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The purpose of this paper is to evaluate the effectiveness of role playing as an applied learning technique for enhanced classroom experiences as compared to traditional…
The purpose of this paper is to evaluate the effectiveness of role playing as an applied learning technique for enhanced classroom experiences as compared to traditional lecture methods.
This study uses the pre-test/post-test design to conduct experiments with several control and experimental groups. Subjects are graduate students in an MBA program at a private, non-profit university in a traditional classroom setting.
Students in the experimental group gained significantly more knowledge (post-test minus pre-test scores) – 45 percent higher – through participation in the role playing exercise as compared to the control group.
This study represents only a single educational discipline explored using a single role playing learning activity. Impacts on the long-term retention of the knowledge should be studied further.
Educators should enhance their classroom experience with more applied learning activities such as role playing in order to increase knowledge gain and potentially longer knowledge retention.
This study uses a customized role playing activity within a business curriculum as one of many applied learning techniques. The value to students was shown by significantly higher gain in knowledge while simultaneously enhancing their enjoyment of the classroom experience to potentially encourage further lifelong learning.
The i-AM Tablet is an evolving gadget in a world of fast-paced technological change. Facing a new partnership with a major customer, the market for the i-AM is about to…
The i-AM Tablet is an evolving gadget in a world of fast-paced technological change. Facing a new partnership with a major customer, the market for the i-AM is about to explode! This case explores the innovative concept of Supply Chain Resilience as the CEO of i-AM, Inc, develops a strategic plan for expansion. This case is based on theory and practices evolved at the Dow Chemical Company.
The Northfleet Group of Gravesend, Kent — UK market leaders in retail display systems — has appointed Gary B. Pettit to head the company's projects division as major accounts manager. This is a new position within the group which is aimed at the continued expansion and development of the division in serving the company's multiple retail and wholesale outlets. In this capacity, Mr Pettit reports directly to the sales director and leads a team of four managers and a further 16 sales and administrative personnel.
In this chapter, I attempt to extend insights regarding statistical aggregates from scholars, such as Hayek (1931) and Mises (1947), to the topic of inequality. Using the work of Lindert and Williamson (2016), I show that a disaggregation of inequality into some of its many subcomponents alters our reading of its evolution. While I only work with stylized facts from the field of economic history, and the authors argues that the promising implications derived from disaggregation militate in favor of more effort being directed toward decomposing the evolution of inequality.
Students with emotional and behavioral disorders (EBD) who display aggression necessitate effective interventions for reducing highly disruptive behavior, while keeping…
Students with emotional and behavioral disorders (EBD) who display aggression necessitate effective interventions for reducing highly disruptive behavior, while keeping learning environments safe and secure for all students and staff. In this chapter, we describe the merits of cognitive-behavioral interventions (CBIs) in school settings to reduce student aggression and other destructive and maladaptive behavior and to promote student success and lifelong learning. To that end, we first explore three theoretical frameworks for aggression: the general aggression model, social learning theory, and social information processing, each of which examines the role of environment, cognition, and behavior as foundational to the occurrence of aggression. Synthesizing these theories assists in the development and implementation of CBIs in classroom settings. We then describe the CBI approach to teaching students cognitive and behavioral strategies to reduce problematic behaviors and increase the use of more pro-social alternatives, and ultimately generalize learned skills to a variety of social situations. A brief history of CBIs is explored, followed by a discussion of several meta-analyses establishing CBI's effectiveness in decreasing aggression across a variety of venues and populations. We then focus on social problem solving as an example of a cognitive-behavioral approach and describe the Tools for Getting Along curriculum as an example of a school-based CBI. At the end of the chapter, we explain some limitations of CBIs in schools and delineate future research needs.
Although we have improved identification of and access to evidence-based interventions for addressing student problem behavior, teacher use of these practices remains low…
Although we have improved identification of and access to evidence-based interventions for addressing student problem behavior, teacher use of these practices remains low. In this chapter, we examine teachers’ causal attributions for student problem behavior and their implications for use of effective school-based behavioral interventions and supports. Attribution theory and research suggest that causal attributions strongly influence how individuals (e.g., teachers) perceive and respond to the problem behavior of others (e.g., students). Teacher perception regarding problem behavior and appropriate responses to it can be a significant barrier to the adoption and sustained implementation of empirically supported practices. In light of these factors, causal attribution theory and research can be used as a framework for better understanding and even changing teacher beliefs related to acceptance, implementation, and sustained use of effective behavior management practices. In this chapter, we make the case for cultivating an understanding of teachers’ causal attributions of student problem behavior and considering implications of causal attributions in future research. We explore how such research endeavors can potentially positively impact teacher implementation of effective school-based behavioral interventions and supports.
In 1967, Robert N. Bellah famously argued that there existed an “American Civil Religion,” which was distinct from churchly religion and captured the “transcendental” dimension of the American project. In this chapter, I revisit the civil religion concept and reconstruct it along more Weberian lines. Specifically, I argue that the civil religion tradition is one of three competing traditions for thinking about the proper relationship between religion and politics in America; the other two are religious nationalism and liberal secularism. Whereas liberal secularism envisions a complete separation of the religious and political value spheres, and religious nationalism longs for their (re)unification, civil religion aims for a mediating position of partial separation and productive tension. Following Bellah, I argue that the two central strands of the civil religion tradition have been covenant theology and civic republicanism. The body of the chapter sketches out the development of the tradition across a series of national foundings and refoundings, focusing on the writings of leading civil theologians from John Winthrop and John Adams through Abraham Lincoln and John Dewey to Martin King and Barack Obama. The conclusion advances a normative argument for American civil religion – and against liberal secularism and religious nationalism. I contend that liberalism is highly inclusive but insufficiently solidaristic; that religious nationalism is highly solidaristic but insufficiently inclusive; and that only civil religion strikes a proper balance between individual autonomy and the common good.
This is indeed the age of revolution, when timeless attitudes are changing and new ways of living being born. To most it is a bewildering complex, with uneasy forbodirtgs of the outcome. Improvement and change, there must always be—although change is not necessarily progress—but with unrest in the schools, universities and industry, one naturally questions if this is the right time for such sweeping reorganization as now seems certain to take place in local government and in the structure of the national health service. These services have so far escaped the destructive influences working havoc in other spheres. Area health boards to administer all branches of the national health service, including those which the National Health Service Act, 1946 allowed local health authorities to retain, were recommended by the Porritt Committee a number of years ago, when it reviewed the working of the service.