NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1133893
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1363-2752
Becoming Warriors: Dramatic Inquiry with 11- to 12-Year-Olds in an EBD Classroom
Edmiston, Brian; Sobjack, Laura
Emotional & Behavioural Difficulties, v22 n1 p50-65 2017
Using a dialogue format, a college professor and a teacher of 11- to 12-year-old children with emotional and behavioural difficulties (EBD) report on a case study of four children (three boys and a girl) when over a three-week period dramatic inquiry pedagogy (focused on the meaning for students of fictional violent events depicted in extracts from Homer) was used in a self-contained classroom for nine EBD children with learning disabilities. In dramatic inquiry students and teachers, working collaboratively, engage in extended inquiry into a topic via dialogue and dramatising fictional events; social-emotional learning can occur in tandem with academic learning. Using especially Maslow's theory of hierarchical human needs, the authors analyse for the significance of using dramatic inquiry in the social-emotional learning of the four students: developing a more positive self-concept, social reciprocity, a sense of community cohesion, and some shift in their vision of who they are and might become.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A