Policy Paper - Drama Improves Lisbon Key Competences in Education

Charts
Chart 1. Differences between two groups of students
in their attitudes towards their country’s
least accepted nationality / minority
Chart 2. Cross-cultural aspect of the research
Chart 3. Time aspect of the research (longitudinal
design)
Chart 4. Sample structure in a country
Chart 5. Sample structure in a country
Chart 6. The length of one occasion activities
Chart 7. Length of one session from continuous
programmes
Chart 8. Length of time that the different groups had
been working
Chart 9. The number of students participating per
educational theatre and drama activity
Chart 10. Length of time that the programme leaders
had been practising educational theatre and
drama
Chart 11. Differences between the research group
(who have participated in educational
theatre and drama activities) and the
control group (who have not) in the selfassessment
of creativity among students
who had not participated in educational
theatre and drama before.
Chart 12. Differences between the Palestinian
research group (who have participated in
educational theatre and drama activities
for three months) and the control group
(who have not) in the average grades of
students.
Chart 13. Differences between the continuous
research group (who have participated in
educational theatre and drama activities)
and the control group (who have not) in
the acceptance of the out-group (the least
accepted nationality or minority in the
Chart 14. Differences between the research group
(who have participated in educational
theatre and drama activities) and the control
group (who have not) in attitudes towards
active participation.
Chart 15. Differences between the continuous
research group (who have participated in
educational theatre and drama activities)
and the control group (who have not) in the
self-assessment of their level of dedication
to achieve something important in the
future.
Chart 16. Number of students from the continuous
research group and the control group in the
four clusters of “How do you feel at home"
at the output measurement
Chart 17. Frequency of the different types of
educational theatre and drama activities
according to independent observers; a
programme from Palestine
Chart 18. Frequency of initiations of interactions
according to independent observers; a
programme from Palestine
Chart 19. Sequence & length of work forms according
to independent observers; a programme
from Palestine
Chart 20. Frequency of the different types of
educational theatre and drama activities
according to independent observers; a
programme from the United Kingdom
Chart 21. Frequency of initiations of interactions
according to independent observers; a
programme from the United Kingdom
Chart 22. Sequence & length of work forms according
to independent observers; a programme
from the United Kingdom
REsources
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