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

Sultan Kilinc, Scott C. Marley, Michael F. Kelley, Jenny Millinger

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

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.

Original languageEnglish (US)
JournalInternational Journal of Education and the Arts
Volume24
Issue number1
DOIs
StatePublished - 2023

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts
  • Music
  • Literature and Literary Theory

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