When Achievement Data Meet Drama and Arts Integration

Autor/inn/en	Walker, Elaine; Tabone, Carmine; Weltsek, Gustave
Titel	When Achievement Data Meet Drama and Arts Integration
Quelle	In: Language Arts, 88 (2011) 5, S.365-372 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Grade 6; Grade 7; Grade 8; Theater Arts; Classroom Environment; Context Effect; Language Arts; Mathematics Instruction; Academic Achievement; Learner Engagement; Poverty; Urban Schools; Control Groups; Program Effectiveness; Integrated Curriculum + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Theaterwissenschaft; Klassenklima; Unterrichtsklima; Sprachkultur; Mathematics lessons; Mathematikunterricht; Schulleistung; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In this research, two questions related to arts integration are studied: First, the extent to which sixth and seventh grade students' language arts and mathematics performance, as well as their engagement with school are positively impacted by classroom settings in which theater strategies are integrated into language arts instruction; and second, the extent to which students are able to sustain their learning gains in language arts once they return to a traditional language arts learning environment. The research is based on a study in which four schools in an urban school district that has a high poverty level, were randomly selected to participate in a federally funded arts integration project; and four schools were randomly assigned to the control group. A total of 28 classrooms and 1020 students were in the study sample. The findings indicate that being in an arts-integrated classroom increased the odds of students passing the state assessment in language arts by 77 percent and by 42% in mathematics. Students who exited the arts integrated project were able to sustain their learning gains once they returned to a traditional instructional setting. For example, seventy-eight% of eighth graders whose language arts instruction as seventh graders included the use of theater strategies were proficient in language arts on the eighth-grade assessment, compared to 69% of students who were instructed using traditional pedagogy. (Contains 3 tables.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10