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This paper describes an arts-based Action Research project in which Forum Theatre (FT) was used to explore classroom management issues with pre-service teachers. Both participants and author were engaged in inquiry: the pre-service teachers tested different management strategies, immediately experiencing the consequences of their actions; the author noted qualities of body language and emotion to which she could draw attention in future FT workshops, thus highlighting the importance of what one senses and feels when responding to difficult classroom situations.
Involving 28 grade eight students, this action research study examined strategies that lead to effective and efficient band rehearsals at the junior high level. Data was gathered concerning the proportion of instructional time spent on teaching concepts and skills, on active music making, and on classroom management. From this, and a review of the literature on best practice, new ways were designed to improved rehearsal practice. Data was then gathered to track their effectiveness and students? perceptions regarding the changes.
This study involves GrassRoots, a web-based program, designed to motivate schools to learn how to use an internet access point in the service of student growth. As consultant to the project, the author describes his task of participant recruiter, facilitator and data collector. Primarily, he examines what capacities or abilities the learners and teachers brought to the project, what conditions facilitated or detracted from their journeys, the outcomes of these journeys, and next steps of this unique form of professional development.
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