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11	The Effects Of Drama Based Instruction On Seventh Grade Students Duatepe, Asuman 01 August 2004 (has links) (PDF) The aims of this study were to investigate the effects of drama based instruction on seventh grade students&rsquo / achievement on geometry (angles and polygons / circle and cylinder), retention of achievement, van Hiele geometric thinking level, attitudes toward mathematics and attitudes toward geometry compared to the traditional teaching / to get the students&rsquo / views related to the effects of drama based instruction on their learning, friendship relations, awareness of themselves, and the role of teacher and students / and to get the view of teacher who was present in the classroom during the treatment on drama based instruction. The study was conducted on three seventh grade classes from a public school in the 2002-2003 academic year, lasting 30 lesson hours (seven and a half week). v The data were collected through angles and polygons / and circle and cylinder achievement tests, the van Hiele geometric thinking level test, mathematics and geometry attitude scale, and interviews. The quantitative analyses were carried out by using two multivariate covariance analyses. The results revealed that drama based instruction had a significant effect on students&rsquo / angles and polygons achievement, circle and cylinder achievement, retention of these achievement, van Hiele geometric thinking level, mathematics attitude, and geometry attitude compared to the traditional teaching. According to the interview responses of the experimental group students and the classroom teacher, significantly better performance of the experimental group students was attributable to the potential of the drama based instruction to make learning easy and understanding better by / supporting active involvement, creating collaborative studying environment, giving chance to improvise daily life examples, giving opportunity to communicate, providing meaningful learning, supporting long-lasting learning and providing selfawareness.
12	Dramatic Expressions: The Use of Drama and Role-play in five Swedish ESL Classrooms / Dramatiska Uttryck: Användandet av Drama och Rollspel i fem svenska ESL-klassrum Olsson, Axel, Dabbous, Niam January 2024 (has links) Spanning over 2 000 years, teaching languages through drama is nothing new. Despite promising international research on the topic of teaching English as a second language (ESL) through drama, few to no studies have been conducted to assess its pedagogical value in the Swedish elementary school context. The national curriculum in Sweden promotes playful learning, with drama being included as a viable teaching activity for English in grades 4-6. Through five semi-structured interviews, this study explores how teachers in Sweden employ drama and role-play-based methods, but also how they perceive these method’s impact on students’ language skills. A thematic analysis of the teacher interviews suggests that drama and role-play can have positive effects, both in terms of academic skills development and in terms of affective factors related to the English subject. However, the teachers express concern that drama can give rise to unwanted behavior and bullying, which underlines the importance of a safe and supportive classroom environment before implementing drama-based tasks. Overall, the results seem to be in line with previous research on the topic and may thus be of relevance to the Swedish educational context. This study’s main limitation is its sole reliance on teachers who have a positive attitude towards drama and role-play. Therefore, further research could involve teachers who have used drama-based methods but found dissatisfying outcomes. Learning Lärande Didactics Didaktik Pedagogy Pedagogik Pedagogical Work Pedagogiskt arbete
13	The evidence-based drama practitioner : the design and implementation of a drama program for very young children with Autism Spectrum Disorder and their parents / Design and implementation of a drama program for very young children with Autism Spectrum Disorder and their parents Ulrich, Christina Ann 28 June 2012 (has links) This thesis explores the applications of a drama-based intervention program for very young children with Autism Spectrum Disorder (ASD) and their parents. Drama-based pedagogy and practice is merged with behavioral principles from the world of Applied Behavior Analysis (ABA) to create an interdisciplinary program tailored specifically for the unique learning needs of children with ASD. This document offers a comprehensive overview of the history of diagnosis and treatment of ASD and the many factors that can influence relationships between children with ASD and their parents. A drama-based intervention program was designed specifically to address the communication and social skill deficits in children with ASD. In addition, the drama-based intervention program encouraged parents to use responsive teaching strategies to enhance and extend creative play with their child. The document concludes with recommendations for essential components of a drama-based intervention program for very young children with ASD and their parents. / text Autism Spectrum Disorder Applied theatre Theatre Drama Creative drama Parent training Improv Applied Behavior Analysis Responsive teaching Incidental teaching Pivotal Response Training Reciprocal Imitation Training Evidence-based Drama-based Early intervention
14	Perspectives through play : playbuilding as participatory action research in arts-based professional development Martin, Noah James 22 October 2013 (has links) This thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings. / text Playbuilding Professional development Arts integration Participatory action research Drama Critical pedagogy Arts-based research Teacher professional development Reflective practitioner research Theatre of the oppressed Professional learning communities Transformative learning Drama-based instruction
15	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education

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