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Teaching Dance During a Pandemic : = Qualitative Participatory Action Research.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teaching Dance During a Pandemic :/
Reminder of title:	Qualitative Participatory Action Research.
Author:	Collins, Shawneeka M.
Description:	1 online resource (152 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Dance. -
Online resource:	click for full text (PQDT)
ISBN:	9798381977134

Teaching Dance During a Pandemic : = Qualitative Participatory Action Research.
Collins, Shawneeka M.

Teaching Dance During a Pandemic :Qualitative Participatory Action Research. - 1 online resource (152 pages)

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

Thesis (Ed.D.)--University of Phoenix, 2024.

Includes bibliographical references

The problem presented in the research was to investigate the impact COVID-19 had on teaching dance in public education, and how said impact influenced teaching. The purpose of the research was to provide insight on how teaching and learning dance changed in public education to stakeholders and educational leaders for consideration when creating professional learning opportunities. The research questions involved in the study were designed to convey the thoughts of dance educators about the pandemic and how their teaching strategies have been modified to accommodate the students as they returned from quarantine either face-to-face or in a concurrent modality. Using qualitative participatory action research as the method and design, the research yielded four themes that described how teachers viewed the stressors associated with teaching online, the ways in which teachers promoted positive relationships with students, and how the teachers used dance to bring awareness to student voice and choice. With a total population of 25 dance educators, nine chose to participate in the study. Using interviews as the primary data collection tool, in-vivo analysis was used to truncate the data. The conclusions of the research showed that teachers not only had a difficult time teaching dance online, but they were also unsupported by their administration and the community. Allowing dance teachers to be involved in the development of quality professional learning by using the information from this research can further the efforts of dance educators as they strive to continue molding the next generation of dance artists.

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

Mode of access: World Wide Web

ISBN: 9798381977134Subjects--Topical Terms:

556850
Dance.
Subjects--Index Terms:

Face-to-faceIndex Terms--Genre/Form:

554714
Electronic books.

Teaching Dance During a Pandemic : = Qualitative Participatory Action Research.
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500 $a Advisor: Akojie, Patricia.
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504 $a Includes bibliographical references
520 $a The problem presented in the research was to investigate the impact COVID-19 had on teaching dance in public education, and how said impact influenced teaching. The purpose of the research was to provide insight on how teaching and learning dance changed in public education to stakeholders and educational leaders for consideration when creating professional learning opportunities. The research questions involved in the study were designed to convey the thoughts of dance educators about the pandemic and how their teaching strategies have been modified to accommodate the students as they returned from quarantine either face-to-face or in a concurrent modality. Using qualitative participatory action research as the method and design, the research yielded four themes that described how teachers viewed the stressors associated with teaching online, the ways in which teachers promoted positive relationships with students, and how the teachers used dance to bring awareness to student voice and choice. With a total population of 25 dance educators, nine chose to participate in the study. Using interviews as the primary data collection tool, in-vivo analysis was used to truncate the data. The conclusions of the research showed that teachers not only had a difficult time teaching dance online, but they were also unsupported by their administration and the community. Allowing dance teachers to be involved in the development of quality professional learning by using the information from this research can further the efforts of dance educators as they strive to continue molding the next generation of dance artists.
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