| Publication |
2013.
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| Summary/Abstract |
Using a role-playing simulation on government formation with pre- and posttest assessment format, I show that students developed a significantly greater capacity for precision and specificity in their answers about the process of coalition government formation in parliamentary systems; students changed their beliefs in the ability of institutional rules to causally affect the process of coalition government formation in parliamentary systems; and, finally, students, changed their views on whether office-seeking politicians are more successful than policy-seeking politicians in forming coalition governments in parliamentary systems.
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