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Teachers and Teaching Artists as Co-Researchers: Improving Inclusive Drama-Based Instruction Through Collaborative Design Research

Wed, April 23, 4:20 to 5:50pm MDT (4:20 to 5:50pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 303

Abstract

This presentation reports on a project aimed to make drama-based early literacy instruction more inclusive of students with disabilities. Early childhood teachers (n=4), theater education professionals (n=4), school administrators (n=2), university professors (n=4) and doctoral students (n=2) engaged in a year-long research-practice partnership with six cycles of design, testing, reflection, and iteration to develop inclusive, drama-based instructional experiences. A focus group at the end of the year documented teachers’ and theater professionals’ reflections on engaging in research activities. Analyses of focus group responses showed that participants found value in research tasks, particularly video coding, and that coding informed their teaching practice and shifted their understanding of engagement for young children with disabilities during drama-based storytimes.

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