Do you think it could be interesting in the study that you have done to compare the distributions of teachers reactions: those who responded, those who sent nonresponse form and those who did not respond from the two group (schools and universities)?
Article Perspectives on teaching and regulation of learning: a compa...
I have developed and applied business games for two decades. My doctoral thesis was on a total quality management game (1995-2001). Between 1995 and 2001 I applied several games in MBA courses in Brazil and training in companies. Since 2007 I have focused my work in undergraduate courses (TEACHING PRINCIPLES AND FUNDAMENTALS OF BUSINESS EXCELLENCE TO UNDERGRADUATE STUDENTS THROUGH A GAME). Since 2012 I have applied games in high schools using a model similar to that used in undergraduations. The level of understanding of the rules of the game and the students' commitment are nearly the same in both school levels, as well as the willingness to develop each business, partnering with suppliers, meeting customer needs, working in teams, evaluating their peers and actively participating in the game. In my game the teacher's role (government and final customer) is to facilitate the process of learning and I have a simple rule: the market, as part of society, is sovereign to decide and to act. The role of government is to point the way, but never interfere negatively in the economy. PS> I was in ISAGA2007, Nijmegen (http://www.isaga2007.nl/).
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