Reports the processes and results of an evaluation of the Theatre Artists-in-Schools Program of a large school district. Surveys principals, curriculum specialists, teachers, students, theater artists, and parents. Finds that the theater program was perceived as adding to the curriculum, to positive attitudes, and to student achievement in general…

Notes that the data for this study come from a focused inquiry into the hopes and fears of seven university theatre students who anticipated becoming teachers. Concludes that as they explored their past and present experiences, and their future positions as teachers, self-reclamation was at the heart of their stories. (SG)

Lists 29 research projects in progress within the field of theater, drama, and education. Provides the researcher's name, research title, school/organization affiliation, type of research, and estimated date of completion. (MM)

Describes a case study of a high school theater teacher who left teaching as a result of teacher burnout. Defines burnout, describes the teacher's brief career along with factors that she found stressful, and discusses implication for educational practice. (SR)

Reports results of a 7-year study of drama/theater for children, conducted by Arizona State University, with 30 participants progressing from kindergarten to sixth grade. Finds, as children aged, a shift from story to character in postperformance discussion of theater events; a subtle increase of evaluative responses; and that girls were more…

Argues that artists, educators, and researchers who love theater, children, and theater for children can help to secure a prominent place for theater and the other arts in the futures of children by engaging in arts-based educational research that is story-based, compelling, persuasive, and artful and that aims at a wide audience of fellow…

Surveys elementary and secondary teachers who are members of the American Alliance for Theater and Education on their efforts to highlight the experiences of specific ethnic groups through theatre productions and their use of classroom drama. Discusses this multiethnic infusion in terms of teacher actions, teacher goals, teacher concerns,…

Shows that, because the school administration did not recognize the need for team building, a group of four magnet theater teachers did not form an effective group. Discusses how unresolved task, procedural, and interpersonal conflicts, and a lack of confidence in themselves as theater professionals also prevented the formation of an effective…

Presents a bibliography of seven items (research studies, discussions, and descriptions of programs) from the ERIC database which explore, from various angles, how television affects the ways children see and relate to drama. (SR)

Relates how the Jesuits made the performance of plays integral to the curriculum of their schools. Reveals Jesuit rationales: (1) theater permitted them to accomplish their mission of propagating the faith; (2) public performances served as excellent publicity for their schools; and (3) theater could educate students who participated as no other…

Summarizes drama education research presented at the 1989 International Drama Education Research Symposium in Toronto, Canada. Explores the scope and breadth of current international research and inquiry in the field. (SR)

Profiles how and why a White, upper-middle-class teacher who was trained in aspects of play production and theater education changed her conception of educational drama as she worked in an inner-city magnet school with impoverished, inner-city Hispanic youth. Discusses culture shock, cross-cultural functioning, and survival in terms of ethos, gang…