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AutorAlley, Robert
TitelSimulation as an Inservice Technique in the Integration Process.
Quelle(1974), (15 Seiten)
PDF als Volltext    Verfügbarkeit 
Dokumenttypgedruckt; online; Monographie
SchlagwörterAttitude Change; Inservice Teacher Education; Problem Solving; Racial Integration; Role Playing; School Desegregation; Simulation; Student Attitudes; Teacher Attitudes; Teacher Influence
AbstractPublic schools have both a legal and a moral obligation to be involved in the process of integration. It is assumed that changes in teacher attitudes affect changes in student attitudes; an inservice program which assists teachers in changing their attitudes toward integration is, therefore, important. Certain hypotheses may be stated concerning the advantages of simulation in inservice programs. The most important is that transfer of learning occurs. Other advantages include (a) the establishment of a "danger-free environment," which allows the teacher to make a mistake without doing irreparable harm to the students' learning; (b) the ability to rerun situations and thus try different solutions to solve the problem under study; (c) emotional involvement of the participant; (d) the ability to reproduce problems which are not reproducible at will in a real life situation; (e) the ability to design the simulation experience around the problems of most concern to the learner; and (f) the opportunity to deal with problems which may not be faced with any regularity in a real life situation but which do occur. Some available simulations are (a) those developed at the University of Tennessee for Valley Brook Elementary School and Lakemont High School, (b) Cruickshank's Inner-City Simulation Laboratory, and (c) a simulation called "Confrontation" developed by the Far West Regional Education Laboratory. (PB)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update1975/4/11
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