Drama-Based Instruction at a Constructivist Charter School: Opportunities and Challenges for Research Methodology

• In Event: Roundtable Session 46
  In Roundtable Session: Qualitative Research and Approaches

Abstract

The purpose of this paper is to present methodological implications of an investigation of a partnership between Drama For Schools (DFS), an arts integration teacher professional development program, and a constructivist charter school. Specifically, the authors explore how the fit between DFS’ critical pedagogy orientation and the constructivist mission of the school allowed for a research approach more reflective of these compatible ontologies than traditional summative, positivistic program evaluation. This unique context led to a new research question: How does drama-based instruction help teachers create and sustain classroom environments consistent with constructivist pedagogy? To answer this question, the researchers collected qualitative data through direct observations, focus groups, and reflections. This paper discusses implications of this process for educational research methodology.

Authors

• Elizabeth G. Walsh, The University of Texas - Austin

• Kathryn Dawson, The University of Texas - Austin

• Stephanie W. Cawthon, The University of Texas - Austin

• Elijah Lotz, The University of Texas - Austin