Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Change Preferences / Time Zone
Sign In
We examined longitudinal effects of theatre participation on K-12 students’ 21st Century Skill (21CS) growth across eight semesters using teacher-reported assessments of students’ (N=460) collaboration, creativity, initiative, and problem-solving. A Confirmatory Factor Analysis was used to impute a latent 21CS score, which was then used in a Cross-Classified Hierarchical Linear Model. Results revealed significant skill growth over semesters enrolled and significant skill decrease with advancement through class levels. In other words, for each semester in the theatre program, 21CS increased, however, moving up class levels diminished this increase. Score variance was qualified by semester, child factors, and teacher factors, indicating that teachers may judge 21CS more stringently in higher levels, or theatre may be affording 21CS habits rather than skill.