2002
DOI: 10.1111/1528-3577.t01-1-00100
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Negotiating Russian Federalism: A Simulation for Comparative Politics

Abstract: While the use of simulations in the international relations classroom has proliferated over the past decade, this pedagogical tool has been largely neglected in the comparative politics classroom. Simulations in comparative politics can be a useful component in teaching students about the diversity within foreign countries and the dynamic of domestic policymaking. We describe here an informative and easy-to-run simulation on Russian federalism which can be integrated into courses on Russian politics or easily … Show more

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Cited by 15 publications
(10 citation statements)
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“…If they are carefully constructed, simulations can provide such hands‐on opportunities. One need only to survey the literature to see how popular simulations have become and the variety of designs that expose students to a multitude of interesting international events and issues (Flynn 2000; Starkey and Blake 2001; Marsh and Bucy 2002; Reilly 2003; Shellman and Turan 2003, 2006; Ambrosio 2004; Hobbs and Moreno 2004; Switkey 2004; Galatas 2006; Kanner 2007; Switkey and Avilés 2007; Kelle 2008; Loggins 2009).…”
Section: Educational Objectivesmentioning
confidence: 99%
“…If they are carefully constructed, simulations can provide such hands‐on opportunities. One need only to survey the literature to see how popular simulations have become and the variety of designs that expose students to a multitude of interesting international events and issues (Flynn 2000; Starkey and Blake 2001; Marsh and Bucy 2002; Reilly 2003; Shellman and Turan 2003, 2006; Ambrosio 2004; Hobbs and Moreno 2004; Switkey 2004; Galatas 2006; Kanner 2007; Switkey and Avilés 2007; Kelle 2008; Loggins 2009).…”
Section: Educational Objectivesmentioning
confidence: 99%
“…Twelve of the world's 26 federal or quasi-federal countries came into existence after 1969. Combined, these 26 countries account for about 40% of the world's population (Kincaid 2010 Nevertheless, research on teaching federalism is nonexistent and most resources are aimed at high school teachers (Kincaid 1986(Kincaid , 1991Schechter 1984), except for Marsh and Bucy (2002). The few educational videos on federalism are 15 years or older (e.g., Iowa Public Television 1998).…”
Section: Transformations Of Federalismmentioning
confidence: 99%
“…Proponents of active learning have consistently illustrated to traditionalist skeptics that students who are enrolled in courses with an active-learning component have acquired a deeper and more long-lasting knowledge base (Boyer 1999;Preston and Cottam 1997;Smith and Boyer 1996), have become more enthusiastic about the material (Flynn 2000;McCarthy and Anderson 2000), have enjoyed the application of theoretical knowledge to empirical circumstances (Merryfield and Remy 1995;Shellman and Turan 2006) and have increased their skill development (Brock and Cameron 1999;Caruson 2005;Smith and Boyer 1996). This skill development has included, but has not been limited to, an increased capacity for public speaking, an increased ability to communicate and work with others as well as an increased appreciation for others' viewpoints (Smith and Boyer 1996), an expanded ability to conduct independent research (Marsh and Bucy 2002), a unique opportunity to shift from a passive recipient of knowledge into an active participant (Belloni 2008), and last, but not least, a heightened realization about the importance of critical thinking, especially when confronted with unexpected challenges and unfamiliar environments (Burch 2000).…”
Section: Active Learning Simulation and Role-playingmentioning
confidence: 99%