"Networks of Power": A Simulation to Teach about Durable Inequality

Autor/in	Hamilton, Mark D.
Titel	"Networks of Power": A Simulation to Teach about Durable Inequality
Quelle	In: Journal of Political Science Education, 16 (2020) 1, S.79-90 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hamilton, Mark D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2018.1522592
Schlagwörter	Teaching Methods; Social Differences; Social Networks; Power Structure; Outcomes of Education; Risk; Simulation; College Faculty; College Students; Student Attitudes; Essays; Active Learning; Critical Thinking; Graduate Students; Course Descriptions; Problem Based Learning; District of Columbia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Unterschied; Social network; Soziales Netzwerk; Lernleistung; Schulerfolg; Risiko; Simulation program; Simulationsprogramm; Fakultät; Collegestudent; Schülerverhalten; Essay; Aufsatzunterricht; Aktives Lernen; Kritisches Denken; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursstrukturplan; Problem-based learning; Problemorientiertes Lernen
Abstract	This article introduces a class simulation on inequality entitled "Networks of Power." Its usage and effectiveness are analyzed in light of four critical factors: "activity complexity, teaching model, learning outcomes," and "potential risks". Simulation mechanics are discussed in some detail and complemented with critical reflections on student learning, based on faculty observations, surveys, essays, and related assessments. The concluding analysis centers on lessons learned in administering the simulation in a professionally-focused context and likely benefits and challenges of application in other class settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01