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  5. ArtsPraxis Volume 11, Issue 1
  6. Praxis: The Application of Teaching and Deep Learning Strategies for the DBI Education Practitioner/Researcher
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dc.contributor.authorBurton, Brenda-
dc.date.accessioned2025-04-30T17:19:50Z-
dc.date.available2025-04-30T17:19:50Z-
dc.date.issued2024-06-
dc.identifier.issn1552-5236-
dc.identifier.urihttp://hdl.handle.net/2451/75121-
dc.description.abstractThis literature review analyzes concepts about education, how we teach, and the nature of how students learn, full of applied learning theory as well as applied teaching theory. Discussions about transferring knowledge to novel situations (National Research Council, U.S., 2012) and applying those theories to instructional design (Khalil & Elkhider, 2016) create a welcomed perspective on the praxis of teaching, especially for the Drama-Based Instruction (DBI) education practitioner interested in iterative praxis improvement research. This article focuses on deep versus surface learning, applying instructional design for effective teaching, and the pursuit of depth of knowledge for competency beyond the classroom.en
dc.language.isoenen
dc.publisherNew York Universityen
dc.relation.ispartofseriesVolume 11 Issue 1;-
dc.rightsArtsPraxis is published by the NYU Steinhardt Program in Educational Theatre; author(s) retain copyright of the work though they have given irrevocable right to reproduce, transmit, distribute, make available through an archive, sell, and otherwise use the Accepted Contribution as it is published in the Journal.en
dc.subjectdeep learningen
dc.subjectdrama in educationen
dc.subjectliterature reviewen
dc.subjectresearch methodologyen
dc.subjectarts-based researchen
dc.titlePraxis: The Application of Teaching and Deep Learning Strategies for the DBI Education Practitioner/Researcheren
dc.typeArticleen
dc.identifier.DOIhttps://doi.org/10.33682/qpu6-xedn-
Appears in Collections:ArtsPraxis Volume 11, Issue 1

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