Examines how an individual enhances their learning about design and interacts dynamically in a Web-based learning environment. Describes the use of role playing to think about design in different contexts in a university in Taiwan; discusses the continuing need for traditional design studios; and considers communication via electronic media.…

Suggests that teachers can enliven their world history classroom through debates, plays, improvisations, readings, and drama. Describes how to use drama to enhance the study of the ordinary citizen of the Napoleonic era. (DB)

Describes a communication course given at the Nanyang Technological Institute in Singapore to accountancy and commerce students who are nonnative English speakers. The ability to communicate effectively in a business environment, orally and in writing, is emphasized rather than English proficiency. The course includes lectures, writing…

Examines what opportunities test takers have to display their knowledge of managing conversations in the second language in two types of tasks: nonscripted interviews and guided role-play activities. Data consists of 30 interviews and 30 role-play activities between near-native examiners and intermediate learners used in language exams in Hungary.…

Highlights classroom role playing in Saudi Arabian classrooms as a psychological aid that fosters self-confidence in inhibited, timid, hesitant, and passive students and relieves them of their paternal communicative limitations. Proposes an overall strategy for role-playing as an effective communicative activity that teachers can exploit to help…

Outlines six activities for upper primary and/or lower secondary classes in an Australian school which focus on social responsibility as it relates to social justice. (NH)

Discusses four possible ways to conduct language-acquisition activities in the foreign-language classroom: (1) vivid linking; (2) story retelling; (3) self-directed statement; and (4) role playing. (Author/VWL)

Explains why conflict resolution is utilized in junior secondary schools in Botswana and discusses the role of the kgotla as a location for resolving problems in a community. Reviews methods for teaching conflict resolution presenting a scenario that enables the teacher and students to resolve a conflict in a social studies classroom. (CMK)

Outlines a simple values clarification technique which can be used to assess students' attitudes towards a controversial issue in order to facilitate group selection. Presents a case study that illustrates the use of the technique for group differentiation, summative evaluation, and research. Examines theoretical questions about how role play…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about…

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems--or even what such a transformation might look like in the classroom. 3D virtual worlds offer a…

This curriculum guide presents a methodology for teaching language and literature through role-playing in the classroom and demonstrates to teachers the link that exists between effective communication and the techniques used to achieve it. The new French program views language as an instrument of communication, a concept that implies that…

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)

An experiment in which experienced teachers were given different roles to enact temporarily, and the resulting change in the teachers' attitudes toward students and self-concept is described and discussed. (MSE)

A secondary school residential project, which began by suffering such a blow to group unity that recovery seemed impossible, ended by successfully facilitating the moral growth of its members. Social interaction in groups, allowing role-taking and the resolution of conflicts, was the technique responsible for this success. (Author/RM)