Committee Chair

Rausch, David W.

Committee Member

O'Brien, Elizabeth R.; Crawford, Elizabeth K.; Ray, Stephen D.

Department

School of Professional Studies

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

This study evaluated the relationship between dialogic inquiry and student engagement within the context of active learning Shakespeare education. Active learning is a pedagogical framework that challenges students to experience Shakespeare’s literature by embodying the text through voice and movement. A mixed methods approach was designed to gather data from students in sixth to 12th grades, who attended a Shakespeare camp that used active learning. The experimental group had the addition of dialogic inquiry to their learning experience. Surveys, video recordings, and focus groups from both the control and experimental groups were conducted with students to investigate the dialogic inquiry approach and its relationship to engagement. The data revealed that both groups experienced significant increases in engagement, but the amount of change in behavioral, emotional, and cognitive engagement between the two groups was not significantly different. The qualitative elements of the surveys, video recordings, and focus groups helped explain elements of dialogic inquiry and active learning that students found meaningful and provided context for these findings.

Acknowledgments

Thank you to the many family, friends, professors, and colleagues who encouraged me to run this race. David W. Rausch, Beth K. Crawford, Elizabeth R. O’Brien, and Stephen D. Ray have my most profound appreciation for seeing me through the dissertation process. Melissa Powell, Jessica Hackathorne, Kim Tisdale, Labronda Champion, Kelly Lee, Sarah Wade, Anne Bridgforth, Danielle Wilkie, and Anna Robinson were incredibly helpful with the research process. You were “my band of brothers.” To all the students, parents, and coaches of Shakespeare Camp, thank you for giving me the vision for how we could share what we were learning with a wider sphere. Also, thank you to the University of Tennessee at Chattanooga for funding this research through the 2017 Provost Student Research Award; the 2018 Scholarship for Engagement in the Arts, Research, Creativity, and Humanties (SEARCH) Award; and the 2019 SEARCH Award.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

5-2020

Subject

Active learning; Constructivism (Education)

Name

Shakespeare, William, 1564-1616--Study and teaching

Keyword

active learning; constructivist; dialogic inquiry; pedagogy; Shakespeare

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xii, 161 leaves.

Language

English

Rights

https://rightsstatements.org/page/InC/1.0/?language=en

License

http://creativecommons.org/licenses/by/4.0/

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