Learning Reading Through Creative Drama
What happens to students' reading comprehension skills when they learn through creative drama?
Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
| Author: | Feriha Ramadan | ISBN: | 9783656088950 |
| Publisher: | GRIN Verlag | Publication: | December 22, 2011 |
| Imprint: | GRIN Verlag | Language: | English |
| Author: | Feriha Ramadan |
| ISBN: | 9783656088950 |
| Publisher: | GRIN Verlag |
| Publication: | December 22, 2011 |
| Imprint: | GRIN Verlag |
| Language: | English |
Research Paper (postgraduate) from the year 2009 in the subject Education - Reading Instruction, , course: Research Methods , language: English, abstract: The aim of this study was to discover what happens to students' reading comprehension skills in high school when they use creative drama rather than traditional methods. The researcher combined creative drama with reading through different activities. The students who were assessed were Turkish mother-tongue speakers. Two classes from the same year received instruction in the differing methods over a three week period. Data were collected and the pre to post changes were compared using a two tailed independent sample t-test. The researcher's hypothesis was null and this hypothesis was rejected. The results of the study suggested that there was a significant difference between teaching readings through drama over traditional methods.
Feriha Ramadan has more than 15 years of progressively responsible international experience. Among her significant positions, Feriha served as an IB CAS Coordinator. As a member of the school leadership team, she worked closely with curriculum leaders, key stage coordinators and college counselors. Quality assurance of teaching and learning, providing pedagogical leadership and promoting the IB ethos were critical elements of her role. She holds MEd in International Education from Endicott College in Beverly, USA and MA in Special and Inclusive Education joined degree offered by Roehampton University in London, Oslo University in Norway and Charles University in Prague, Czech Republic. Being part of the Erasmus Mundus Special and Inclusive Education Programme, Ramadan had an opportunity to explore, analyse and critically evaluate the effects of globalization in the conceptualization of 'special needs' and 'inclusion' in development of policies and practices across contexts. Ramadan is a member of the accreditation team of Council of International Schools (CIS) and New England Association of Schools and Colleges (NEASC) and Co-founder & Vice President of BEYAZAY, Macedonia NGO for Persons with Disabilities
Research Paper (postgraduate) from the year 2009 in the subject Education - Reading Instruction, , course: Research Methods , language: English, abstract: The aim of this study was to discover what happens to students' reading comprehension skills in high school when they use creative drama rather than traditional methods. The researcher combined creative drama with reading through different activities. The students who were assessed were Turkish mother-tongue speakers. Two classes from the same year received instruction in the differing methods over a three week period. Data were collected and the pre to post changes were compared using a two tailed independent sample t-test. The researcher's hypothesis was null and this hypothesis was rejected. The results of the study suggested that there was a significant difference between teaching readings through drama over traditional methods.
Feriha Ramadan has more than 15 years of progressively responsible international experience. Among her significant positions, Feriha served as an IB CAS Coordinator. As a member of the school leadership team, she worked closely with curriculum leaders, key stage coordinators and college counselors. Quality assurance of teaching and learning, providing pedagogical leadership and promoting the IB ethos were critical elements of her role. She holds MEd in International Education from Endicott College in Beverly, USA and MA in Special and Inclusive Education joined degree offered by Roehampton University in London, Oslo University in Norway and Charles University in Prague, Czech Republic. Being part of the Erasmus Mundus Special and Inclusive Education Programme, Ramadan had an opportunity to explore, analyse and critically evaluate the effects of globalization in the conceptualization of 'special needs' and 'inclusion' in development of policies and practices across contexts. Ramadan is a member of the accreditation team of Council of International Schools (CIS) and New England Association of Schools and Colleges (NEASC) and Co-founder & Vice President of BEYAZAY, Macedonia NGO for Persons with Disabilities
