International Journal of Education & the Arts

Citation: Kilinc S., Marley, S. C., Kelley, M.F., & Millinger, J. (2023). A quasi-experimental examination of drama frames: A teacher professional development program targeting student reading achievement. International Journal of Education & the Arts, 24(1). http://doi.org/10.26209/ijea24n1

This study examined a professional development (PD) intervention that provided kindergarten-through third-grade teachers with drama-based pedagogy to improve student reading achievement. The PD consisted of collaboration between teaching artists and teachers to integrate drama into English language arts instruction for a school year. Twenty-six classroom teachers and their 815 kindergarten, first-, second-, and third-grade students participated in this quasi-experimental study. Student reading achievement was measured with the Measures of Academic Progress (MAP) in the fall, winter, and spring. With the exception of first-grade students, results indicated statistically significant student growth in favor of the experimental group relative to a business-as-usual comparison group. Implications in terms of embodied theories of cognition and classroom practice are discussed.