P-12 Drama Instruction Embracing Culturally Relevant Social Emotional Learning for Students of Color with Disabilities

Autor/in	Rosario, Colette Combader
Titel	P-12 Drama Instruction Embracing Culturally Relevant Social Emotional Learning for Students of Color with Disabilities
Quelle	(2023), (237 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California Lutheran University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-8817-8
Schlagwörter	Hochschulschrift; Dissertation; Preschool Teachers; Early Childhood Teachers; Elementary School Teachers; Secondary School Teachers; Drama Education; Culturally Relevant Education; Social Emotional Learning; Minority Group Students; Racial Differences; Students with Disabilities; Teacher Behavior; Student Experience; Critical Race Theory; Educational Needs; Teacher Education; Educational Benefits + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Rassenunterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher behaviour; Lehrerverhalten; Studienerfahrung; Educational need; Bildungsbedarf; Lehrerausbildung; Lehrerbildung; Bildungsertrag
Abstract	The purpose of this study was to explore how P-12 school drama teachers infused culturally relevant (CR) social emotional learning (SEL) into their drama instruction. In addition, this study explored the experiences of students of color with disabilities who were involved in P-12 classes that employed CR SEL drama activities. The epistemic frameworks supporting this study are dis/ability critical race theory and wise compassionate framework. These frameworks rely on the tenets of three other frameworks: disabilities studies, critical race theory, and multi-tiered systems of support to address and support the discrimination, inequities, and trauma of students of color with disabilities (Annamma et al., 2013; Mercado, 2021). Six P-12 drama teachers and three students of color with disabilities took part in one-to-one semi-structured interviews. Building upon the narratives of the coresearchers, I created first-person ethnodrama monologues to delve more deeply into the coresearchers' perspectives (Richardson & Adams St. Pierre, 2017; Saldana, 2021). Key findings emphasized the participating drama teachers' lack of CR SEL training. The findings also revealed the advantages of CR SEL-infused drama activities had on the students of color with disabilities. Additional findings noted systemic racism and the politicization of SEL impede the implementation of rigorous CR SEL in P-12 arts and academic training in teacher-credentialling programs and current educator professional development. Recommendations include all states should develop CR SEL standards and the continued development and implementation of curricula and trainings of CR SEL to be required for all P-12 educators. Ongoing qualitative and quantitative research studies are suggested to monitor the development, implementation, and findings of CR SEL state standards, P-12 educator trainings in CR SEL, and the impact of such instruction on student learning, achievement, and CR SEL development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01