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Drama integration: Training teachers...

Jones, Jonathan P.

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Drama integration: Training teachers to use process drama in English language arts, social studies, and world languages.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Drama integration: Training teachers to use process drama in English language arts, social studies, and world languages./
作者:	Jones, Jonathan P.
面頁冊數:	396 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Education, Performing Arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624552
ISBN:	9781303981814

Drama integration: Training teachers to use process drama in English language arts, social studies, and world languages.
Jones, Jonathan P.

Drama integration: Training teachers to use process drama in English language arts, social studies, and world languages. - 396 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--New York University, 2014.

This item must not be sold to any third party vendors.

This research study documents and analyzes the experience of teachers who participated in a professional development program to integrate process drama into the teaching of English language arts, social studies, and world languages and cultures. The study addresses and builds upon extant literature in process drama, arts integration, drama education, and professional development for teachers. The primary research question addressed by this study is: what is the experience of in-service teachers participating in a process drama professional development program? This investigation also serves to help the researcher reflect on and revise his own teaching practice toward training teachers to utilize process drama.

ISBN: 9781303981814Subjects--Topical Terms:

1674506
Education, Performing Arts.

Drama integration: Training teachers to use process drama in English language arts, social studies, and world languages.
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245 1 0 $a Drama integration: Training teachers to use process drama in English language arts, social studies, and world languages.
300 $a 396 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Philip Taylor.
502 $a Thesis (Ph.D.)--New York University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This research study documents and analyzes the experience of teachers who participated in a professional development program to integrate process drama into the teaching of English language arts, social studies, and world languages and cultures. The study addresses and builds upon extant literature in process drama, arts integration, drama education, and professional development for teachers. The primary research question addressed by this study is: what is the experience of in-service teachers participating in a process drama professional development program? This investigation also serves to help the researcher reflect on and revise his own teaching practice toward training teachers to utilize process drama.
520 $a Process drama can briefly be described as a methodology wherein the teacher facilitates a series of dramatic encounters in which students and teacher improvise roles to negotiate a circumstance, problem, time period, or elements of a narrative. In process drama, the students learn through acting in role as well as through reflecting on their experience in role.
520 $a The findings and discussion of the data respond to the primary research question, documenting the ways in which the four participants made meaning of process drama which was demonstrated through their active participation in workshops consisting of five demonstration lessons, reflection on the workshop experience, creation of original lesson plans, implementation of those plans, and reflection on that practical experience. The meaning-making process is presented using creative non-fiction narratives as well as the analysis and discussion of themes and codes which emerged from the data. These themes are categorized in such a way as to present an understanding of the individual experience of the participants as well as the collective experience of the program cohort.
520 $a Reflections on the researcher's teaching practice are framed by the participants' successful completion of the program, their feedback during and after the program, and their subsequent ability to plan and implement this methodology in their classrooms. Based on the analysis of the qualitative data, the researcher has articulated a plan to modify the structure of the program for future implementation.
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