View in EDS

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

Saved in:
Bibliographic Details
Title: A Quasi-Experimental Examination of Drama Frames: A Teacher Professional Development Program Targeting Student Reading Achievement
Language: English
Authors: Kilinc, Sultan, Marley, Scott C., Kelley, Michael F., Millinger, Jenny
Source: International Journal of Education & the Arts. Jan 2023 24(1).
Availability: 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
Peer Reviewed: Y
Page Count: 29
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Descriptors: 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
Assessment and Survey Identifiers: Measures of Academic Progress
ISSN: 1529-8094
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1378740
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1378740
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1378740
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Quasi-Experimental Examination of Drama Frames: A Teacher Professional Development Program Targeting Student Reading Achievement
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kilinc%2C+Sultan%22">Kilinc, Sultan</searchLink><br /><searchLink fieldCode="AR" term="%22Marley%2C+Scott+C%2E%22">Marley, Scott C.</searchLink><br /><searchLink fieldCode="AR" term="%22Kelley%2C+Michael+F%2E%22">Kelley, Michael F.</searchLink><br /><searchLink fieldCode="AR" term="%22Millinger%2C+Jenny%22">Millinger, Jenny</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+%26+the+Arts%22"><i>International Journal of Education & the Arts</i></searchLink>. Jan 2023 24(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Drama%22">Drama</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Measures+of+Academic+Progress%22">Measures of Academic Progress</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1529-8094
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1378740
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1378740
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Drama
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Measures of Academic Progress
        Type: general
    Titles:
      – TitleFull: A Quasi-Experimental Examination of Drama Frames: A Teacher Professional Development Program Targeting Student Reading Achievement
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kilinc, Sultan
      – PersonEntity:
          Name:
            NameFull: Marley, Scott C.
      – PersonEntity:
          Name:
            NameFull: Kelley, Michael F.
      – PersonEntity:
          Name:
            NameFull: Millinger, Jenny
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 23
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-electronic
              Value: 1529-8094
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Education & the Arts
              Type: main
ResultId 1