A Quasi-Experimental Examination of Drama Frames: A Teacher Professional Development Program That Targets Reading Achievement

• In Event: Arts-Based Pedagogies as Literacy Practices and Assessments

Abstract

This study examined a year-long professional development (PD) intervention that provided 26 kindergarten through third-grade teachers with drama-based instructional strategies to improve reading achievement. The PD consisted of teaching artists mentoring teachers in implementing drama-based instruction. Student reading achievement was measured with the Measures of Academic Progress (MAP) in the fall, winter, and spring. The MAP reading assessment consists of a total score for all students, four subscales for kindergarten and first-grade students and three subscales for the second- and third-grade students. With the exception of first-grade students, growth model results indicated statistically significant differences in student growth in favor of the experimental group relative to a business-as-usual comparison group. The presentation will discuss the implications for research and practice.

Authors

• Sultan Kilinc, Syracuse University

• Korbi Adams, Childsplay Theatre Company

• Jenny Millinger, Childsplay Theatre Company

• Michael F. Kelley, Arizona State University - West

• Scott C. Marley, Arizona State University