Matter
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Back Matter
About this book
Editors and Affiliations
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Association of American Colleges and Universities, Washington, DC, USA
C. Edward Watson
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University of Georgia, Athens, USA
Thomas Chase Hagood
About the editors
Thomas Chase Hagood is Director of the Division of Academic Enhancement and Co-Director of the Reacting to the Past program at the University of Georgia, USA.
Bibliographic Information
Book Title: Playing to Learn with Reacting to the Past
Book Subtitle: Research on High Impact, Active Learning Practices
Editors: C. Edward Watson, Thomas Chase Hagood
DOI: https://doi.org/10.1007/978-3-319-61747-3
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-61746-6Published: 18 October 2017
Softcover ISBN: 978-3-319-87152-3Published: 18 May 2018
eBook ISBN: 978-3-319-61747-3Published: 03 October 2017
Edition Number: 1
Number of Pages: XXIV, 229
Number of Illustrations: 1 b/w illustrations, 6 illustrations in colour
Topics: Creativity and Arts Education, Curriculum Studies, Learning & Instruction, History of Education, Higher Education