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Educational Research: Theory & Practice

Volume 32, Issue 3, 2021

Editor: Bob Ives

ISSN: 2637-8965

Effects on Students’ Academic and Non-academic Outcomes and Student Participation in Theatre Arts: A Research Synthesis

Grant H. Goble, University of Denver
Jacklyn Van Ooyik, University of Denver
Taryn Robertson, University of San Diego
Garrett J. Roberts, University of Denver

Abstract: Research suggests theatre arts participation benefits student’s academic and non- academic outcomes. The purpose of this literature review was to identify the extent to which a relationship exists between participation in theatre arts and student outcomes for students K-12. Fourteen articles met the inclusion criteria. Results found theatre arts programs were positively related to self-beliefs, provide positive outcome experiences, foster student development, increase interpersonal and social skills, and expand theatre arts skills. The results indicate the importance of the creative process in theatre arts, which includes play production, theatre devising and theatre workshops and classes. The evidence from these findings suggest that students may benefit from the experiences of participation in a theatre arts program through the creative process and increase student outcomes through social and emotional development, enhancing self-beliefs, and increasing theatre arts skills. This informs current practice in implantation of a theatre arts program, which could include play production, theatre devising and theatre classes and workshops.

Reference: Goble, G. H.: Van Ooyik, J.; Robertson, T. & Roberts, G. J. (2021). Effects on students’ academic and non-academic outcomes and atudent participation in theatre arts: A research synthesis. Educational Research: Theory and Practice, 32(3), 1-22.

A Study of Seven Midwest States Teacher Education Programs: A Study to Determine if These Programs Include Specific Designated Courses Dealing with Child Abuse and Neglect Detection

Anthony Citrin, Peru State College
Darolyn Seay, Peru State College
Spencer Vogt, Peru State College

Abstract: It has been said that one of the greatest failures in the education system has been a long- standing problem of public and private school educators failing to recognize victims of child abuse and neglect in their classrooms (Jennings, 1989). The maltreatment of children is a prevalent problem as we know that the number of child maltreatment cases far outnumbers the cases reported, such as the 800,00 cases in 2011 (Lusk, 2014). While the 16% of cases in 2009 that were reported by educational professional may seem standard, we still see a big gap in the amount of contact teachers have with students and their reporting rates (Krase, 2013). The lack of recognition of abuse and neglect indicators can be attributed, in part, to a lack of competent training on this topic (Sinanan, 2011). Other variables such as teachers or administrators being uncomfortable with the reporting process, and or not understanding the reporting protections available can also be responsible for inadequate reporting rates, which are all variables that could be addressed with proper training. The study included Teacher Education programs in Nebraska and the six contiguous states on its borders, including public and private Universities. The methodology included viewing the current catalogues for each institution to identify required degree course work which had wording specific to child abuse and neglect. While course work descriptions do not contain all topics covered, they do outline the subjects that are a priority to the course. Education programs included Early Childhood Education, Elementary Education, Middle School Education, High School Education, Physical Education, and Special Education. If the school lacked specific course work information on child abuse and neglect, individual course descriptions were examined to see if the topic of child abuse and neglect was specified as a clear component. Examples of required coursework that were examined included Human Development, Educational Foundations, Educational Psychology or School and Community Relations. These courses were examined to determine if they contained substantial teaching components on Child Abuse and Neglect.

The catalogues were all available on the respective school websites. It was assumed that the course catalogue description would indicate the major elements of each course. It is recognized that individual course syllabi might well include content on child abuse and neglect detection.

Reference: Citrin, A., Seay, D., & Vogt, S. (2021). A study of seven Midwest states teacher education programs: A study to determine if these programs include specific designated courses dealing with child abuse and neglect detection. Educational Research: Theory and Practice, 32(3), 23-30.

Student Perceptions of a Service-Learning Course in a Rural Setting

Danae Dinkel, University of Nebraska at Omaha
Shane Warehime, Grand View University
Julia Zurek, Peru State College
Olivia Welch, Peru State College
Kelsi Leininger, Peru State College
Kaitlyn McNeil, Peru State College
John P. Rech, University of Nebraska at Omaha
Kyle Ryan, Peru State College

Abstract: The primary purpose of this study was to explore students’ perceptions of a service- learning course at a small, rural, state college. Throughout the semester-long course, the students learned about how to improve afterschool programs and childhood obesity in rural areas similar to the community that encompassed them. The class format consisted of both online discussions over articles, along with in-person meetings. Students then had the option to participate in a paid service opportunity to apply their knowledge in an after-school program; however, no students took part in this component of the class. Reasons the students could not participate in the afterschool program were discussed but most students believed participation would have been beneficial.

Reference: Dinkel, D., Warehime, S., Zurek, J., Welch, O., Leininger, K., McNeil, K., Rech, J. P., & Ryan, K. (2021). Student perceptions of a service-learning course in a rural setting. Educational Research: Theory and Practice, 32(3), 31-37.

Pre-service Teacher Reflections on Collaborative Field Experiences

C. Adrainne Thomas, Virginia State University
Carolyn Casale, Adams State University

Abstract: This qualitative research study was on a community project between a Southwestern public Teacher Education program and a local public-school district. The theoretical frame consisted of teacher reflective practices. Participants were 19 preservice teaches in their last semester before student-teaching. Data collection spanned the fall 2019 (13 participants) and spring 2020 (6 participants) semesters. This study sought to answer the following research question: How have field experiences influenced students’ perceptions of classroom management the semester before student teaching? Data was analyzed and thematically organized using NVivo qualitative research software.

Reference: Thomas, C. A., & Casale, C. (2021). Pre-service teacher reflections on collaborative field experiences. Educational Research: Theory and Practice, 32(3), 38-46.

Learning a Second Language for Arabic Speakers: Can Word Pair Directionality Make a Difference?

Bushra Aldosari, King Saud University
Christopher Was, Kent State University

Abstract: Text structure (e.g., left-to-right orientation) can bias later task performance by supporting scanning strategies on related tasks (e.g., scanning left-to-right when learning word pairs). The current study was designed to investigate how the reading habits of native Arabic speakers might affect the acquisition of English vocabulary in word lists. Forty Arabic-speaking ESL students were asked to learn two lists of Arabic-English word pairs. The experimental materials were two lists of low-frequency English words with their Arabic translations. In each of two sessions, 20 pairs of English and Arabic words were presented to the participants. The presentation order and position of the words in the list was counterbalanced across students (e.g., Arabic–English vs. English–Arabic). After attempting to learn from both lists, the participants were asked to complete an English–Arabic directional translation test. The results suggest that learning the word pairs from the Arabic–English list resulted in greater recall of English words.

Reference: Aldosari, B., & Was, C. (2021). Learning a second language for Arabic speakers: Can word pair directionality make a difference?. Educational Research: Theory and Practice, 32(3), 47-55.


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