Participatory research in an arts integration professional development program

Drama for Schools (DFS) is an arts integration professional development program rooted in critical pedagogy and constructivism that emphasizes partnerships between school districts and a major research university. As a part of the research initiative embedded in this professional development program...

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Published inTeacher development Vol. 16; no. 2; pp. 217 - 234
Main Authors Cawthon, Stephanie W., Dawson, Kathryn M., Judd-Glossy, Laura, Ihorn, Shasta
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.05.2012
Taylor & Francis Ltd
Subjects
Art Education
arts integration
College School Cooperation
Constructivism (Learning)
critical pedagogy
Critical Theory
Drama
Integrated Activities
Integrated Curriculum
Integration
Measures (Individuals)
Outcome Measures
Outcomes of Education
Participatory Research
Partnerships in Education
Pedagogy
Professional Development
Program Descriptions
Program Design
Program Effectiveness
School districts
Teaching Methods
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Summary:Drama for Schools (DFS) is an arts integration professional development program rooted in critical pedagogy and constructivism that emphasizes partnerships between school districts and a major research university. As a part of the research initiative embedded in this professional development program, DFS began an Arts integration Research Teacher (ART) Fellow initiative. Four teachers who had been in DFS for at least a year participated in the ART Fellow program researching the impact of drama-based instruction in their classrooms. The purpose of this article is to present findings from the ART Fellows partnership and to discuss the strengths and weaknesses of the model. Methods used in this analysis included measures of student outcomes and perspectives from both ART Fellows and DFS program staff. While findings were largely non-conclusive about the impact of arts integration on student outcomes, the ART Fellow program influenced how teachers and the DFS staff viewed participatory research as an extension of the program's critical pedagogical and constructivist philosophy. This article discusses the implications for using a teacher-as-researcher approach to professional development and strategies for improving successful implementation in a school-based context.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ObjectType-Report-2
ISSN:1366-4530
1747-5120
DOI:10.1080/13664530.2012.688678