Policy Paper - Drama Improves Lisbon Key Competences in Education

D.5. Abbreviations used
D.6. Tables and charts
REsources
C
CMP
Consilium
DG EAC
DICE
DIE
DP
EACEA
EC
ECTS
EP
ER
EU
FP7
LLL
N
OECD
OMC
p
PIRLS
PISA
PP
r
R
SALTO
Std. dev.
TIE
TIMSS
UNESCO
WAAE
Control group
Comenius Multilateral Project
Council of the European Union (not to be mistaken with the European Council)
Directorate General Education and Culture
Drama Improves Lisbon Key Competences in Education
Drama in Education
Documented Practice (part of the DICE Education Resource)
The Education, Audiovisual and Culture Executive Agency
European Commission (not to be mistaken with the European Council)
European Credit Transfer System
European Parliament
Educational Resource (an output document of DICE)
European Union
Seventh Framework Programme (an EU framework programme to support cooperation
in the field of research)
Lifelong Learning Programme (an EU framework programme to support cooperation
in the field of education and training)
The common symbol for a variable quantity (how many elements are in the
sample)
Organisation for Economic Co-operation and Development
Open Method of Coordination
See significance in Appendix D.3.
Progress in International Reading Literacy Study
Programme for International Student Assessment
Policy Paper (this output document of DICE)
See correlation in Appendix D.3.
Research group
Support and Advanced Learning and Training Opportunities Within the European
Youth Programme
Standard deviation
Theatre in Education
Trends in International Mathematics and Science Study
United Nations Educational, Scientific and Cultural Organization
World Alliance for Arts and Education
Tables
Table 1. Students who regularly participate in
educational theatre and drama activities
compared with those who do not, according
to key competence “Communication in the
mother tongue”
Table 2. Students who regularly participate in
educational theatre and drama activities
compared with those who do not, according
to key competence “Learning to learn”
Table 3. Students who regularly participate in
educational theatre and drama activities
compared with those who do not, according
to key competence “Interpersonal,
intercultural and social competences and
civic competence”
Table 4. Students who regularly participate in
educational theatre and drama activities
compared with those who do not, according
to key competence “Entrepreneurship”
Table 5.. Students who regularly participate in
educational theatre and drama activities
compared with those who do not, according
to key competence “Cultural expression”
Table 6. Comparison of daily activities of students
who regularly participate in educational
theatre and drama programmes and
students who do not
Table 7. Students who regularly participate in
educational theatre and drama activities
compared with those who do not, according
to the assessment of their teachers on five
key competences
Table 8. Input/output differences between the
research group (who have participated in
educational theatre and drama activities)
and the control group (who have not),
according to the assessment of their
teachers on five key competences
Table 9. Observation clusters
Table 10. Characteristics of previous research results
vs. drama descriptions analysis in DICE
Table 11. Themes common in all drama descriptions
Table 12. The appearance of the main topics (see
above) by countries (X: the topic appeared,
it does not refer to the frequency of
appearance)
Table 13. Specific examples of main aims, focuses
and methods of educational theatre and
drama work by country (based on the
submitted drama descriptions)
Table 14. Main aims appearing in nearly all drama
descriptions - and the characteristics of
children as described by educational theatre
and drama practitioners themselves
Table 15. Drama description clusters
Table 16. Teacher assessment clusters
Table 17. Factors that prognosticate a more effective
educational theatre and drama programme
Table 18.The description of the competence
“Entrepreneurship”
Table 19. Summary of the results of the qualitative
research on competence “Entrepreneurship”
Table 20. Examples of supportive factors / obstructive
factors by country
Table 21. Prestige of theatre and drama educators
and of educational theatre and drama in
society
Table 22. Recommendations for education,
municipalities and EU policies in supporting
the development of educational theatre
and drama, and the frequency of their
appearance in the experts’ survey
resources
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