Examines collaborative writing and the importance of children's talk as they write. Provides several examples of children's dialogues during collaborative writing and role-playing sessions. (MM)

Thirty children (ages 8-12) with language impairment (LI) and 30 children with normal language development (NL) were presented with role-playing situations that required the construction of tactful messages, and their responses were coded to reflect tactfulness. The LI children gave significantly less tactful messages than the NL children.…

Describes specific classroom exercises (adapted from a U.S. teaching model, Inequality in the United States) designed to heighten Australian students' awareness of the problems associated with the inequality of wealth. (NH)

Presents the results of a pilot study on the possible advantages of utilizing a strategy based on drama and role playing to develop understanding of basic ecological concepts in students aged 7-11. Contains 36 references. (DDR)

Describes an exploratory study. Suggests that planning role play for specific purposes, introducing adults as equal players with strong modelling roles, and introducing an additional teaching intervention greatly enhances children's oral and written achievements. Finds this kind of role play can be seen as a legitimate way of implementing some…

Fourth grade gifted students participated in group counseling in which they received relaxation training (RT) and transactional analysis (TA) while fifth grade gifted students received TA alone. Results showed that RT and TA together were more successful in reducing anxiety and improving interpersonal relations among students than TA alone. (SE)

This multiple case study describes a socialization intervention program for three multiply handicapped 8-13 year-old children that was designed to teach prosocial behavior and promote generalization to non-teaching situations. Behavioral instruction procedures (such as role-play and role-play rehearsal) were used to teach peer social skills and…

The effects of sociodrama on the adaptive and maladaptive behaviors of elementary school boys were examined in three groups of six boys each. One group was used as a control for the Hawthorne effect; the second, as a control for teacher expectation effects and for changes as a function of involvement with a male counselor. In the experimental…

The teaching module is organized to provide students on the K-3 grade level with knowledge, skill, and understanding of the concepts of life roles, settings, and events. This module, divided into three learning sequences, builds on the general concepts of roles, settings, and events. The 13 activities in sequence 1 cover six developmental…

The teaching module is organized to provide students on the K-3 grade level with knowledge, skill, and understanding of self. This module deals with the importance of the students' awareness of personal interests and individual uniqueness in facilitating interpersonal relationships. The first learning sequence focuses on the identification and…

Presents basic information for teachers about how to use role-play, dramatic play, and simulations in the elementary social studies classroom. Explains how to proceed through the introduction or warm-up, the activity itself, and the follow-up evaluation. (AV)

The article describes a modification of the skill-streaming approach (which features modeling, role playing, feedback, transfer of training, and reinforcement) for elementary students with behavior problems. (CL)

Presents one example of an individualized and open social studies course wherein the class became a microcosm of the community and discusses the values of such an approach. (TO)

Ascertains the amount of transfer which takes place between on-campus training in teaching models and field application. Three models of teaching were selected--inquiry; role-playing; and synectics. The results illustrated that a preservice social studies program of model-based instruction fosters a decidedly high potential for transferring the…