Underachieving high school students participated in an English program, in which they could select games or other activities as rewards for academic or social skills mastery specified in a weekly contract. Students' game preferences and teacher guidelines on game use were identified. (SJL)

Three exercises and four table games were taught through task analysis and data-based instruction to severely mentally retarded and multiply handicapped adolescents and adults. (CL)

In emphasizing the importance of play and toys in a child's development, this article describes the kinds of toys suitable for preschool children of all ages. Floor toys, building and hammering toys, transport, and imaginative and creative play are some of the topics covered. (JK)

Analyzes 13 role-playing activities and simulation games used in geography classes. Examines the games' use of male and female roles and the images which they promote. (Author/AV)

Discusses basic weaknesses and limitations of models, simulations, gaming, and other analytical and behavioral approaches to simplifying reality for understanding. The development and use of scenarios and the model builder's basic conceptions of the aspects of reality being analyzed are described for a one-person, computer-interactive, quasi-rigid…

Answers to a list of twenty geometry-related questions are hidden in a matrix of letters. The answers can be read in eight different directions: vertically, horizontally, on both diagonals, forward, and backward. (MN)

An activity is presented in which students use eight-place pocket calculators to demonstrate their knowledge of correct order of operations for mathematical expressions. After performing an indicated computation and getting a result, the student inverts the calculator to obtain a word or abbreviation to be entered in a crossword puzzle. (MN)

Ways to use a calculator as an integral part of mathematics instruction in existing curricula are provided. Activities are proposed that will help children think about mathematics rather than merely push buttons. (MN)

Two assumptions are critically examined: that concrete to abstract learning sequences are effective; and that through computer gaming students can simultaneously achieve varied educational goals. It is seen that the worth of computer gaming cannot be established without careful testing. For journal availability see SO 504 970. (Author/AV)

Discusses the value of simulation games in moral education in four categories: fun and games; games as simulations of real life; games as motivators; and morality and game theory. Also examines the gaming aspects of morality, as well as the physical, psychological, precedent-setting, and internal consequences of an action. (Author/JK)

Games players need a large repertoire of movement patterns that they can use under differing conditions in the playing of games. (JD)

Students should be encouraged to develop an effective style by combining the basic movements that are used in sports. (JD)

Presents a computer game which assists in learning the classification of igneous rocks and a simulation program which illustrates some aspects of igneous textures. (SL)

Presents four science experiments for the junior high level relating to electric switches, a chemical card game, combustion energy, and chromatography. (SL)

Describes and evaluates a two person, non-zero sum game entitled "Prisoner's Dilemma." Data are presented from a study which measured the relationship between social behavior and level of moral reasoning of game participants. Ways of using the game in the classroom to develop moral reasoning are discussed. (Author/DB)