This study had a twofold purpose. The first was to determine the extent to which the drama curricula in Texas public high schools have changed since the Texas Education Agency certification change of 1966; and the second was to reveal the position of administrators regarding a preference of teaching fields as background for a prospective teacher of drama.

Thesis (Ph. D.)--University of Sydney, 2002. / Title from title screen (viewed Apr. 24, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Includes bibliography. Also available in print form.

Thesis (Ph. D.)--Columbia University, 1934. / Vita. Includes bibliographical references (p. [173]-180).

Thesis (Ph. D.)--Columbia University, 1934. / Vita. Includes bibliographical references (p. [173]-180).

The purpose of this study is to determine (1) what training is recommended for high school teachers of drama, (2) what training the high school teachers of drama actually have, (3) what job situation is recommended for the high school teacher of drama, and (4) what job situation the high school teachers of drama in the State of Texas actually have. This study should determine if there is a significant relationship between what a high school drama teacher should be and what the high school drama teachers of Texas actually are.

In this essay, I examine whether the journal Drama Forum constitutes presupposed perceptions of people with intellectual disabilities. The aim is to examine the discourse of intellectual disability in the Swedish drama teacher’s industry magazine DramaForum. The method I use is discourse analysis and the approach is poststructuralist. The results are analyzed on the basis of Crip Theory, and three themes based on stereotypical assumptions. My conclusion is that Drama Forum visualize intellectual disabilities mostly from one of these themes. I analyze the parent discourse relation to underlying discourses and discuss its relationship to the social practice that is its origin. / I denna uppsats undersöker jag om tidskriften DramaForum konstituerar förgivet tagna uppfattningar av personer med intellektuell funktionsnedsättning. Syftet är att granska diskursen kring intellektuell funktionsnedsättning i de svenska dramapedagogernas branschtidskrift DramaForum. Den metod jag använder mig av är diskursanalys och ansatsen är poststrukturalistisk. Resultatet är analyserat med utgångspunkt i Crip Theory, och tre teman som bygger på stereotypa antaganden. Min slutsats är att DramaForum framställer intellektuell funktionsnedsättning till största del utifrån ett av dessa teman. Jag analyserarar den överordnade diskursens förhållande till underliggande diskurser samt diskuterar dess relation till den sociala praktik som är dess ursprung.