A Quasi-Experimental Examination of Drama Frames: A Teacher Professional Development Program Targeting Student Reading Achievement

Autor/inn/en	Kilinc, Sultan; Marley, Scott C.; Kelley, Michael F.; Millinger, Jenny
Titel	A Quasi-Experimental Examination of Drama Frames: A Teacher Professional Development Program Targeting Student Reading Achievement
Quelle	In: International Journal of Education & the Arts, 24 (2023) 1, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Faculty Development; Drama; Teaching Methods; Language Arts; Interdisciplinary Approach; Reading Achievement; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Achievement Tests; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leseleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study examined a professional development (PD) intervention that provided kindergarten-through third-grade teachers with drama-based pedagogy to improve student reading achievement. The PD consisted of collaboration between teaching artists and teachers to integrate drama into English language arts instruction for a school year. Twenty-six classroom teachers and their 815 kindergarten, first-,second-, and third-grade students participated in this quasi-experimental study. Student reading achievement was measured with the Measures of Academic Progress (MAP) in the fall, winter, and spring. With the exception of first-grade students, results indicated statistically significant student growth in favor of the experimental group relative to a business-as-usual comparison group. Implications in terms of embodied theories of cognition and classroom practice are discussed. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01