Education Faculty Publications
Document Type
Article
Publication Date
10-19-2020
Journal Title
International Journal of Education & the Arts
ISSN
1529-8094
Volume
21
Issue
30
First Page
1
Last Page
30
DOI
http://doi.org/10.26209/ijea21n30
Abstract
A recent national report heartily supported arts integration as an effective, innovative, and cost-efficient way to address teachers’ and students’ needs; however, the report called for a better understanding of when, for whom, and what content areas are best served by arts integration methods. The effectiveness of drama-based pedagogy (DBP), a type of arts integration, has been assessed in previous meta-analyses; however, an updated meta-analysis is warranted. In the present report, we review and meta-analyze thirty years of accumulated research of the effects of drama-based pedagogies on literacy related student outcomes. The findings show a significant positive effect of DBP on achievement, attitudes, 21st century skills, drama skills, and motivation. In particular, effects are more positive when DBP is led by a classroom teacher over multiple hours of instruction. Limitations and implications are discussed.
Keywords
Pedagogy, drama
Recommended Citation
Citation: Lee, B. K., Enciso, P., & Brown, M. R. (2020). The effect of drama-based pedagogies on K-12 literacy-related outcomes: A meta-analysis of 30 years of research. International Journal of Education & the Arts, 21(30). Retrieved from http://doi.org/10.26209/ijea21n30
