Microsimulations: Bridging theory and practice in the composition practicum

Ronald Clark Brooks
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Ronald Clark Brooks: Oklahoma State University, USA, ron.brooks@okstate.edu

Simulation & Gaming, 2007, vol. 38, issue 3, 352-361

Abstract: Many new teaching assistants have concerns about keeping authority in the classroom. These concerns make it more difficult for the teachers of the composition practicum to focus discussions on other important pedagogical issues. This study found that microsimulations were an effective way of allowing graduate students to respond to challenges to their authority in a low-stakes environment. The study also found that microsimulations helped future teachers bridge composition theory with practice and introduced them to a form of adventuresome teaching.

Keywords: classroom authority; composition practicum; declarative knowledge; microsimulations; procedural knowledge; TAs; teacher training (search for similar items in EconPapers)
Date: 2007
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:38:y:2007:i:3:p:352-361

DOI: 10.1177/1046878106297862

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