{'fraction_non_alphanumeric': 0.033910034602076124, 'fraction_numerical': 0.007612456747404845, 'mean_word_length': 4.830645161290323, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Revisioning Visions: Narrative Case Studies of Classroom Teachers’ Changing Views of Drama

For two years, I studied three teachers using drama as a tool for teaching and learning in their classrooms. The K-3 (K-5 in the second year of the study) school, McDowell Elementary (all names are pseudonyms to preserve anonymity) belonged to a large urban district in a major Southeastern city whose population was 74% African American, 15% Caucasian, 10% Asian, and 1% Latino. Over 80% of the students qualified for the federal free-or-reduced lunch program. The drama program was fully funded by an area church with support from a local children's theatre, as part of a philanthropic program "to enrich the lives o f . . . inner-city children both academically and artistically." The three focus teachers, Geri (kindergarten), Janine (third grade), and Lane (first grade), willingly collaborated with me as I taught with them and reflected on our collaborations. The school, Geri and Lane, as well as many children and colleagues were familiar to me as I had been the drama specialist at McDowell two years earlier. The larger research study on which this article draws is a narrative case study using ethnomethodological and phenomenological methods. Each case shared here tells a unique story; collectively they represent a significant range of teacher perceptions and interpretations of classroom drama that I saw over the two years of the study.