Various ways in which social work educators can use the classroom to prepare students for creative groupwork are explained and the roles and responsibilities of teachers are discussed. Knowledge areas that should be emphasized include: views of the human condition, small group theory, group dynamics, and modelling professional values. (Author/BH)

Describes a classroom simulation game for public administration courses to help students develop knowledge of the governmental decision-making process. The game increases knowledge of planning, budgeting, strategies for achieving organizational goals, and leadership skills. (Author/AV)

Some features of "persuasion dialogue" are examined, and suggestions are offered for ways in which persuasion might be used as a topic in the language class to stimulate the use of realistic language through appropriate role playing. Three dialogues are presented that illustrate different kinds of persuasion. (SW)

Pro-nuclear power "educational materials" designed or promoted by energy and utility companies lack objectivity about alternative energy resources. A free comic book distributed to public schools in New Mexico and a simulation game supplied to Maryland public schools at the expense of utility customers are described. (SW)

Recently a group of Newcastle teachers spent a week inside some London schools teaching classes they had never seen before. They worked with local teachers and children under the eagle eye of Dorothy Heathcote. Here is a report on the way that the week developed. (Editor/RK)

The simulated office program to provide actual work experience in the classroom is part of the general clerical program in an office practice/office machines course. The article describes program organization, work procedures, and equipment needed, and states that its most rewarding aspect has been the improvement in student attitudes. (MF)

Maintains that role-play should not become the pre-eminent method in foreign language teaching, since it does not reach the broad goals of learning, such as the systematic acquisition of language material, achievement measuring, or the expression of personal views of many participants in adult education (Text is in German.) (IFS/WGA)

Describes a role-play exercise in which several groups, of varying ability and of six members each, acted out a crime story, with the help of written information. Preparation included vocabulary and pronunciation exercises. After performance, errors were corrected and the play performed again, with roles re-distributed. (IFS/WGA)

Describes objectives, content, and teaching procedures of an introductory college-level urban geography course. Lectures, student papers, and role playing are designed to help students learn about central place theory, space economy, land use, and social geography. (Author/AV)

"De-schooling" adult language learning aims at getting away from classroom formalism, teacher dominance, pupil passivity, and pressure to achieve. Recommended devices include greetings and introductions, simulated interviews, brief conversations with seat neighbors, and role-playing in partner and group work. (Text is in German.) (IFS/WGA)

This study tested the hypothesis that children reared in a kibbutz setting would evidence better performance in communicative role-taking skills than children reared in a city setting. (Author/SB)

A course in civil procedure using local tort litigation and classroom simulation of the trial has been enthusiastically recevied by students and useful in teaching appropriate procedure, sequencing, questioning, and professional cooperation. (MSE)

Discusses the satisfaction of participants with videoconferencing when improved eye contact is incorporated into a system design. The Gazecam system is described, a study of 60 undergraduate students using the system is reported, and the need for communication researchers' involvement in the design process is considered. (Author/LRW)

Defines the field of rural geography. Argues that educational games may be used to introduce students to topics in this field. Describes a role playing and decision making game which focuses on the development of control procedures within the rural planning process. (JDH)

Describes the use of drama in the social studies classroom as a method of motivating students at all levels of education. Presents a rationale for using drama, identifies successful practitioners of this method, discusses the procedure for its use, and reports the responses of students to it. (GEA)