The Effect of Drama-based Pedagogies on K-12 Literacy-Related Outcomes: A Meta-Analysis of 30 Years of Research (working paper) Bridget Kiger Lee, PhD Patricia Enciso, PhD Megan Brown Author Note Bridget Kiger Lee*, Department of Teaching and Learning, The Ohio State University; Megan Brown, Department of Teaching and Learning, The Ohio State University; Patricia Enciso, Department of Teaching and Learning, The Ohio State University. *All work for this manuscript was conducted while at The Ohio State University; however, Dr. Lee is now affiliated with the University of Pittsburgh. Correspondence concerning this article should be addressed to Bridget Kiger Lee; Email:
[email protected] This project was supported in part or in whole by an award from the Research: Art Works program at the National Endowment for the Arts: Grant# 15-3800-7008. The opinions expressed in this paper are those of the author(s) and do not necessarily represent the views of the Office of Research & Analysis or the National Endowment for the Arts. The Arts Endowment does not guarantee the accuracy or completeness of the information included in this report and is not responsible for any consequence of its use. A recent national report heartily supported arts integration as an effective, innovative, and cost efficient way to address teachers’ and students’ needs; however, the report called for a better understanding of when, for whom, and what content areas are best served by arts integration methods. The effectiveness of drama-based pedagogy (DBP), a type of arts integration, has been assessed in previous meta-analyses; however, an updated meta-analysis is warranted.