Αναφορές:
Adair, J. (1984). The Hawthorne effect: A reconsideration of the methodological artifact. Journal of Applied Psychology, 69(2), 334–345.
Asimidou, A., Lenakakis, A., & Tsiaras, A. (2021). The contribution of drama pedagogy in developing adolescents’ self-confidence: a case study. NJ Drama Australia Journal, 45(1), 45–58. https://doi.org/10.1080/14452294.2021.1978145
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Belet, D., & Dal, S. (2010). The use of storytelling to develop the primary school students’ critical reading skill: the primary education pre-service teachers’ opinions. Procedia Social and Behavioral Sciences, 9, 1830–1834. https://doi.org/10.1016/j.sbspro.2010.12.409
Bora, S. F. (2022). Drama pedagogy in foreign language learning: investigating the impact of theatre texts and theatre performance on L2 speaking accuracy and complexity. Research in Drama Education: The Journal of Applied Theatre and Performance, 27(4), 507–523. https://doi.org/10.1080/13569783.2021.2019578
Campbell, T., & Hlusek, M. (2015). Storytelling for fluency and flair: A performance-based approach. Reading Teacher, 69(2), 157–161. https://doi.org/10.1002/trtr.1384
Cawthon, S. W., & Dawson, K. (2009). Drama for schools: Impact of a drama-based professional development program on teacher self-efficacy and authentic instruction. Youth Theatre Journal, 23(2), 144–161. https://doi.org/10.1080/08929090903281451
Coskun, K., & Coşkun, M. (2018). Investigation Self Efficacy of Fine-Arts Teachers According to Different Variables. Mediterranean Journal of Educational Research, 12(23), 124–138. https://doi.org/10.29329/mjer.2018.138.8
Dawson, K., & Lee, B. (2018). Drama-based pedagogy: Activating learning across the curriculum. Intellect.
DeBettignies, B. H., & Goldstein, T. R. (2020). Improvisational Theater Classes Improve Self-Concept. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 451–461. https://doi.org/10.1037/aca0000260
Dutton, J., & Rushton, K. (2022). Drama pedagogy: subverting and remaking learning in the thirdspace. Australian Journal of Language and Literacy, 45(2), 159–181. https://doi.org/10.1007/S44020-022-00010-6/FIGURES/9
European Education and Culture Executive Agency: Eurydice. (2011). Teaching reading in Europe – Contexts, policies and practices. https://doi.org/https://data.europa.eu/doi/10.2797/60196
Fleming, M., Merrell, C., & Tymms, P. (2010). The impact of drama on pupils’ language, mathematics, and attitude in two primary schools. Research in Drama Education: The Journal of Applied Theatre and Performance, 9(2), 177–197. https://doi.org/10.1080/1356978042000255067
Geladari, A., & Mastrothanasis, K. (2014). The Employment of Cognitive and Metacognitive Strategies in Bilingual Pupils’ Creative Writing. In N. Lavidas, T. Alexiou, & A. M. Sougari (Eds.), Major Trends in Theoretical and Applied Linguistics (Vol. 3, pp. 97–113). Versita. https://doi.org/10.2478/9788376560915.p6
Goldstein, T. R. (2009). Psychological Perspectives on Acting. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 6–9. https://doi.org/10.1037/a0014644
Goldstein, T. R. (2024). Why Theatre Education Matters: Understanding its cognitive, social, and emotional benefits. Teachers College Press.
Goldstein, T. R., & Lerner, M. D. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental Science, 21(4). https://doi.org/10.1111/desc.12603
Goodnight, K., van Beuningen, C., & de Graaff, R. (2023). Setting the stage: designing effective professional development in improvisational drama techniques for foreign language teachers. Research in Drama Education: The Journal of Applied Theatre and Performance, 1–22. https://doi.org/10.1080/13569783.2022.2154143
Goodwin, W., & Goodwin, L. (1996). Understanding Quantitative and Qualitative Research in Early Childhood Education. Teachers College Press.
Gümüş, E., & Bellibaş, M. Ş. (2023). The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis. European Journal of Teacher Education, 46(1), 67–94. https://doi.org/10.1080/02619768.2021.1892639
Hulse, B., & Owens, A. (2019). Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13(1), 17–30. https://doi.org/10.1080/17501229.2017.1281928
Kaldi, S., & Xafakos, E. (2017). Student teachers’ school teaching practice: The relation amongst perceived self-competence, motivation and sources of support. Teaching and Teacher Education, 67, 246–258. https://doi.org/10.1016/j.tate.2017.05.019
Kladaki, M., & Mastrothanasis, K. (2022). Gender Representations in Dramatic Texts for Children and Youth. International Journal of Literature Studies, 2(2), 103–112. https://doi.org/10.32996/ijts.2022.2.2.10
Kristiawan, D., Carter, C., & Picard, M. (2023). Reframing Readers Theatre for teaching EFL: infusing values for peace and conflict prevention for teacher professional development in Indonesian Islamic schools’ settings. Research in Drama Education, 28(4), 578–596. https://doi.org/10.1080/13569783.2022.2147816
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00863
Lee, B. K., Patall, E. A., Cawthon, S. W., & Steingut, R. R. (2015). The Effect of Drama-Based Pedagogy on PreK–16 Outcomes. Review of Educational Research, 85(1), 3–49. https://doi.org/10.3102/0034654314540477
Li, R., Liu, H., Chen, Y., & Yao, M. (2022). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology, 41(1), 328–337. https://doi.org/10.1007/S12144-019-00575-5/FIGURES/2
Luo, S., Ismail, L., Ahmad, N. K. binti, & Guo, Q. (2024). Using process drama in EFL education: A systematic literature review. Heliyon, 10(11), e31936. https://doi.org/10.1016/j.heliyon.2024.e31936
Mages, W. K. (2018). Does theatre-in-education promote early childhood development?: The effect of drama on language, perspective-taking, and imagination. Early Childhood Research Quarterly, 45, 224–237. https://doi.org/10.1016/j.ecresq.2017.12.006
Magos, K., & Politi, F. (2008). The Creative Second Language Lesson: The Contribution of the Role-play Technique to the Teaching of a Second Language in Immigrant Classes. RELC Journal, 39(1), 96–112. https://doi.org/10.1177/0033688208091142
Mastrothanasis, K. (2018). Construction and psychometric evaluation of a self-report scale to assess the teachers’ efficiency beliefs in the teaching of reading. Hellenic Journal of Research in Education, 7(1), 64–80. https://doi.org/10.12681/hjre.17417
Mastrothanasis, K., Kladaki, M., & Andreadakis, N. (2022). Theatre and drama interventions to improve reading accuracy in bilingual readers. Educational Review, 39(74), 82–99.
Mastrothanasis, K., Kladaki, M., & Andreopoulou, A. (2025). The Role of Psychodrama in the Prevention of Cyberbullying: School Psychologist’s Perspective. In T. Touloupis, A. L. Sofos, & A. Vasiou (Eds.), Students’ Online Risk Behaviors: Psychoeducational Predictors, Outcomes, and Prevention (pp. 367–391). IGI Global. https://doi.org/10.4018/979-8-3693-4191-9.ch015
Mastrothanasis, K., Kladaki, M., & Andreou, A. (2023). A systematic review and meta-analysis of the Readers’ Theatre impact on the development of reading skills. International Journal of Educational Research Open, 4, 100243. https://doi.org/10.1016/j.ijedro.2023.100243
Mastrothanasis, K., Zervoudakis, K., & Kladaki, M. (2024). An application of Computational Intelligence in group formation for digital drama education. Iran Journal of Computer Science, 7(3), 551–563. https://doi.org/10.1007/s42044-024-00186-9
Mastrothanasis, K., Zervoudakis, K., Kladaki, M., & Tsafarakis, S. (2023). A bio-inspired computational classifier system for the evaluation of children’s theatrical anxiety at school. Education and Information Technologies, 28(9), 11027–11050. https://doi.org/10.1007/s10639-023-11645-4
Mastrothanasis, K., Zervoudakis, K., & Xafakos, E. (2021). Secondary special education teachers’ beliefs towards their teaching self-efficacy. Preschool and Primary Education, 9(1), 28. https://doi.org/10.12681/ppej.24646
Matharu, K., Berry, M., & Brown, S. (2022). Storytelling as a Fundamental Form of Acting. Psychology of Aesthetics, Creativity, and the Arts, 16(2), 272–289. https://doi.org/10.1037/aca0000335
McDonald, B., Goldstein, T. R., & Kanske, P. (2020). Could Acting Training Improve Social Cognition and Emotional Control? Frontiers in Human Neuroscience, 14. https://doi.org/10.3389/fnhum.2020.00348
Melville, A., & Farran, L. (2021). Language and Reading through Drama: Teachers’ Self-Efficacy. Open Journal of Modern Linguistics, 11(4), 703–709. https://doi.org/10.4236/OJML.2021.114055
Papakosta, A., Mastrothanasis, K., Andreou, A., & Blouti, I. (2020). Psychometric evaluation of recall and recognition tasks for the measurement of young spectators’ theatrical memory. Journal of Literary Education, 3, 177–199. https://doi.org/10.7203/JLE.3.14835
Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191–218. https://doi.org/10.1080/01443410601066693
Rasinski, T., Young, C., Paige, D. D., & Yildirim, K. (2023). The art and science of reading fluency and fluency instruction. In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed., pp. 388–397). Elsevier. https://doi.org/10.1016/b978-0-12-818630-5.07050-0
Rindskopf, D., & Shiyko, M. (2010). Measures of dispersion, skewness and kurtosis. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., pp. 267–273). Elsevier Ltd. https://doi.org/10.1016/B978-0-08-044894-7.01344-0
Rogers-Haverback, H., & Parault, S. J. (2011). High efficacy and the preservice reading teacher: A comparative study. Teaching and Teacher Education, 27(4), 703–711. https://doi.org/10.1016/j.tate.2010.12.001
Ruxton, G. D., & Beauchamp, G. (2008). Time for some a priori thinking about post hoc testing. Behavioral Ecology, 19(3), 690–693. https://doi.org/10.1093/BEHECO/ARN020
Sanchez, S. L., Athanases, S. Z., Cahalan, O. L., & Houk, J. G. (2023). Drama integration across subjects, grades, and learners: insights from new teachers as inquiring reflective practitioners. Arts Education Policy Review, 124(3). https://doi.org/10.1080/10632913.2022.2053920
Schmider, E., Ziegler, M., Danay, E., Beyer, L., & Bühner, M. (2010). Is It Really Robust? Reinvestigating the Robustness of ANOVA Against Violations of the Normal Distribution Assumption. Methodology. European Journal of Research Methods for the Behavioral and Social Sciences, 6(4), 147–151. https://doi.org/10.1027/1614-2241/A000016
Stanton, K., Cawthon, S., & Dawson, K. (2018). Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. Teacher Development, 22(1), 51–77. https://doi.org/10.1080/13664530.2017.1308430
Tezer, M., Kan, S. G., & Bas, C. (2019). Determination of multi-dimensional self-efficacy beliefs of prospective teachers towards creative drama activities. International Journal of Instruction, 12(1), 783–796. https://doi.org/10.29333/iji.2019.12150a
Uribe, S. N. (2019). Curriculum-Based Readers Theatre as an Approach to Literacy and Content Area Instruction for English Language Learners. Reading & Writing Quarterly, 35(3), 243–260. https://doi.org/10.1080/10573569.2018.1526726
Vygotsky, L. (1978). Mind in Society. The development of higher psychological processes. Harvard University Press.
Walker, E. M., McFadden, L. B., Tabone, C., & Finkelstein, M. (2011). Contribution of drama-based strategies. Youth Theatre Journal, 25(1), 3–15. https://doi.org/10.1080/08929092.2011.569471
Wan, F. (2020). Analyzing pre-post designs using the analysis of covariance models with and without the interaction term in a heterogeneous study population. Statistical Methods in Medical Research, 29(1), 189–204. https://doi.org/10.1177/0962280219827971
Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for Art’s Sake? The Impact of Arts Education. OECD. https://doi.org/10.1787/9789264180789-en
Winston, J. (2022). Storytelling theatre and education. In M. McAvoy & P. O’Connor (Eds.), The Routledge Companion to Drama in Education (pp. 175–184). Routledge. https://doi.org/10.4324/9781003000914-19
Young, C., Mohr, K. A. J., & Landreth, S. (2020). Improving boys’ reading comprehension with readers theatre. Journal of Research in Reading, 43(3), 347–363. https://doi.org/10.1111/1467-9817.12307
Young, C., Paige, D. D., & Rasinski, T. V. (2022). Artfully Teaching the Science of Reading. Routledge.
Young, C., & Rasinski, T. (2018). Readers Theatre: effects on word recognition automaticity and reading prosody. Journal of Research in Reading, 41(3), 475–485. https://doi.org/10.1111/1467-9817.12120
Young, C., Stokes, F., & Rasinski, T. (2017). Readers Theatre Plus Comprehension and Word Study. Reading Teacher, 71(3), 351–355. https://doi.org/10.1002/trtr.1629
Zakaria, Z., Setyosari, P., Sulton, S., & Kuswandi, D. (2019). The effect of art-based learning to improve teaching effectiveness in pre-service teachers. Journal for the Education of Gifted Young Scientists, 7(3), 531–545. https://doi.org/10.17478/JEGYS.606963
Zdep, S., & Irvine, S. (1970). A reverse Hawthorne effect in educational evaluation. Journal of School Psychology, 8(2), 89–95.
Zhang, X. (2021a). Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China. Language Teaching Research, 136216882110124. https://doi.org/10.1177/13621688211012496
Zhang, X. (2021b). Using drama-based pedagogy to support college students’ information literacy development: how do the students feel about it? Research in Drama Education: The Journal of Applied Theatre and Performance, 26(4), 582–598. https://doi.org/10.1080/13569783.2021.1899802