The article describes Academic Game Bowls, a program of academic competition for gifted and talented elementary and secondary students in the Allegheny Intermediate Unit of Pittsburgh, Pennsylvania. Aspects discussed include preparation, follow-through, follow-up, game models, and facilities. (DLS)

Study examined the influence of 141 fifth graders of two sociometric variables, mutual selection of playing partners and membership in a cohesive group, on learning from classroom simulation games. Although cognitive learning evidence existed, no effects of sociometric grouping were apparent. (CMV)

Demonstrates the use of simulations and games in large classes as complements to the lecture method. Students generally respond favorably to the use of these strategies and indicate that they facilitate classroom communication and student interest, concept understanding, and personal growth. (JMF)

Originally part of a symposium on educational media for the deaf, the paper presents guidelines and suggestions for the use of games and simulations in the education of this population. Steps in the design of games, such as determining the educational goals and objectives of the games, are discussed. (PHR)

Proposes an adaptation of the quiz-show format for classroom use, discussing a set of rules and sample questions designed for beginning and intermediate German students. Presents questions based on German life and culture which are especially selected to encourage participation from students majoring in subjects other than German. (MES)

A study to determine whether a relationship existed between team size and various attitudinal and performance variables in simulation games played by undergraduate business students indicated that group size had no impact on the group's performance, but that it was strongly related to the amount of dissension in the group. (LLS)

A master program to manage instruction and generate the necessary control cards was designed to both teach thinking skills and assist the teacher in assessing the student's thought processes. Twelve references are cited. (MER)

Several learning activities and games designed to stimulate and challenge mathematically gifted kindergarten, first-, and second-grade pupils are outlined. Many of the ideas presented can be adapted to other levels. (MP)

Classroom activities are suggested for improving the reading skills of elementary school students. Various approaches include tapes of children's reading, "real-life" reading, word-building connections, focus on sports, and parent involvement. (CJ)

The current level of simulation and game (SG) research and development activity in Australia is limited compared with levels in America and England; but Australian interest in SG is rapidly increasing, especially due to the recent formation of the Australian Decision-Simulation and Educational Gaming Association. (CMV)

Describes a package of computer programs, Basic All-Purpose Learning Games (BALG), developed to blend entertainment with geography learning objectives. The games, however, are easily adapted to a wide range of subject matter and are appropriate for various educational levels. (Author/KC)

Describes and evaluates a simulation game which was developed to help undergraduate students in sociology apply sociological principles to a study of family and marital interactions. Evaluations indicated that most students enjoyed the game and believed they learned sociological principles from their participation. (Author/DB)

Suggests using a sentence construction game to make basic writing students more aware of their linguistic ability and more comfortable dealing with grammar. Indicates that the experience helps students in revising their writing and introduces the experience of working creatively and playfully with language. (TJ)

Outlines a year-long program for fifth-grade students who feel shy and insecure about writing and/or who make gross spelling errors. Emphasis is on remedial spelling activities. (RH)

Offers advice and practical suggestions to teachers of the Latin language. It is argued that if Latin is used in the classroom in interesting activities, the students will learn the language better and more quickly. (CFM)