Teacher Perceptions of Drama Pedagogy as a Teaching Tool
dc.contributor.advisor | Miller, Melinda | |
dc.contributor.committeeMember | Maninger, Robert | |
dc.contributor.committeeMember | Cox, Donna | |
dc.contributor.committeeMember | Horowitz, Rosalind | |
dc.creator | Ranzau, Sara | |
dc.date.accessioned | 2016-11-02T16:20:07Z | |
dc.date.available | 2016-11-02T16:20:07Z | |
dc.date.created | 2016-12 | |
dc.date.issued | 2016-11-02 | |
dc.date.submitted | December 2016 | |
dc.date.updated | 2016-11-02T16:20:08Z | |
dc.description.abstract | During the 2015-2016 school year, three Texas high school English teachers implemented a researcher designed drama pedagogy curricular unit for the American novel, The Adventures of Huckleberry Finn by Mark Twain. Two of the teachers used the unit with their regular-education English III classes and one used the unit with all of her high school English students. The research question for this study was: What are teachers’ perceptions of using a drama pedagogy curricular unit as a teaching tool? The following research is an exploratory case study of their perceptions and experiences using a drama pedagogy unit for the first time. No teacher had the same perceptions, although each saw increased cooperation, engagement, comprehension, and inferencing abilities in their students. | |
dc.format.mimetype | application/pdf | |
dc.identifier.uri | http://hdl.handle.net/20.500.11875/50 | |
dc.language.iso | en | |
dc.subject | Drama pedagogy | |
dc.subject | Secondary classrooms | |
dc.subject | English language arts | |
dc.subject | Teacher perceptions | |
dc.title | Teacher Perceptions of Drama Pedagogy as a Teaching Tool | |
dc.type | Thesis | |
dc.type.material | text | |
thesis.degree.department | Language, Literacy and Special Populations | |
thesis.degree.grantor | Sam Houston State University | |
thesis.degree.level | Doctoral | |
thesis.degree.name | Doctor of Education |
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