Drama Education Curriculum by Drama Specialist in Early Childhood Education
Although collaboration between teachers was highlighted in the official school core belief, its practice was minimal. This was attributed to insufficient communication about each one's teaching values and shared goals, and undefined responsibilities for the program between the teachers. The drama specialist's perception as an outsider of the early childhood field also did not bring her to have a strong leadership in her drama sessions. I conclude this dissertation by discussing what can contribute to a successful collaboration, including having a systematic structure for collaboration, a co-constructed curriculum, and staff development.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign