The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

Autor/inn/en	Anderson, Alida; Berry, Katherine
Titel	The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior
Quelle	In: Preventing School Failure, 59 (2015) 4, S.197-206 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2014.903464
Schlagwörter	Classroom Environment; Classroom Techniques; Student Behavior; Task Analysis; Protocol Analysis; Language Arts; Drama; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Assertiveness; Teacher Behavior; Discourse Modes; Integrated Activities; Evidence; Grade 3; Classroom Observation Techniques; Video Technology; Language Usage; Teaching Methods; Educational Practices; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Student behaviour; Schülerverhalten; Aufgabenanalyse; Sprachkultur; Schauspiel; Learning handicap; Lernbehinderung; Teacher behaviour; Lehrerverhalten; Diskursethik; Integrierender Unterricht; Evidenz; School year 03; 3. Schuljahr; Schuljahr 03; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Unterrichtserfolg
Abstract	Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher rates of teachers' assertive statements and lower rates of regulative statements. Language arts lessons using classroom drama were associated with higher rates of students' on-task behavior than conventional language arts lessons. The findings indicate that the classroom drama language arts setting influenced teachers' use of assertive and regulative discourse, and students' on-task behavior. The authors discuss the implications of arts integrated instruction for educational practice and research as well as policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01