This article seeks to define simulation'' and games'' and finds that in the area of teacher education, instructional activities would be conducted in games while behavioral problems in the classroom deserve simulations. Five of the most common justifications for using situation gaming in teacher education are identified. (JA)

This article argues that in most educational games the act of winning proves little. A debriefing session is therefore proposed, during which students can have feedback, the opportunity for application exercises, and linkage of the game to the course of instruction. (JA)

The social influence School Game'' seeks to engage teachers or prospective teachers in the process of advocating procedures in their real or anticipated schools. The primary technique employed is counterattitudinal roleplaying.'' (Author/JA)