Global ETD Search

1	Drama-based strategies in the elementary classroom : increasing social perspective-taking and problem-solving Combs, Austin Beasley-Rodgers 18 November 2014 (has links) Educational Psychology / Built from a diverse background of theatre-based education and social change theories, drama-based instruction (DBI) employs active, kinesthetic learning strategies to engage students in classroom activities. Much of DBI is grounded in scaffolding students through a Describe, Analyze, and Relate (DAR) thinking process. DAR requires students to consider information in a systematic way, leading them through the steps of Bloom’s Taxonomy and moving from lower-order to higher-order thinking skills. Examining information at this deeper level is a process similar to the automatic thought-stopping mechanism of Cognitive-Behavioral Therapy (CBT). As in CBT, rather than making hasty assumptions, students are guided through steps that allow them to analyze details and to examine stimuli thoroughly. Yet the context of DBI is different from many CBT therapeutic settings because DBI is situated in a classroom environment. DAR is delivered as a whole-class intervention with peer interaction occurring throughout the thinking and questioning process. Social perspective-taking involves one individual’s efforts to discern the thoughts and feelings of another individual, a skill that has been linked to more effective problem solving. When teachers offer structured exposure to thought-stopping and perspective-taking processes, students gain practice with social perspective-taking and problem-solving skills. The current study proposed a multiple baseline, single-case design to explore how practice using the Describe, Analyze, Relate (DAR) questioning technique affects students’ capacity to engage in social perspective-taking and social problem-solving. The school in this study participated in a year-long, campus-wide initiative to train teachers in how to use DAR across subjects and grade levels. Two fourth grade teachers, one fifth grade teacher, and one visual arts teacher were identified as demonstrating proficiency in the DAR technique. In each of the three core teachers’ classes, a letter was sent home explaining the project and requesting opt-in from interested parents. From those who responded, students with special education placements were removed, then two students were randomly selected per class. The researcher met individually with the selected participants to conduct repeated measures of the Interpersonal Negotiating Strategies Interview for baseline, intervention, and follow-up phases of the study over the course of the 2012-2013 school year. Additionally, participants’ teachers were asked to complete the Social Skills subscale of the Behavior Assessment System for Children for each phase of data collection. Post-intervention interviews were conducted with the teachers to assess for their perceptions of the DAR strategy and DBI-based pedagogy in general. Visual analysis was used to assess the effectiveness of the treatment on student social perspective-taking and problem-solving. Overall, the quantitative results of the current study did not conclusively link DAR with social perspective-taking and problem-solving. However, the qualitative data from teacher interviews yielded positive feedback related to the utility of DAR questioning on improving higher-order thinking in their students. Further research is necessary to clarify and deepen understanding of this effect. / text Drama-based instruction Pedagogy Bloom's Taxonomy Questioning strategy Social problem-solving Social perspective-taking DBI Cognitive-behavioral therapy RTI
2	The Effect Of Creative Drama Based Instruction On Seventh Grade Students Gecim, Ayse Damla 01 October 2012 (has links) (PDF) The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students&rsquo / achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruction (CDBI), and twenty-one received Regular Instruction (RI). Experimental design was used in which two different learning environments / creative drama based instruction and regular instruction was compared. In order to measure students&rsquo / mathematics achievement Probability Achievement Test (PAT) was used. The participants were given Mathematics Attitude Scale (MAS), in order to quantify the levels of attitude towards mathematics. These instruments were implemented before and after the treatment as pre-test and post-test. Independent samples t-test was performed on gain scores of PAT and MAS. Moreover, two way ANOVA was performed to examine the data. Two way ANOVA results yielded that there was a statistically significant difference between the mean scores of Experimental Group and Control Group in terms of achievement in favor of Experimental Group. Moreover, female students had significantly higher mathematics achievement scores than males. The results of mathematics attitude scale showed that the seventh grade students&rsquo / attitudes towards mathematics were not significantly different with respect to teaching method. Also, it could be stated that gender difference regarding of mean attitude scores was not statistically significant.
3	The Effect Of Creative Drama Based Instruction On Seventh Grade Students Gecim, Ayse Damla 01 October 2012 (has links) (PDF) The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students&rsquo / achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruction (CDBI), and twenty-one received Regular Instruction (RI). Experimental design was used in which two different learning environments / creative drama based instruction and regular instruction was compared. In order to measure students&rsquo / mathematics achievement Probability Achievement Test (PAT) was used. The participants were given Mathematics Attitude Scale (MAS), in order to quantify the levels of attitude towards mathematics. These instruments were implemented before and after the treatment as pre-test and post-test. Independent samples t-test was performed on gain scores of PAT and MAS. Moreover, two way ANOVA was performed to examine the data. Two way ANOVA results yielded that there was a statistically significant difference between the mean scores of Experimental Group and Control Group in terms of achievement in favor of Experimental Group. Moreover, female students had significantly higher mathematics achievement scores than males. The results of mathematics attitude scale showed that the seventh grade students&rsquo / attitudes towards mathematics were not significantly different with respect to teaching method. Also, it could be stated that gender difference regarding of mean attitude scores was not statistically significant.
4	The Contribution Of Cognitive Style And Prior Knowledge On Sixth Grade Students&#039 / Knowledge Acquisition In Polygons In Drama Based Learning Environment Atar Kockar, Burcin 01 May 2010 (has links) (PDF) The purpose of this study is to investigate the contribution of cognitive style and prior knowledge on 6th grade students&#039 / knowledge acquisition in polygons in drama based learning environment. The sample of the study was composed of 112 sixth grade students from a public school in Altindag district of Ankara. There were 9 drama based lesson plans lasting 16 lesson hours in the study. The data was collected through Group Embedded Figure Test (GEFT), and three types of knowledge tests: Declarative Knowledge Test (DecKT), Conditional Knowledge Test (ConKT), and Procedural Knowledge Test (ProKT). GEFT developed by Witkin, Oltman, Raskin and Karp (1971) was used to determine cognitive styles of the students as field dependent (FD), field independent (FI), and field mix (FM). Three types of knowledge tests developed by Erdogan (2007) were used as pretests and posttests. The quantative analysis was carried out by using standard multiple regression analysis. The results revealed that students&rsquo / cognitive style was the most predictive variable in explaining students&rsquo / declarative, conditional and procedural knowledge Moreover, students&rsquo / prior declarative knowledge explained statistically significant amount of variance in students&rsquo / declarative and procedural knowledge acquisition, while students&rsquo / prior conditional knowledge explained statistically significant amount of variance in students&rsquo / declarative, conditional, and procedural knowledge acquisition. On the other hand, students&rsquo / prior procedural knowledge failed to explain declarative, conditional, and procedural knowledge acquisition of students.
5	The Effect Of Creative Drama Based Instruction On Seventh Grade Students&#039 / Achievement In Ratio And Proportion Concepts And Attitudes Toward Mathematics Debreli, Esra 01 June 2011 (has links) (PDF) The main purpose of this study was to investigate the effect of creative drama based instruction on seventh grade students&rsquo / achievement in ratio and proportion concepts and their attitudes toward mathematics. Another purpose of this study was to investigate students&rsquo / self-reported views related to creative drama based instruction. The study was conducted in a public school in K&ouml / rfez-Kocaeli with a total of 58 seventh grade students, lasting 12 lesson hours (three weeks). Thirty of the participants received Creative Drama Based Instruction (CDBI), and twenty-eight received Traditional Instruction (TI). The data were collected through Ratio and Proportion Achievement Test (RPAT), Mathematics Attitude Scale (MAS), and interviews. The RPAT and MAS were administered as both pretest and posttest. In addition, interviews were conducted with the ten randomly selected students. The quantitative analyses were carried out by using One-Way Analysis of Covariance (ANCOVA) with covariate preRPAT and dependent variable postRPAT at the significance level 0.05. Moreover, independent samples t-test was performed on gain scores of MAS. The results of the study indicated that there was a statistically significant mean difference between the students who received creative drama based instruction and traditional instruction in terms of achievement in ratio and proportion concepts and in terms of gain scores of attitudes toward mathematics, in favor of CDBI. Furthermore, according to the interview responses of the experimental group students, significantly better performance of the experimental group students was attributable to the potential of the creative drama based instruction to provide actively involvement, work with friends and collaboratively and providing selfawareness.
6	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.
7	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
8	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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