Working Together: An Empirical Analysis of a Multiclass Legislative-Executive Branch Simulation

Autor/inn/en	Kalaf-Hughes, Nicole; Mills, Russell W.
Titel	Working Together: An Empirical Analysis of a Multiclass Legislative-Executive Branch Simulation
Quelle	In: Journal of Political Science Education, 12 (2016) 3, S.335-352 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2015.1111801
Schlagwörter	Simulation; Political Science; United States Government (Course); Federal Legislation; Federal Government; Statistical Analysis; Student Attitudes; Seminars; Case Method (Teaching Technique); Teaching Methods; Active Learning; Role Playing; Achievement Gains; Political Attitudes; Grade Point Average; College Students; Government Role; Government (Administrative Body); Student Surveys; Least Squares Statistics; Regression (Statistics); Ohio + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Bundesrecht; Bundesregierung; Statistische Analyse; Schülerverhalten; Seminar; Case method; Fallmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Rollenspiel; Achievement gain; Leistungssteigerung; Political attitude; Politische Einstellung; Collegestudent; Government; Regierung; Schülerbefragung; Regression; Regressionsanalyse
Abstract	Much of the research on the use of simulations in the political science classroom focuses on how simulations model different events in the real world, including political campaigns, international diplomacy, and legislative bargaining. In the case of American Politics, many simulations focus on the behavior of Congress and the legislative process, yet do so only in isolation, leaving unexamined the complete role of the branch in the policy-making process. We address this gap in the literature through the use of a novel, multiclass simulation that explores the role of the legislative and executive branches in the U.S. policy-making process. Using a quantitative approach, we examine student perceptions of a joint seminar in legislative-executive relations taught at Bowling Green State University in the spring of 2015. The results suggest the multiclass simulation enhanced perceived student learning when compared to traditional lecture or single-course simulations. These effects were conditional upon the student's assigned role, GPA, and political interest. Our findings add to the growing pedagogical literature on the use of simulations in the university classroom and offer suggestions for practical implementation as well as future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01