This article examines the pedagogical potential of drama-rich processes to develop and improve oracy skills for students learning English as an additional language or dialect (EAL/D). Research was conducted through a multi-level, qualitative case study of Sydney Theatre Company and University of Sydney’s School Drama ™ program. School Drama is a co-mentoring teacher professional learning program that promotes a dual focus of developing teachers’ capacity to use drama pedagogy with literature, and improving literacy outcomes and engagement for students. The research context was an intermediate Intensive English class at a western Sydney secondary school, involving students from refugee backgrounds. Data gathering included observations, focus groups, teacher interviews, and artefact analysis. While this instance of the program presented behavioural and structural limitations, benchmarking assessment depicted a marked to moderate improvement in oracy skills. Vocabulary, imagination and creativity and confidence emerged as the most salient ways oracy was developed and improved.
The management of volunteers – What can human resources do? A review and research agenda
There is an increasing interest from scholars and practitioners in understanding how non-profit organizations can design and implement human resources (HR) practices to enhance desirable volunteer attitudes and behaviors. This paper presents a comprehensive overview of existing studies on the relationship between HR practices and volunteering outcomes. We use the ability-motivation-opportunity model as a guiding…