Teacher Perceptions of Drama Pedagogy as a Teaching Tool

dc.contributor.advisorMiller, Melinda
dc.contributor.committeeMemberManinger, Robert
dc.contributor.committeeMemberCox, Donna
dc.contributor.committeeMemberHorowitz, Rosalind
dc.creatorRanzau, Sara
dc.date.accessioned2016-11-02T16:20:07Z
dc.date.accessioned2017-04-07T19:35:32Z
dc.date.available2016-11-02T16:20:07Z
dc.date.available2017-04-07T19:35:32Z
dc.date.created2016-12
dc.date.issued2016-11-02
dc.date.submittedDecember 2016
dc.date.updated2016-11-02T16:20:08Z
dc.description.abstractDuring 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.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/20.500.11875/50
dc.language.isoen
dc.subjectDrama pedagogy
dc.subjectSecondary classrooms
dc.subjectEnglish language arts
dc.subjectTeacher perceptions
dc.titleTeacher Perceptions of Drama Pedagogy as a Teaching Tool
dc.typeThesis
dc.type.materialtext

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