國立虎尾科技大學 |

Engaging Secondary Students Through Virtual Theatre Education : = A Case Study in Collaborative Community Interaction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Engaging Secondary Students Through Virtual Theatre Education :/
Reminder of title:	A Case Study in Collaborative Community Interaction.
Author:	Stanton, Betty.
Description:	1 online resource (140 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Fine arts. -
Online resource:	click for full text (PQDT)
ISBN:	9798382120263

Engaging Secondary Students Through Virtual Theatre Education : = A Case Study in Collaborative Community Interaction.
Stanton, Betty.

Engaging Secondary Students Through Virtual Theatre Education :A Case Study in Collaborative Community Interaction. - 1 online resource (140 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (Ed.D.)--Southern Nazarene University, 2024.

Includes bibliographical references

As virtual platforms for secondary education have grown, the performing arts have faced various difficulties in moving to these platforms effectively. The purpose of this qualitative case study was to explore the experiences of five secondary theatre educators transitioning to virtual teaching. This exploration included theatre educators' understandings of the importance of virtual teaching, successful approaches, and challenges to student engagement. Purposeful sampling was used to select five secondary school theatre educators in the Central Southwest who were interviewed on the subject of their lived experiences with traditional and virtual theatre education. Through the lens of Garrison et al.'s (1999) Community of Inquiry, data was collected and analyzed to determine how teaching, social, and cognitive presences impacted building community in virtual theatre instruction. Findings showed that educators were most concerned with keeping theatre in schools but faced problems with lack of training and preparation for teaching in virtual environments. Teaching theatre virtually required a reevaluation of the idea of rigor in the curriculum, and required teachers to shift their methods of theatrical production and student engagement. Researchers can use this study to further the application of CoI theory to virtual arts education, to determine best practices for virtual theatre educators, and to emphasize the importance of training and support for virtual educators.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382120263Subjects--Topical Terms:

1112523
Fine arts.
Subjects--Index Terms:

Best practicesIndex Terms--Genre/Form:

554714
Electronic books.

Engaging Secondary Students Through Virtual Theatre Education : = A Case Study in Collaborative Community Interaction.
LDR:02950ntm a22004097 4500 001 1151365
005 20241104085615.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382120263
035 $a (MiAaPQ)AAI30996914
035 $a AAI30996914
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Stanton, Betty. $3 1478119
245 1 0 $a Engaging Secondary Students Through Virtual Theatre Education : $b A Case Study in Collaborative Community Interaction.
264 0 $c 2024
300 $a 1 online resource (140 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
500 $a Advisor: Horn, Christiana;Rodgers, Shari.
502 $a Thesis (Ed.D.)--Southern Nazarene University, 2024.
504 $a Includes bibliographical references
520 $a As virtual platforms for secondary education have grown, the performing arts have faced various difficulties in moving to these platforms effectively. The purpose of this qualitative case study was to explore the experiences of five secondary theatre educators transitioning to virtual teaching. This exploration included theatre educators' understandings of the importance of virtual teaching, successful approaches, and challenges to student engagement. Purposeful sampling was used to select five secondary school theatre educators in the Central Southwest who were interviewed on the subject of their lived experiences with traditional and virtual theatre education. Through the lens of Garrison et al.'s (1999) Community of Inquiry, data was collected and analyzed to determine how teaching, social, and cognitive presences impacted building community in virtual theatre instruction. Findings showed that educators were most concerned with keeping theatre in schools but faced problems with lack of training and preparation for teaching in virtual environments. Teaching theatre virtually required a reevaluation of the idea of rigor in the curriculum, and required teachers to shift their methods of theatrical production and student engagement. Researchers can use this study to further the application of CoI theory to virtual arts education, to determine best practices for virtual theatre educators, and to emphasize the importance of training and support for virtual educators.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Fine arts. $3 1112523
650 4 $a Educational technology. $3 556755
650 4 $a Art education. $3 1179362
650 4 $a Theater. $2 swd $3 836732
653 $a Best practices
653 $a Community of inquiry
653 $a Teacher support
653 $a Theatre education
653 $a Virtual education
655 7 $a Electronic books. $2 local $3 554714
690 $a 0357
690 $a 0465
690 $a 0710
690 $a 0273
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southern Nazarene University. $b Educational Leadership Programs. $3 1470894
773 0 $t Dissertations Abstracts International $g 85-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30996914 $z click for full text (PQDT)