The Effect of Drama-Based Pedagogy on PreK-16 Outcomes: A Meta-Analysis of Research from 1985 to 2012

Autor/inn/en	Lee, Bridget Kiger; Patall, Erika A.; Cawthon, Stephanie W.; Steingut, Rebecca R.
Titel	The Effect of Drama-Based Pedagogy on PreK-16 Outcomes: A Meta-Analysis of Research from 1985 to 2012
Quelle	In: Review of Educational Research, 85 (2015) 1, S.3-49 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654314540477
Schlagwörter	Art; Art Education; Integrated Curriculum; Drama; Teaching Methods; Elementary Secondary Education; Higher Education; Outcomes of Education; Meta Analysis; Academic Achievement; Individual Development; Self Concept; Self Efficacy; Interpersonal Competence; Intervention; Causal Models; Inferences; Literature Reviews; Research Methodology; Best Practices + Suchen Sie Ihr Suchwort? Arts; Kunst; Education; Art in Education; Bildung; Erziehung; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Meta-analysis; Metaanalyse; Schulleistung; Individuelle Entwicklung; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Interpersonale Kompetenz; Kausalanalyse; Inference; Inferenz; Research method; Forschungsmethode
Abstract	The President's Committee on the Arts and Humanities report heartily supported arts integration. However, the President's Committee called for a better understanding of the dimensions of quality and best practices. One promising arts integration method is drama-based pedagogy (DBP). A comprehensive search of the literature revealed 47 quasi-experimental DBP intervention studies conducted since 1985. The literature showed that designs were generally weak for making causal inferences and that outcomes other than achievement were infrequently studied. A meta-analysis of this research suggested that DBP has a positive, significant impact on achievement outcomes in educational settings. Effects were strongest when the intervention (a) was led by a classroom teacher or researcher rather than a teaching artist, (b) included more than five lessons, and (c) was integrated into English language arts or science curriculum compared to other domains. Positive effects across psychological and social outcomes were found. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01