ERIC Number: EJ1069785
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-988X
EISSN: N/A
The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior
Anderson, Alida; Berry, Katherine
Preventing School Failure, v59 n4 p197-206 2015
Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher rates of teachers' assertive statements and lower rates of regulative statements. Language arts lessons using classroom drama were associated with higher rates of students' on-task behavior than conventional language arts lessons. The findings indicate that the classroom drama language arts setting influenced teachers' use of assertive and regulative discourse, and students' on-task behavior. The authors discuss the implications of arts integrated instruction for educational practice and research as well as policy.
Descriptors: Classroom Environment, Classroom Techniques, Student Behavior, Task Analysis, Protocol Analysis, Language Arts, Drama, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Assertiveness, Teacher Behavior, Discourse Modes, Integrated Activities, Evidence, Grade 3, Classroom Observation Techniques, Video Technology, Language Usage, Teaching Methods, Educational Practices, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A