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Tesis sobre el tema "Drama in education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Blewitt, David. "Drama in Tudor education : education in Tudor drama." Thesis, University of Bristol, 1986. http://hdl.handle.net/1983/9c1050cb-a734-4151-b3f4-63ff22554368.

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The present work argues for the invaluable contribution of boy actors to the evolution of Tudor drama. Since most young scholars later went up to university or the'Inns of Court, I have also considered the course of drama in those institutions. This drama in education was given its prime impetus by visiting professional troupes, whose itineraries included schools, universities and the Inns. The education in drama they set before their audiences helped shape the schools drama, which was able to develop and expand in a way denied the professionals by the consequences of the Reformation. Not till

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2

Harpe, Sabina Dorothea. "Children's conceptions of drama in education." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30644.

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This study has been an investigation of children's views of drama in education. It invited children to reflect on the dramatic process as used by a classroom teacher in the context of integrated units of study. The specific research question addressed was: What are children's conceptions of drama when used by a non-specialist classroom teacher as an integral part of learning? Children, ages 10-12 years, were observed and then interviewed in a semi-structured manner. The data were analyzed according to the phenomenographical research methodology. This suited the intent of the study in that

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3

Okoli, Emmanuel Chinyeaka. "Reconciling cultural values through drama education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20798.pdf.

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4

Finneran, Michael J. "Critical myths in drama as education." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/1987/.

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Drama as education is a relatively young concern, which has been primarily occupied with developing a strong tradition of practice. As a result it has suffered from a dearth of theoretical and critical engagement. This situation has led to the existence of a range of unquestioned beliefs and practices that underpin much of the governance, traditions, knowledge and operation of drama in educational settings. The thesis examines the existence and location of the community of drama as education, reviews the discourse of the community, and seeks to understand previous attempts at demythologising.

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5

Wissmann, Cheryl. "Linking creative drama with Christian education." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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6

Graham, Shelley T. "Dramaturging education and educating dramaturgs : developing and establishing an undergraduate dramaturgy emphasis at Brigham Young University /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd511.pdf.

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7

Cody, Tracey-Lynne. "Drama education in New Zealand schools: the practice of six experienced drama teachers." Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/7545.

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This research investigates drama teaching practice in New Zealand primary and secondary schools, through a case-based qualitative inquiry into the practice of six experienced drama teachers. The study reveals that whilst drama education is couched within the Arts learning area of the national curriculum, the educational philosophy enacted by participants encompasses a broad vision for drama education, which extends learning beyond a technical knowledge of theatre and theatre-making towards the domains of social and personal meaning-making and emancipatory knowledge. Explored through the lens

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8

Sessoms, Todd Kristian. "Drama in education experiencing for social transformation /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Sessoms_T%20MITthesis%202007.pdf.

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9

Widdows, Joy. "Supportive and oppositional behaviours in drama education." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322265.

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10

Jones, Gaybrielle Irene. "Using Drama Therapy Techniques in Secondary Education." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334167898.

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11

Pheasant, Patrick Iain. "Engagement in Process Drama for Language Education." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21005.

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This thesis reports on the findings of a phenomenographic study exploring the role of different types of engagement in process drama for language education. This study provides a framework for describing in detail the participants’ subjective experiences of the phenomena of dramatic engagement and subsequent aesthetic engagement. The framework emerged from the findings and is useful for understanding dramatic engagement in all process dramas and its application in language education in Australia and internationally. The research was at an Australian University English Language Centre where a f

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12

Anderson, Colin. "Teaching Social Studies Through Drama." DigitalCommons@USU, 2017. http://digitalcommons.usu.edu/etd/6836.

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Educators and researchers have long discussed methods for improving student achievement in the social studies and history. Research on student attitudes reveals that the social studies suffers from a lack of interest among students. Common complaints among students are that the subject is tedious, does not relate to their lives, is not particularly useful for their future careers, is repetitive, or that it is simply boring (Schug et al., 1982}. Even when students recognize the utilitarian value of skills they learn from social studies/ history, they rarely express an interest in the subject (C

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13

Karlsson, Evelina, and Sofia Larsson. ""Drama har tappat lite status. Men jag tycker drama är viktigt." : Pedagogers perspektiv på förutsättningar för arbete med drama." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48521.

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Förskolan har en läroplan att utgå ifrån vad gäller innehåll och målsättning i det pedagogiska arbetet. Läroplanen har omarbetats och reviderats och detta har lett till konsekvenser i förskolan som verksamhet. Ett ämne som påverkats är drama som är ett av de estetiska uttrycksformerna där även t.ex. musik, bild och rörelse ingår. Den här studiens syfte är att undersöka vilka möjligheter pedagogerna i förskolan har att arbeta med drama utifrån läroplanen och andra kringliggande ramfaktorer. Genom att analysera både avverkade och aktuella styrdokument för förskolan, samt intervjua yrkesaktiva pe

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14

Yoda, Manami. "Henry Caldwell Cook and Drama Education in England." Thesis, Kyoto University (Japan), 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3579948.

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<p> This study aims to clarify the nature of the theatrical way of Henry Caldwell Cook who was the first to introduce theatre into education for English as a first language. This study critically examines the content of his original teaching method, Play Way, and attempts to appropriately place its context in the history of drama education in England in order to explore how effectively drama can be used in language education. The use of theatre for education has a long history. Commencing in ancient Greece and Rome, it has continued until the present time. However, modern drama education has n

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15

Yoda, Manami. "Henry Caldwell Cook and Drama Education in England." Kyoto University, 2013. http://hdl.handle.net/2433/175025.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第17676号<br>人博第643号<br>新制||人||155(附属図書館)<br>24||人博||643(吉田南総合図書館)<br>30442<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)准教授桒山智成, 教授山梨正明, 教授田地野彰, 教授丸橋良雄<br>学位規則第4条第1項該当

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16

Henry, Nicole Eiler. "The Importance of Drama as Inquiry." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392106870.

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17

Chizik, Sheila Marie. "Drama in education : a classification of teacher questions as they contribute to the drama process." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25365.

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The purpose of this study has been to examine and define teacher questions and questioning techniques according to their function in the drama process. In order to develop a practical structure for describing these strategies, the design of the study has involved the following procedure: collecting data from the field on questions employed by two leading drama educators; analysing and describing recurrent types of questioning found in the data; organizing this information into a classification system that illustrates the skilful and complex ways in which teacher questions contribute to the dra

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18

Ormiston, Patricia. "Drama in education : how successful has the classroom implementation of drama been in elementary schools?" Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31252.

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Education in the Arts is a necessary part of every child's development and drama is included in the Fine Arts strand of the curriculum of the Ministry of Education of British Columbia. The purpose for conducting this study was to examine the success of the implementation of drama in elementary classrooms and to examine teachers' conceptions of drama in the curriculum. This study attempted to discover to what extent elementary classroom teachers were knowledgeable in the methodology of dramatic playing; its structure, purpose, goals, and rationale for its use, and what types of drama elementar

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19

Ahrling, Carl. "Drama inom den obligatoriska skolan." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31978.

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In this paper, I have conducted a study of what perspectives educational drama has in theory and practice. The study aims to show an example of how and out of what perspectives educational drama is a part of the school’s activity at a geographically distinct school, from kindergarten on to primary and secondary school years. The general attitude of the faculty and their arguments for and against drama constitute the major aspects of this study, which has been carried out through qualitative interviews at a school in Skåne. The results were that pre-school focuses on teaching drama to develop c

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20

Baughan, Lynn. "Drama in further education : a study in cultural marginality." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/106900/.

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This study is an attempt to explore and explain tensions and anomalies associated with the role of Drama in Further Education. An initial intuitive framework suggests that there may be a natural antithesis between the expressive ideology of Drama and the instrumental ideology of Further Education. The frameworks proposed for the exploration include cultural reproduction theory, whilst Drama is perceived as carrying the dilemmas and contradictions of its marginal status. A two-by-two dichotomy is proposed which combines an analysis of Further Education milieu as potentially 'transparent' or 'op

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21

Sammut, Elvira. "Notions of justice through drama." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1239.

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This paper explores and describes the lived-experience of a group of 16-year-old girls in a drama class designed to heighten awareness of values of social justice. The students involved are experienced drama students, with a good knowledge of the theory of role-play and play-making, as well as, sound dramatic skills and techniques. The lived-experience provided the source for the research study that used film as a medium to inculcate notions of justice and equity in the classroom through self-devised drama. Phenomenological research was conducted with a group of seventeen Year II drama student

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22

Bryson, Lucy Lynn. "Drama + math = dramath." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4861.

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Arts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or teachers. The clear connection between drama and the core subjects of history and literature allow teachi

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23

Graves, Darlene Richards. "Creative Drama as an Instructional Strategy in Adult Christian Education." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1350.

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This study reviews the tenents of adult learning. Christian education and creative drama and presents the observation that there are parallel objectives in each of these three major areas. Noting that creative drama is rarely used in adult Christian education, which is primarily cognitive-based and lecture-discussion oriented, the study proposes the application of creative drama strategies to provide an alternative experiential learning process and therefore create a drama strategies to provide an alternative experiential learning process and therefore create a balance of focus between cogniti

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24

Frawley-Mangan, Anne, and res cand@acu edu au. "Drama and Religious Education: a match made in heaven." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp109.11092006.

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This thesis investigates the use of drama as a teaching tool in religious education within the context of sacramental preparation. The research is informed by educational theories which suggest that arts education and religious education both rely on aesthetic knowing to construct meaning.The theories which underpin this research claim that this form of knowing honours the students’ freedom to form their own understandings and will be achieved through critical reflection and experiential methods which engage heart, spirit and mind. Drama is one such method and therefore this thesis contends th

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25

Cabral, Beatriz Angela Vieira. "Towards a reader-oriented assessment in drama in education." Thesis, Birmingham City University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385164.

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This study has investigated the reader function in drama in education and its potential role in assessment procedures. An overview of how assessment has been approached by drama teachers and theorists in the last two decades has shown that a strong emphasis In experiencing has brought about a concomitant gap in considering the reader dimension in assessment. The claim that the focus on the reader, from the productive role of the audience to the reader stance of the actor, allows for assessing the students' actions and responses without disrupting the on-going drama, is developed alongside the

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26

Frawley-Mangan, Anne. "Drama and religious education: A match made in heaven." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/b21ae291564c4943f8416ba6256e4303aacfba65c14fe4c06bac79f08228526e/1589222/64871_Frawley_Mangan_2006_Drama_and_religious_education_1_.pdf.

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This thesis investigates the use of drama as a teaching tool in religious education within the context of sacramental preparation. The research is informed by educational theories which suggest that arts education and religious education both rely on aesthetic knowing to construct meaning.The theories which underpin this research claim that this form of knowing honours the students' freedom to form their own understandings and will be achieved through critical reflection and experiential methods which engage heart, spirit and mind. Drama is one such method and therefore this thesis contends th

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27

Hatton, Christine. "Backyards and borderlands transforming girls' learning through drama /." The author has requested that a digital copy of the thesis not be made available on public access; please contact Sydney eScholarship - ses@library.usyd.edu.au, 2004. http://hdl.handle.net/2123/5455.

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Thesis (Ph. D.)-- University of Sydney, 2005.<br>Title from title screen (viewed 30 October 2009). Includes tables and questionnaires. Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also available in print form.

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28

Güzel, Muhammet Çağrı. "DEVELOPING ORAL PROFICIENCY AND MOTIVATION THROUGH SCRIPT-BASED AND IMPROVISATIONAL DRAMA." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/611.

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Utilizing drama has long been an innovative and dynamic concept as a part of a communicative approach in English classrooms around the world. Teaching languages through drama offers many beneficial opportunities for learners. Nevertheless, traditional methods are still the widely held teaching structures across the globe, which results in an increase in the number of demotivated learners who often hate and fear to practice one of the challenging skills when learning a foreign language- speaking- as it is a productive language skill. Not only do the traditional methods bring negative emotional

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29

Fleming, Kristina A. "Promoting learning across the curriculum with creative dramatics." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Fleming_K%20MITthesis%202007.pdf.

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Chou, Shiao-Yuh. "Primary classroom teachers' integration of drama." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/1121/.

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Educators' concerns about drama as pedagogy have been expressed widely in the literature, yet research has been modest. This thesis recognises this gap. A qualitative case study was employed to carry out an in-depth inquiry into classroom teachers' employment of drama. In a belief that primary teachers have their particular needs, this study was orientated to the attempt to identify their challenges and understand their conflicts .resulting from treating drama as methodology across the curriculum. Two contextual analyses suggest that teachers who are used to practising in authoritarian and tea

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31

Khorll, Angela E. "Creating Dramatic Scene Work for Literature in a Secondary Language Arts Classroom." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/KhorllAE2008.pdf.

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32

Moss, Lynette Kaye. "Insights into drama in the early childhood setting: A rationale for the use of drama." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1388.

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This research is an investigation into the implementation of drama in early childhood education conducted in one Perth metropolitan primary school, over a three-week period. The six drama lessons were taught by the researcher/practitioner in a Pre-primary and a Year One class. These students were chosen for their limited exposure to the Drama in Education experience. The expectation was of a less conditioned response both in their conduct and expression within the drama environment. The lessons were captured on video and transcribed, then analysed utilising an ethnomethodological methodology.

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33

Anderson, Michael. "Journeys in Teacher Professional Development: Narratives of Four Drama Educators." Thesis, The University of Sydney, 2002. http://hdl.handle.net/2123/665.

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Ongoing teacher professional development is an essential part of the wellbeing of the schooling system and successful outcomes for students. In the past, teacher professional development has been used to describe an often 'top-down' method of training to meet systemic needs while taking little account of teacher's individual needs. This approach often conceptualises the teacher's life as a dichotomy with the personal and the private separated and unrelated. In contrast, teacher professional development in this study is conceptualised as a journey that includes encouraging and discouraging

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Anderson, Michael. "Journeys in Teacher Professional Development: Narratives of Four Drama Educators." University of Sydney. Policy and Practice, 2002. http://hdl.handle.net/2123/665.

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Ongoing teacher professional development is an essential part of the wellbeing of the schooling system and successful outcomes for students. In the past, teacher professional development has been used to describe an often �top-down� method of training to meet systemic needs while taking little account of teacher's individual needs. This approach often conceptualises the teacher's life as a dichotomy with the personal and the private separated and unrelated. In contrast, teacher professional development in this study is conceptualised as a journey that includes encouraging and discouraging

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35

Wellman, Jessica-Anne. "Drama, education, artistry: Australian practitioners fostering connections across cultures and disciplines in China." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2546.

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This study examines the experience of Australian drama educators working as professional development facilitators in China between 2017-2019. Limited literature exists that highlights the perspectives of professional development facilitators in this field. This thesis highlights the impact of engaging in this role on the practice of drama educators. Using an autoethnographic approach, data were collected from five individuals through semi-structured interviews. Interpretative Phenomenological Analysis (Smith, 2004) highlighted that the participants' experiences acted as critical moments that l

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Kirkner, B. Joanne. "Creative drama as a source for literacy development." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1011.

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Students achieve knowledge by different means. I find that a child allowed to learn from one's personal style finds purpose in learning and develops a desire to read. With this in mind I have designed this project to be used as a resource for teachers wanting to implement creative drama, in the classroom, as an avenue for improving reading abilities of low-progress readers.

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37

Charalambous, Chryso. "Drama/theatre education for democracy : the role of aesthetic communities." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/57066/.

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This research project focuses on the body and examines drama/theatre education as a site where politics and aesthetics can be brought together to promote democracy. Specifically, I explore the possibility of forming a way of doing within drama/theatre educational contexts that might influence a way of coming to understand - and potentially in its turn - a way of being. I am especially concerned with democracy as a living practice and I investigate whether students, through an aesthetic communicative nexus that they are encouraged to form within the drama class, and through their artistic actio

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38

Al-Bustan, Lamees Ahmed. "Social and moral education through drama : a force for change." Thesis, Goldsmiths College (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401817.

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From its organised origins, there has always been a view that drama has had an educational potential. For much of its history drama has been tied to the religious, moral and social aspects of the community in which it has been produced. This dissertation is a consideration of the educational potential of drama and theatre as a social and moral force. It will examine some contemporary educational debates and will provide a broad background of the relationship of drama to social and moral education. The dissertation will also examine the Drama in Education movement in Britain and its relationshi

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West, Tahnee. "Drama Education: Towards building peer relationships between culturally diverse adolescents." Thesis, West, Tahnee (2021) Drama Education: Towards building peer relationships between culturally diverse adolescents. Masters by Research thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/65048/.

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Drama education is increasingly understood as a useful tool to promote social change and cultural awareness. The effects of both positive and negative peer relationships have been researched within the Australian education context. Despite this, relatively little research has been conducted on the intersection of drama education and peer relationships, and even less literature exists on the topic of multicultural peer relationships in drama education—a field that is highly relational in nature. This action research project addresses the gap in the literature by exploring the following ques

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Cannon, Ashley N. "Incorporating drama across the curriculum into the intermediate elementary classroom." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1020.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Education

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Zannetou-Papacosta, Maria. "Dorothy Heathcote's use of drama for education : in search of a system." Thesis, Birmingham City University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248498.

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The excellence of the work of Dorothy Heathcote was first made known beyond the field of drama teachers by BBC television in the 1960s. Since that time, her travels abroad and the writings and teaching of others, world wide, have acknowledged her as a forceful model of the teaching of Drama in Education. Many of those who have written about her work are former students who have enjoyed the benefit of working closely with her, sharing her thoughts and observing her working with children. They have written about many aspects of her approach, comparing it with other famous practitioners such as B

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Yasar, Mustafa. "An ethnographic case study of educational drama in teacher education settings resistance, community, and power /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149082511.

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Reyes, Rose Helena 1954. "Passagens : rito e drama na escola." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254140.

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Orientador: Ana Angélica Medeiros Albano<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-27T13:17:54Z (GMT). No. of bitstreams: 1 Reyes_RoseHelena_D.pdf: 19938134 bytes, checksum: 11b97fdc7cd1bb24a5afd74a84626a53 (MD5) Previous issue date: 2014<br>Resumo: A presente pesquisa consiste no relato de uma práxis pedagógica construída ao longo de 23 anos no âmbito do Ensino Fundamental, na Escola Casa Via Magia. É um relato da história de uma experiência de ritual de passagem com as crianças do quinto ano, último ano delas na no

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Gröhn, Marie. "Drama i Förskoleklasser : Ur pedagogernas synvinkel." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12478.

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Syftet med denna studie var att skapa en förståelse om hur drama används i förskoleklass. Detta har gjorts genom att intervjua fyra pedagoger. Tre av dessa hade en förskoleexamen och en hade en fritidspedagogsexamen. Via dessa intervjuer har problemfrågeformuleringarna Vad har begreppet drama för innebörd?, Varför används drama? och Hur används drama i förskoleklass? bearbetas. De pedagoger som blev intervjuade har antingen en specialisering, utbildninge eller flera års erfarenheter av dramaämnet i bakgrunden. I undersökningen framkom det att drama är ett ämne som kan användas i allt arbete in

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Arieli, Bracha (Bari). "The integration of creative drama into science teaching." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/531.

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Flintoff, Kim. "Drama and technology: Teacher attitudes and perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/565.

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Educational systems are continuing to prioritise the importance of technology in learning. Curriculum guidelines and frameworks from across the globe insist that all learning areas find ways to utilise appropriate technologies in the teaching learning process. Drama Education is one area where the use of technology seems to be quite limited. The study seeks to determine some emerging understanding of the perceptions and attitudes held by Drama teachers about the introduction of Interactive and Information Technology (Digital Environments) into classroom Drama practice. Of particular interest t

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Kaaland-Wells, Christie. "Classroom teachers' perception and use of creative drama /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7824.

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Sun, Ping-Yun. "Drama in education the process of self-discovery and transformative learning /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3161794.

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Thesis (Ph.D.)--Indiana University, School of Education, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0078. Adviser: Mary B. McMullen. Title from dissertation home page (viewed Oct. 11, 2006).

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Ball, Steven Derrick. "Drama and the theatre in education with specific reference to personal, social and health education." Thesis, University of Manchester, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664608.

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Nelson, Bethany. "Drama and multiculturalism : power, community and change." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/45734/.

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This three phase research project, conducted with low-income students of color in an urban high school, addresses the use of process drama and playmaking as primary modes for addressing components of best practice in multicultural education, and altering the reproduction of hegemonic ideologies in schools. Further, the effects of classroom community on the learning outcomes of the project are considered. This is a qualitative study using participant observation as a primary form of data collection, followed by ethnographic interviews. Data analysis followed a primarily inductive process with a

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