Empowering middle school students with drama activities education, 2023

Item — Call Number: MU Thesis Hag

Identifier: b7932371

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2023

Creator

Hageman, Samantha J. (1995- ) (Author, Person)
Bobbitt, Stephanie R. (Thesis advisor, Person)
Raj, Erik X. (Thesis advisor, Person)
Romagnoli, Alex (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 113 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

In this mixed methods study, drama in education (DIE) in the form of role-playing and improvisation was investigated in middle school students to evaluate its impact on emotional regulation. During early adolescence, individuals’ social skills progress; however, isolation caused by COVID-19 restricted social interaction, thus limiting the development of these skills. There is a large body of literature on drama therapy that served as inspiration for this study. The study was conducted with fifth-graders in a 45-minute drama class once every 8 school days. This study was structured using the framework of Bronfenbrenner’s bioecological theory of human development and ecological engagement methodology (EEM), participants maintained field diaries for reflecting on their participation in drama activities to determine their impact on emotional regulation.

Keywords: drama in education (DIE), drama-based teaching, social-emotional learning (SEL), social-emotional competence (SEC), Bronfenbrenner’s bioecological theory of human development, improvisation (improv), role-playing.

Partial Contents

Abstract -- Dedication and acknowledgments -- 1. Introduction to the study -- 2. Literature review -- 3. Methodology -- 4. Results / findings -- 5. Conclusions / interpretations / recommendations -- References -- Appendices.