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Bresler, Liora Wee, Su-Jeong 2015-09-25T19:55:21Z 2015-09-25T19:55:21Z 10000-01-01 2009 2009 Although collaboration between teachers was highlighted in the official school core belief, its practice was minimal. This was attributed to insufficient communication about each one's teaching values and shared goals, and undefined responsibilities for the program between the teachers. The drama specialist's perception as an outsider of the early childhood field also did not bring her to have a strong leadership in her drama sessions. I conclude this dissertation by discussing what can contribute to a successful collaboration, including having a systematic structure for collaboration, a co-constructed curriculum, and staff development. Made available in DSpace on 2015-09-25T19:55:21Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3363109.pdf: 9107504 bytes, checksum: ee1a213924d9ba3b148b420814f7cb3e (MD5) Previous issue date: 2009 Embargo set by: Seth Robbins for item 81388 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 190 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. http://hdl.handle.net/2142/80106 (MiAaPQ)AAI3363109 eng Theater Drama Education Curriculum by Drama Specialist in Early Childhood Education text Elementary Education Elementary Education University of Illinois at Urbana-Champaign Dissertation Ph.D.