Professional Development in the Context of a Head Start Theatre-in-Education Program

Mages, Wendy K.

doi:10.1080/15240754.2012.665508

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…Although these rubrics and criteria were developed and pilottested only on students with disabilities, it seemed appropriate to use them for both economically disadvantaged students and English language learners, since there is an overrepresentation of economically disadvantaged students and/or English language learners who are classified as having a disability (Kalyanpur and Harry 1999). Of the four art forms (Mages 2008;Campbell 2008); and one moderately strong causal design study that was well implemented and had positive effects (de la Cruz 1995). Based on the results of this one evaluation, drama integration can cautiously be regarded as an evidence-based practice for increasing disadvantaged populations' grades in reading and math, social skills, expressive/receptive language, and creative thinking.…”

Section: Resultsmentioning

confidence: 98%

Arts Integration and the Success of Disadvantaged Students: A Research Evaluation

Robinson

2013

Arts Education Policy Review

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Does arts integration contribute to student success for disadvantaged student populations? The introduction to this article compares students' academic performance and arts education in countries outperforming the United States on the recent Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) and makes the argument for using arts integration as a way to teach the Common Core standards and align instruction to the Universal Design for Learning principles. This evaluation of research helps to support the evidence base by examining the quality of studies published between 1995 and 2011 investigating the use of arts integration with disadvantaged student populations, including economically disadvantaged students, English language learners, and students with disabilities. Four hundred fifty-three studies were explored, resulting in the inclusion of forty-four studies in this analysis. Studies were categorized as the following: single art integration, multi-arts integration, effects of arts integration on students with disabilities, or effects of arts integration on school climate. Studies were evaluated for their research design, implementation, and effects, and results depicted positive effects and potentially positive effects. Policy implications and suggestions for future research using the author's proposed theoretical framework are also discussed.

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Section: Resultsmentioning

confidence: 98%

Arts Integration and the Success of Disadvantaged Students: A Research Evaluation

Robinson

2013

Arts Education Policy Review

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“…The study detailed below was part of a larger research project undertaken to document and describe the salient features of a well-respected TIE organization that uses drama to provide a rich context for preschool children to practice and hone their interpersonal and communication skills (Mages 2008b). The present study describes how the drama curricula were designed and developed.…”

Section: Research On Educational Drama Companiesmentioning

confidence: 99%

Creating a Culture of Collaboration: The Conception, Design, and Evolution of a Head Start Theatre-in-Education Program

Mages

2010

Youth Theatre Journal

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“…A research study conducted by Mages(2008), In which she investigated the impact of theater -in-education curriculum on children's language and cognitive development. The sample consisted (155) child enrolled in (12) different Head Start sites in New York City.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions on Drama’s Role in Enhancing Young Learners’ Developmental Domains

Abu-Helu¹

2018

MAS

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The study aimed to investigate teachers’ perceptions on drama’s role in enhancing young learners’ developmental domains. The sample consisted of (133) cooperative- teachers chosen upon availability from the collaborating schools with the Classroom Teacher and the Early Childhood Education Practicum Courses in the University of Jordan. The cooperative-teachers’ perceptions data were collected through a questionnaire designed by the researcher based on the literature review related to drama as a teaching tool. The instrument included three main domains; the social-emotional, linguistic-communicative and cognitive domain. The findings revealed that drama highly enhanced young learners’ developmental domains, in which the social-emotional domain came as the highest score according to the teachers’ perceptions. The results also revealed that both the specialization and experience variables proved not to cause any statistical significant differences on the cooperative- teachers’ perceptions about the role of drama in teaching young learners. Further studies were recommended on investigating teachers’ actual practices in applying drama in their teaching actions.

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Professional Development in the Context of a Head Start Theatre-in-Education Program

Cited by 6 publications

References 14 publications

Arts Integration and the Success of Disadvantaged Students: A Research Evaluation

Arts Integration and the Success of Disadvantaged Students: A Research Evaluation

Creating a Culture of Collaboration: The Conception, Design, and Evolution of a Head Start Theatre-in-Education Program

Teachers’ Perceptions on Drama’s Role in Enhancing Young Learners’ Developmental Domains

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