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The Influence of Drama on Elementary Students Written Narratives and On-Task Behavior

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Abstract

Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N=14) with comorbid language-based learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results showed associations between the quality of students written language and context of use, such that students used significantly more referential and spatial cohesive discourse markers in DLA than in CLA context. Also, students had higher rates of on-task behavior in DLA as compared to the CLA context. Intervention implications for students with LD and ADHD due to language learning and behavioral factors are discussed.

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... Normal gelişim gösteren çocuklarda olduğu gibi özel gereksinimli çocuklar için de yaratıcı drama yöntemi bireylerin sosyal, duygusal, dil, bilişsel ve zihinsel gelişimlerini desteklemektedir (Adıgüzel, 2010;Hampshire, 1996;Peter, 2003;Schnapp & Olsen, 2003). Öğrencilerle bütünsel yollarla çalışan araştırmacı ve öğretmenlerin dil temelli öğrenme yetersizliği olan öğrenciler için uyguladıkları drama yöntemlerinin çıktıları; OSB'li öğrenciler için sosyal iletişim çıktıları (Lerner & Levine, 2007;McMahon, Lerner & Britton, 2013) dâhil olmak üzere müfredatın tüm alanlarında (Lee, Patall, Cawthon & Steingut, 2015) öğrenci öğrenme sonuçlarının geliştiğini göstermiştir (Anderson, 2012;Anderson & Berry, 2014). Özellikle de yaratıcı drama, OSB'li çocuklarda sosyal becerileri geliştirmeye yönelik uygulamalı ve ilgi çekici bir yöntem olarak giderek daha fazla kullanılmaktadır (Corbett vd, 2011(Corbett vd, , 2016de la Cruz vd, 1998;Lerner vd, 2011;Peter, 2003;Webb vd., 2004). ...
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Many people believe that art education is important, but few can say exactly why. In this book, are the results of the first in-depth research on the "habits of mind" that are instilled by studying art--habits the authors argue that could have positive impacts on student learning across the curriculum. "Studio Thinking" provides art teachers with a research-based language for describing what they intend to teach and what students learn. This language will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching practices, and help educators in other disciplines learn from existing practices in arts education. The book introduces the Studio Thinking Framework, which allows researchers to test hypotheses about precisely which kinds of instruction lead to various desired outcomes; goes beneath the surface to discover what underlying cognitive and social skills are imparted to students when the arts are taught well; includes the voices of teachers, photographs of students at work, and samples of art projects in different media to demonstrate findings; and shows teachers of all subjects how to incorporate critique sessions in their classes to promote public, shared reflection and ongoing formative assessment. ["Studio Thinking" includes a foreword by David N. Perkins.]
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• This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l'enfant and was to have been completed by a study of the genesis of imitation in the child. The latter piece of research, whose publication we have postponed because it is so closely connected with the analysis of play and representational symbolism, appeared in 1945, inserted in a third work, La formation du symbole chez l'enfant. Together these three works form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression. The theses developed in this volume, which concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation, have given rise to much discussion which pleases us and prompts us to thank both our opponents and our sympathizers for their kind interest in our work. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Thesis (Ph. D.)--University of Toronto, 1986. 2 pos fiche.
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A rubric that examines the arts must consider the creative alongside the cognitive and must draw directly from the knowledge of educators as it seeks to articulate what students learn.
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Spontaneously generated oral stories were obtained from 93 learning-disabled (LD) and normally achieving (NA) students, 14 to 16 each at 8:0-9:11, 10:0-11:11, and 12:0-13:11 age levels. The stories were analyzed using an adapted version of Stein and Glenn's (1979) story grammar. The results showed significant group and age differences. The stories told by the LD subjects contained fewer propositions and complete episodes and contained significantly fewer Minor Setting statements than those of their NA peers. Within an episode, the LD subjects were less likely to include Response, Attempt, and Plan statements than the NA counterparts. Group differences were also found in the area of interepisode relations. The major age-related findings were an increased occurrence of complete episodes and a greater frequency of embedded episodes as a function of increasing age. Findings are discussed with regard to the development of oral narration abilities. Explanations are offered to account for the storytelling deficits exhibited by the LD subjects.
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This review and analysis of the literature on narrative discourse in children places particular emphasis on children with language disorder. The review (a) describes theoretical perspectives on narrative use, (b) surveys researchers' rationales for the investigation of narrative ability, (c) discusses methodological issues relevant to narrative research, and (d) concludes with a discussion regarding future research. Specific topics contained within these discussions include contributions from allied disciplines, the pragmatic nature of narrative use, narrative ability as an index of language development, methodological issues in research design, and clinical implications of future research.