<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Koukounaras-Liagkis, Marios</style></author><author><style face="normal" font="default" size="100%">Potamousi, Iro</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Koukounaras-Liagkis, M.</style></author><author><style face="normal" font="default" size="100%">Giannouli, B.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">The Most Significant Change Technique Research on the Evaluation of Theatre in Education Programmes</style></title><secondary-title><style face="normal" font="default" size="100%">Θέατρο &amp; παραστατικές τέχνες στην εκπαίδευση: Ουτοπία ή αναγκαιότητα; Theatre/Drama and Performing Arts in Education: Utopia or Necessity?</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2019</style></year></dates><publisher><style face="normal" font="default" size="100%">Hellenic Theatre/Drama Education Network</style></publisher><pub-location><style face="normal" font="default" size="100%">Αθήνα</style></pub-location><pages><style face="normal" font="default" size="100%">290-295</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this paper is to present and suggest the Most Significant Change as an&lt;br&gt;effective evaluation methodology of Theatre in Education (TiE) programmes. It is a&lt;br&gt;given that TiE, as other forms of performative and participatory educational projects,&lt;br&gt;is hard to be assessed and evaluated. It becomes harder due to the lack of adequate&lt;br&gt;research in the field and thus the lack of initiatives, data and experience. This paper&lt;br&gt;presents the “Most Significant Change” (Davies &amp;amp; Dart, 2005) evaluation method as&lt;br&gt;adjusted by the researchers, which was implemented after the TiE programme “Ston&lt;br&gt;Kosmo tou” (In his world) funded by the Aikaterini Laskaridis Foundation. This is&lt;br&gt;the first presentation and analysis of a wider study that took place during the school&lt;br&gt;year 2017-2018, where 38 schools, 2185 students and 58 teachers were researched&lt;br&gt;after the application of the programme. This paper argues that narratives and stories&lt;br&gt;may well serve as an internal process of evaluation of TiE and other educational&lt;br&gt;participatory programmes. It attempts to suggest specific steps of using a well-known&lt;br&gt;evaluation tool and launch a new approach on the evaluation and assessment of such educational interventions.</style></abstract></record></records></xml>