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Riggs, N., Greenberg, M., Kushe, C., & Pentz, M. (2006). The Mediational Role of Neurocognition in the Behavioral Outcomes of a Social-Emotional Prevention Program in Elementary School Students: Effects of the Paths Curriculum. Prevention Science, 7, 91-102.
https://doi.org/10.1007/s11121-005-0022-1

has been cited by the following article:

• TITLE: Language and Reading through Drama: Teachers’ Self-Efficacy

  AUTHORS: Amanda Melville, Lama Farran

  KEYWORDS: Drama, Language, Reading, Preschool Children, Preservice Teachers

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.11 No.4, August 31, 2021

  ABSTRACT: This pilot study examined the effect of drama exposure on preservice teachers’ self-efficacy beliefs regarding the language and reading development of their preschool students. Preservice teachers completed a survey before and after they participated in drama workshops. Results revealed statistically significant differences in pre- to post-ratings of teacher self-efficacy beliefs and attitudes regarding teaching language and reading skills, pointing to the potential impact of drama integration on teacher beliefs, which likely shape future instructional practices.