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ERIC Number: ED546414
Record Type: Non-Journal
Publication Date: 2011
Pages: 145
Abstractor: As Provided
ISBN: 978-1-2676-5561-5
Effect of Professional Development on Drama in Education Implementation: A Quantitative Study
Gaylor, Jennifer
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The focus of this quantitative study with a correlational design was to determine the relationship between professional development and the use of drama in education techniques in the general education classroom as a tool to increase students' critical thinking ability. Teachers from four different schools on Long Island were asked to participate in an online survey that focused on formal and informal training types in drama in education and the frequency with which they use drama in education techniques in the classroom. The sample was comprised of 104 participants. The main hypothesis of this study was that formal professional development in instructing teachers how to use drama in education techniques in the classroom would increase the frequency with which teachers will use these techniques in the classroom. Findings indicated that there is a positive correlation between formal training in drama in education (professional conferences, school-based professional development, and university and college classes), and an increase in the frequency of implementation of drama in education techniques in the classroom proven with the "p" value for this correlation being 0.313. Further study is recommended to consider the long-term benefits for administrators, educators, and students of formal training in the use of drama in education techniques in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York