2,384 research outputs found
Thomas C. Reeves. — A Question of Character: A Life of John F. Kennedy
No full textLépinasse Pierre. Thomas C. Reeves. — A Question of Character: A Life of John F. Kennedy. In: Revue Française d'Etudes Américaines, N°55, février 1993. Les années 1930. p. 102
Letter #3 from Benjamin Reeves to George Sibley, May 19, 1826
No full textTranscript of letter, written by B. H. Reeves to George C. Sibley on May 19, 1826, concerns the sale and allocation of government wagons. Reeves explains that he advertised the wagons for sale in April but withheld wagons No. 4 and No. 6 in case they were needed for public service. Before the sale, Mr. Dempsey arrived with Sibley’s order for one of the wagons; Reeves allowed him to choose one, pending Captain Brannin’s arrival with further letters from Sibley.
Those letters revealed that Sibley had authorized both Mr. Thomas H. Boggs and Mr. Baillio to receive wagons but had not specified which ones. Reeves therefore retained wagons 4 and 6 until Boggs himself presented Sibley’s order. Boggs was dissatisfied with wagon No. 7 (due to a damaged wheel) and insisted on taking No. 6 instead. Reeves permitted it, selling it for $110 — matching what others had offered — and noting Boggs also paid for mules and a horse.
Boggs complained about not receiving full harness sets for four horses per wagon, but Reeves explains that he provided as complete a set as possible with the equipment available. He emphasizes that his pricing and actions were in accordance with Sibley’s wishes and undertaken in good faith
sj-docx-1-alh-10.1177_14697874221096140 – Supplemental material for Refining active learning design principles through design-based research
No full textSupplemental material, sj-docx-1-alh-10.1177_14697874221096140 for Refining active learning design principles through design-based research by Christiane Reilly and Thomas C Reeves in Active Learning in Higher Education</p
Publishing and perishing: The critical importance of educational design research
No full textThe outcomes of educational systems continue to lag far behind expectations at all levels, primary, secondary, and tertiary. Meanwhile, the sheer amount of educational research published in refereed journals has expanded enormously. There is an obvious disconnect between the educational research papers published in professional journals or presented at academic conferences and any form of beneficial impact on the students, teachers, and other stakeholders in educational systems. This problem can be traced back to those professors and research supervisors engaged in the preparation of educational researchers who fail to convey to novice researchers important distinctions between the goals and methods of educational research. Educational design research provides a potentially viable alternative to the kind of educational research that is commonly conducted in the field of educational technology. Educational design research has the twin objectives of developing creative approaches to solving human teaching, learning, and performance problems while at the same time constructing a body of design principles that can guide future development efforts. This paper argues that a reconsideration of educational research approaches is crucial and that the time for greater uptake of educational design research is now
B. H. Reeves, G. O. Sibley, and Thomas Mather.
No full textR-C of B. Reeves, et al. 26 May. HR 416,21-1, v3, 14p. [201] On a road from Missouri to Mexico; expenses for Indian negotiations
This is David Cameron
No full textA year ago, this journal published an article asking what Cameronism really stood for. Twelve months on, and we are much closer to identifying a clear agenda, says Richard Reeves. Copyright (c) 2008 The Author. Journal compilation (c) 2008 ippr.
Exploring counsellors’ experiences of working with suicidal clients, with particular focus on the issue of responsibility
No full textA qualitative study is presented revisiting the work of Reeves and Mintz (2001) in exploring the experiences of counsellors working with suicidal clients and extending the focus to the issue of locus of responsibility. Following a review of the literature, semi-structured interviews were undertaken with six experienced counsellors currently or recently working with suicidal clients. These were recorded, transcribed and the material analysed using the constant comparative method (Maykut & Morehouse, 1994) to yield twelve categories representing participants experience. Themes emerging included: the impact of training, experience and organisational context, issues of client autonomy and professional responsibility, contrasting thoughts and feelings of counsellors when clients disclose suicidal feelings, ways counsellors seek to work with suicidal clients whilst dealing with their own feelings and finally, the locus of responsibility for the suicidal client and young clients especially. These are placed in context of the literature and limitations; implications for practice and further research are discussed
McKenney, Susan , and Thomas C. Reeves, Systematic Review of Design-Based Research Programs: Is a Little Knowledge a Dangerous Thing? Educational Researcher, 42(No. 2, 2013), 97-100.
No full textCritiques and amends a previously published review of design-based research approaches by Anderson and Shattuck, 41(No. 1, 2012), 16-25
Online learning as information delivery: Digital myopia
No full textIn business and commerce, the concept of marketing myopia has been a useful tool to predict, analyze and explain the rise and fall of businesses. In this paper, we question whether the concept can also be used to predict the ultimate downfall of online learning in higher education, if universities continue to confuse their key mission—education—with the much more product-oriented aim of information delivery. The proliferation of information-based online courses is examined within the context of the limitations imposed by widely used course management systems, institutional impediments and other factors that encourage teachers to adopt information delivery in preference for more innovative, authentic pedagogies. Data and findings are reported from teachers and instructional designers who have been successful in offering complex and sustained tasks online
Handbook for Learning-centred evaluation of Computer-facilitated learning projects in higher education
No full textThis handbook supports a project funded by the Australian Government Committee for University Teaching and Staff Development (CUTSD). The amended project title is “Staff Development in Evaluation of Technology-based Teaching Development Projects: An Action Inquiry Approach”.
The project is hosted by Murdoch University on behalf of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), as a consortium of 11 universities.
The rationale of the project is to guide a group of university staff through the evaluation of a Computer-facilitated Learning (CFL1) project by a process of action inquiry and mentoring, supported by the practical and theoretical material contained in this handbook
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