Increasing teacher efficacy and internalization of drama strategies in a teacher/teaching artist professional development partnership

dc.contributor.advisorLazarus, Joanen
dc.contributor.committeeMemberSvinicki, Marilla D., 1946-en
dc.contributor.committeeMemberDawson, Katieen
dc.creatorWizig, Amiraen
dc.date.accessioned2009-09-03T21:01:30Zen
dc.date.accessioned2017-05-11T22:19:36Z
dc.date.available2009-09-03T21:01:30Zen
dc.date.available2017-05-11T22:19:36Z
dc.date.issued2009-05en
dc.descriptiontexten
dc.description.abstractThis study focuses on an arts integration professional development approach for K-12 teachers that is collaborative, long-term, and sustainable. The question that drove this work is: What are the key elements in a professional development model for arts integration in a teacher/teaching artist partnership that best support growth in teacher efficacy and internalization of drama strategies? To answer this question, I modified an arts integration model that was long-term, used drama-based instruction in core subject areas, and involved the teacher in the execution of the lessons in addition to the teaching artist. The model for this project was implemented with two middle school math teachers, data was collected, results were analyzed and recommendations were developed.en
dc.description.departmentTheatre and Danceen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2009-05-93en
dc.language.isoengen
dc.subjectprofessional developmenten
dc.subjectarts integrationen
dc.subjectteacheren
dc.subjectteaching artisten
dc.titleIncreasing teacher efficacy and internalization of drama strategies in a teacher/teaching artist professional development partnershipen
dc.type.genreThesisen

Files