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Role Playing in Teaching Public Administration
Published online by Cambridge University Press: 12 May 2020
Extract
How do you teach a student of public administration how to make a management study or examine a budget in a classroom setting? How do you give a rural Idaho student a sense of the tensions, conflicts, and problems of a major metropolitan area without having lived in that area? How do you dramatize the logical consequences of administrative theorists in a humorous manner that reinforces learning? Role-playing and role-playing drama have been used by the author over the past decade to accomplish each of these objectives.
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- Copyright © American Political Science Association 1987
References
Notes
1 Frederick, Peter J., “The Lively Lecture—8 Variations,” College Teaching, 34(2) (Spring, 1986), p. 44.CrossRefGoogle Scholar
2 The importance of involving the emotions of students is emphasized by Curran, Clyde E., “Artistry in Teaching,” Hyman, Ronald T., ed. Teaching: Vantage Points for Study (New York: J.B. Lippincott Company, 1968, p. 335.Google Scholar
3 For a description of Jearl Walker's teaching methods see Wolkomir, Richard, “‘Old Jearl’ Will Do Anything to Stir an Interest in Physics,” Smithsonian, 17(7) (October, 1986), pp. 113–120.Google Scholar
4 Frederick, Peter, op. cit., pp. 43–50.Google Scholar
5 Coleman, Stephen F., “A Dramaturgical Approach in the Classroom,” Teaching Political Science, 10(3), Ibid., p. 147.Google Scholar
6 Ibid., p. 147.
7 Richard Wolkomir, op. cit., p. 114.
8 This techinique is described in greater detail in Duncombe, Sydney, NEWS For Teachers of Political Science, 47 (Fall, 1985), pp. 17, 18.Google Scholar
9 For a good description of the use of plays, see Papaleo, Ralph J., “Classroom Teacher as Playwright,” Social Studies, 72 (5) (September, October, 1981), pp. 212–215.CrossRefGoogle Scholar