Narrative Inquiry and Text (2001)

Page Contents

A      B      C      D      E      F      G      H      J      K      L      M      N      O      P      R      S      T      V      W      Y      Z

A

Arata, L. O. (1991). Hispanic Cultural Theme Studies for Elementary Schools., 91p. These materials provide narratives about selected topics of cultural importance in the Hispanic world from the pre-Columbian past until after the Spanish conquest. The materials are designed for enrichment of current programs, and can be used in a variety of areas by elementary school teachers. The topics are treated in a story format so that history appears like an adventure with a certain logic that the students can uncover and form opinions about. Each narrative is followed by suggestions for further exploration and a bibliography to help teachers to obtain additional materials for more in-depth coverage. Sixteen theme studies are included: (1) Babel Bookstore; (2) At Sea; (3) The Desert; (4) The Lost Treasure of El Dorado; (5) Real Treasures; (6) Geographies; (7) Maps; (8) Lost Continents; (9) Numbers; (10) Quetzal; (11) The Maya; (12) Popol Vuh; (13) Columbus; (14) Hernan Cortes; (15) The Way to Quezaltenango; and (16) Waiting for Viracocha. (DB) ED350194

Arneson, P., & Arnett, R. C. (1998). The "Praxis" of Narrative Assessment: Communication Competence in an Information Age. Paper presented at the Journal of the Association for Communication Administration (JACA), 27, 1, 44-58 Jan. States that instruments currently used to assess communication competence reveal the prevalence of social scientific approaches to assessing competence. Suggests addressing communication competence from a perspective outside the behavioral orientation to communication. Contends that shifting the perspective to a narrative approach to interaction management can augment understanding of communication assessment issues. (PA) EJ560816

Arroyo, F. (1998). Life Writing: Finding Whole Narratives in Poetry and Composition., Paper presented at the Annual Meeting of the Conference on College Composition and Communication (49th, Chicago, IL, April 1-4, 1998). By looking at narratively-rich poems both as individual poems and as part of much broader social narratives, students become extremely excited, and their papers become far more complex in exploring gender, ethnicity, and social class. An instructor tries to help students enter into the life of the poems, to enter into a conversation the poet has begun. The ability to talk and listen to each other, to know how to tell a story and to listen to the stories of others is becoming more and more an essential part of literacy in people's daily lives. The instructor has students translate a poem literally into a text of prose so they compare their lives to the lives inside the text and embrace the life and story inside. He stresses a more process-based pedagogy instead of a more formal one, and it has become clear to him that this pedagogical practice helps students understand issues surrounding literature, literacy, and diversity. (SC) ED430224

B

Badzinski, D. M. (1991). Vocal Cues and Children's Mental Representations of Narratives: Effects of Incongruent Cues on Story Comprehension. Paper presented at the Western Journal of Speech Communication, 55, 2, 198-214 Spr. Investigates the influence of vocal intonation on five- and seven-year-old children's processing of explicit and implicit text concepts. Assesses comprehension of narratives through cued recall, recognition, and free recall tasks. Concludes that young children assign more weight to vocal information in making assessments of story outcome than do older children. (RDS) EJ428396

Baldwin, C. (1997). Family Systems and the Single Client. Paper presented at the Family Journal: Counseling and Therapy for Couples and Families, 5, 3, 254-56 Jul. Describes how a counselor used a combination of systemic family counseling techniques with a divorced middle-aged male client. The counselor states that it proved to be an efficient and honoring combination that helped the client move differently, with more freedom and self-assurance, toward his goals. (MKA) EJ571554

Bannister, L. (Apr 1993). Three Women Revise: What Morrison, Oates, and Tan Can Teach Our Students about Revision., 18pp. Paper presented at the Annual Meeting of the Conference on College Composition and Communication (44th, San Diego, CA, March 31-April 3, 1993). In the act of revision a writer seeks what Joyce Carol Oates calls "points of invisibility": things not in the text that should be and things in the text that should not be. Composing process research on revision has articulated several aspects of the revising process, but study of creative writers' composing habits remains an under-utilized source of advice for student writers. Toni Morrison, Amy Tan and Oates, three writers whose revision stories are particularly convincing, speak of writing and writing practice in ways that composition theorists typically refer to as feminine. All three mention questions and answers, dialog, and connection as a means to discover what they want to say. So heavily do Morrison, Oates, and Tan rely on the dialogic exchange among text, character and reader, that they would perhaps be unable to write without it. The body of feminist theory that points at dialog, "connected knowing," and interrelationship as distinctly female ways of knowing reflects these writers' composing processes and also suggests a model of revision that creates opportunities for student writers to converse with their writing. This conversation-based heuristic asks a writer to read her text as dialog, to conflate writing, reading, and speaking, so that the text becomes newly visible and therefore changeable. Such a heuristic can be applied to a text as a whole, to the characters or ideas that live in that text, or to the text's intended audience. (A sample conversation-based heuristic handout is attached. (Contains 30 references.) (SAM) ED355542

Barone, T. E. (1992). A Narrative of Enhanced Professionalism: Educational Researchers and Popular Storybooks about Schoolpeople. Paper presented at the Educational Researcher, 21, 8, 15-24 Nov. Discusses three narratives about the history, status, and future of educational researchers. The prevailing collective self-portrait portraying researchers as social scientists with autonomy is contrasted with views of limited autonomy and the author's narrative of enhanced professionalism through research texts about people in the schools. (SLD) EJ464897

Becker, R. R. (1999). Reader Response: Students Develop Text Understanding. Paper presented at the Reading Horizons, 40, 2, 103-26. Examines four fifth-grade students' stances and their responses to a narrative text in three classroom activitiesa peer-led discussion group, a story map activity, and written responses. Investigates issues regarding the accessibility of shifts in stance for the students. Calls into question L. Rosenblatt's construct of the aesthetic-efferent continuum. (SC) EJ601135

Behar-Horenstein, L. S., & Morgan, R. R. (1995). Narrative Research, Teaching, and Teacher Thinking: Perspectives and Possibilities.

Bliss, L. S., McCabe, A., & Miranda, A. E. (1998). Narrative Assessment Profile: Discourse Analysis for School-Age Children. Paper presented at the Journal of Communication Disorders, 31, 4, 347-63 Jul-Aug. Describes the Narrative Assessment Profile, a comprehensive discourse- analysis measure for evaluating topic maintenance, event sequencing, explicitness, referencing, conjunctive cohesion, and fluency. Clinical implications for the assessment and intervention of narrative discourse in school-age children are discussed. (Author/DB) EJ593121

Blyler, N. R. (1995). Pedagogy and Social Action: A Role for Narrative in Professional Communication. Paper presented at the Journal of Business and Technical Communication, 9, 3 p289-320 Jul. Posits that narrative can provide a basis for a pedagogy of social actionone that enables students to understand the workings of power and cultural reproduction in professional settings and that fosters reflection, critique, and dialogue. Reviews narrative theory that supports this claim. Concludes by discussing the concerns about and the possibilities for such a pedagogy. (PA) EJ506412

Bochner, A. P. (April 2001). Narrative's Virtues. Qualitative Inquiry, 7(2), 131-157(127). Reacting to the charge that personal narratives, especially illness narratives, constitute a "blind alley" that misconstrues the essential nature of narrative by substituting a therapeutic for a sociological view of the person, this article speaks back to critics who regard narratives of suffering as privileged, romantic, and/or hyperauthentic. The author argues that this critique of personal narrative rests on an idealized and discredited theory of inquiry, a monolithic conception of ethnographic inquiry, a distinctly masculine characterization of sociology, and a veiled resistance to the moral, political, existential, and therapeutic goals of this work. Layering his responses to the critique with brief personal stories regarding the suppressed emotionality that motivates academics to oppose innovations, the author examines his own motives as well as those of the critics, concluding that multiplicity is easier to pronounce than to live and urging a commitment to a social science that can accommodate diverse desires.

Bolt, D., & Ackerman, T. (Apr 1994). An Examination of the Influence of Expository and Narrative Passages on the Dimensionality of the IGAP Reading Test., 30pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). For related documents, see TM 021 976-977. The 1993 Illinois Goal Assessment Program (IGAP) Reading Tests measured reading comprehension using both narrative and expository reading passages. Noticeable differences in mean scaled scores occurred depending on whether the 1993 results were equated back to the 1992 narrative test or the 1993 expository test (Hsu and Ackerman, 1994). In an attempt to explain these disparate results, this investigation examines whether combining the two types of passages on a reading test induces multidimensionality. The tests were administered to all Illinois students in grades 3, 6, 8, and 10, and tests from nearly 5,000 examinees were used in the analysis. Results from a principal components factor analysis, a statistical test of dimensionality, and multidimensional item-response theory suggest that items based on the narrative and expository passages measure distinct, yet highly correlated, dimensions. Four figures and five tables present study findings. (Contains 14 references.) (Author/SLD) ED373086

Bornens, M.-T. (1990). Problems Brought about by "Reading" a Sequence of Pictures. Paper presented at the Journal of Experimental Child Psychology, 49, 2, 189-226 Apr. A study investigated 4 problems of children between 3 and 7.5 years of age: difficulty in seeing the same character in different representations; the process of linking several pictures into 1 story; the correlation between the temporal order and spatial disposition of pictures; and the tendency to consider the setting of pictures as a puzzle to be solved. (RH) EJ410763

Brown, A. D. (January 2000). Making Sense of Inquiry Sensemaking. Journal of Management Studies, 37(1), -(32). This paper presents a discourse analysis of a report of a tribunal of inquiry in order to further our understanding of inquiry team sensemaking. The subject of the paper is the report of the Allitt Inquiry into attacks on children on Ward 4 at Grantham and Kesteven Hospital in the UK. Premised on an understanding of the report as an exercise in sensemaking, and sensemaking as a narrative process, the paper illustrates how authorial strategies centred on issues of normalization, observation and absolution are employed to create a rhetorical and verisimilitudinous artefact. This, it is argued, is accomplished as part of a more general strategy of depoliticizing the disaster event, legitimating social institutions (especially those connected with the medical profession), ameliorating anxieties by elaborating fantasies of omnipotence and control, and thenceforth acting as a sensitizing narrative archetype.

Brown, G., & Dunn, K. (2000). Finding Details, Main Ideas, & Good Sources: How Information Literate Are NZ Students?, Power Point Slides presented at the International Reading Association World Congress on Reading (18th, Auckland, New Zealand, July 11-14, 2000). Page Length: 66. Designed to be used with the New Zealand curriculum framework, this slide presentation defines "information literacy," gives an information literacy overview, proposes 10 questions that students need to ask themselves, and provides student educational objectives for information skills. The report presents an essential skills assessment formula for primary (years 5 and 6), intermediate (years 7 and 8), and secondary (years 9 and 10) grade. It offers examples of definitions and discusses persuasive language and positive, negative, and neutral writing for intermediate and secondary grades, as well as ambiguity for secondary grades. It then focuses on evaluating information in text and finding information in prose text for intermediate and secondary levels. Contains 13 references. (NKA) ED447449

Brown, J. (Nov 1993). Stanislavski in the Literature Classroom: Reading Drama from an Actor's Perspective., 24pp. Paper presented at the Annual Meeting of the National Council of Teachers of English (83rd, Pittsburgh, PA, November 17-22, 1993). Literature students can benefit by reading drama from an actor's perspective, using selected principles taken from Constantin Stanislavski's approach to acting commonly known as "the method." Susan Glaspell's one-act play "Trifles" accommodates itself well to Stanislavski's approach, which is based upon a play's "super-objective" or theme. Closely related to the super-objective is the "through-line," the primary objective or "spine" of each character that carries him or her towards a basic goal. Discussing super-objectives, through-lines, and labeling key incidents in the play, students can explore the significance of each incident and position the characters in relationship to the events. Such an exercise can also provide opportunities for students to revise their earlier reading of the text. Students can also discuss stage directions to help readers visualize the actions that the subtext had shaped. Stanislavski's "magic if" (what would the actor as the character do if...?) led students to demonstrate (in writing assignments) keen insights into the characters' motivations and their attitudes towards both themselves and others. Stanislavski's approach, helping readers to account for a playtext's central interest and the complexities of its characters, coaxes "what is not there" from the reader's imagination. (Contains 14 references.) (RS) ED364913

Brunner, C. C. (February 2000). Unsettled Moments in Settled Discourse: Women Superintendents' Experiences of Inequality. Educational Administration Quarterly, 36(1), 76-116(141). In this article, the discourse of 12 women superintendents is examined with the expressed aim of determining if patterns in their talk about their superintendency experiences contain events or episodes of inequality. The study's examination is guided by an adaptation of Swindler's theory of "settled" and "unsettled" social periods. Qualitative inquiry and analysis methods are used to identify emerging themes or topics of talk. Five topics of talk emerge from the narrative data: power, silence, style, responsibility, and people. Each of these topics is examined for settled and unsettled properties and further analyzed using the lenses of Chase and Bell's identified strategies to discover how the women treat their experiences of inequality in their discourse.

Bryant, J. M. (1 September 2000). On sources and narratives in historical social science: a realist critique of positivist and postmodernist epistemologies. British Journal of Sociology, 51(3), 489-523(435). Critics of the interdisciplinary enterprise of historical sociology commonly contend that the narrational accounts of past social phenomena provided by historians are inadequate to the task of theory-building and testing. In support of this negative assessment, opponents will adduce informational deficiencies in the available data (the standard positivist appraisal of historical evidence), or cite the interpretive anarchy that seemingly prevails at the narrative phase of emplotment (the skeptical, postmodernist contention that historiographic texts 'construct' rather than veridically represent the events they artfully contrive to signify). Both of these lines of criticism are unbalanced, and therefore seriously misleading as regards the epistemic foundations of historical-sociological inquiry. The 'social authenticity' and 'informational density' of historical evidence does allow for veridical reconstructions of the past, while the reflexive interpretive protocols of source criticism and the sociology of knowledge can be deployed to provide warrant for discriminating arbitrations between competing theories and narratives. The various epistemological deformations in the study of human affairs that have been encouraged by the old idiographic-nomothetic polarity - chronic ahistoricism within the social sciences, the atheoretical predilections of much conventional historiography - are rectifiable through the consolidation of a fully integrated sociological history, a unified and inclusive historical social science.

Bukowiecki, E. M., & McMackin, M. C. (1999). Young Children and Narrative Texts: A School-Based Inquiry Project. Paper presented at the Reading Improvement, 36, 4, 157-66 Win. Describes a study of the effect of direct story grammar instruction for first graders. Finds that (1) young children benefit from simple story structures that focus on beginning, middle and end; and (2) this structure may provide young children with a foundation for developing an understanding of the elements of story grammar. (NH) EJ598965

Bukowiecki, E., & McMackin, M. (1999). Young Children and Narrative Tests: A School-Based Inquiry Project. Reading improvement, 36(4), 157.

Bullock, C. J. (1990). Changing the Context: Applying Feminist Perspectives to the Writing Class. Paper presented at the English Quarterly, 22, 3-4, 141-48. Analyzes Thomas Farrell's discussion of the distinction between male and female modes of rhetoric. Discusses the linking of theory to experience and the creation of nonadversarial argument which suggests two pedagogical practices that can help overcome the dominance of current-traditional rhetoric in the writing classroom. (MG) EJ412987

Burns, L. (2000). Reading Minds: Using Literary Resources in Family Therapy., Paper presented at the Qualitative Interest Group Conference on Qualitative Research in Education (Athens, GA, January 6-8, 2000). Page Length: 13. A qualitative enquiry explored, with a range of family therapists and systemic practitioners, the influence they perceive to have been made on their personal and professional lives by the literary texts they have read. Noting that "literary" is broadly interpreted to include poetry, prose, drama/film, song lyrics, etc., the study's aims were: to explore the ways in which family therapists think literary reading has influenced their personal and professional development; to examine the uses which family therapists make of literary resources in their work; to explore literary reading's actual and potential ability to contribute to the personal and interpersonal processes involved in transformations of meaning; and to begin to test out ways of using ideas generated to enrich the experiential repertoire of therapists in training. The study so far has progressed from the Delphi study which served to open up the topic and generate ideas, to interviews (data collection) which develop the themes revealed/generated/developed by the Delphi, to the forthcoming analysis/results/discussion, and finally, to feedback to the participants. According to the paper, simple analysis so far suggests that some themes are likely to be important and recurring. (Contains 4 figures of data.) (NKA) ED447483

C

Carlson, T. D. (1997). Using Art in Narrative Therapy: Enhancing Therapeutic Possibilities. Paper presented at the American Journal of Family Therapy, 25, 3, 271-83 Fall. Shows how applying art-therapy techniques to the basic principles of narrative therapy enhances the potential for therapists and families to open the door to externalizing conversations that lead to a new life. (Author/MKA) EJ585236

Carter, K., & Doyle, W. (1995). Teacher-Researcher Relationships in the Study of Teaching and Teacher Education.

Cayley, J. (1996). Beyond Codexspace: Potentialities of Literary Cybertext. Paper presented at the Special Issue: New Media Poetry: Poetic Innovation and New Technologies. States that the application of cybertextual technologies to experimental poetics is the context for this brief exposition of machine modulated literary work. Raises issues crucial to the work described herethe role of (literary) text in cyberspace; silent reading in new visible language media; and the confusions of computer as medium. (PA) EJ532155

Clements-Davis, G. L., & Ley, T. C. (1991). Thematic Preorganizers and the Reading Comprehension of Tenth-Grade World Literature Students. Paper presented at the Reading Research and Instruction, 31, 1, 43-53 Fall. Investigates the effects which thematic preorganizers might have on secondary students' comprehension of prose fiction. Finds that the thematic preorganizers did not significantly affect secondary students' comprehension of narrative prose materials as measured over time by equivalent tests. (MG) EJ434342

Coffman, G. A. (1997). Influence of Narrative Text and Prediction on Written Recall. Paper presented at the Reading Psychology, 18, 2, 105-29 Apr-Jun. Investigates the influence of four types of predictions on the story understanding of sixth graders. Asks prediction questions, prediction plus justification questions, prediction plus review questions, or no questions. Analyzes retellings to determine information percentage included from original story. Indicates that differences in what students identify as important may be due to the story rather than the question treatments. (PA) EJ545794

Conle, C. (1 March 2000). Narrative Inquiry: research tool and medium for professional development. European Journal of Teacher Education, 23(1), 49-63(15). The development of narrative inquiry focusing on one particular institutional setting is described. There follows a brief delineation of how narrative inquiry in education moved from being a research tool to becoming a vehicle for curriculum, first at the graduate and then at the pre-service level of teacher development. After reference to some theoretical resources for narrative inquiry, criteria and terms developed since 1982 are examined and potential dangers implicit in the inquiry and the need to keep it a rational enterprise are explored. On decrit le developpement des enquetes narratives dans un milieu institutionnel particulier. Par la suite, on presente brievement la fa con dont les recherches narratives dans le domaine des sciences educatives sont passees d'etre un instrument de recherche pour devenir un vehicule du curriculum, d'abord au niveau des etudes superieures, ensuite au niveau de la formation des matres. Ayant mentionne quelques ressources theoriques, on traite par la suite des criteres et des termes developpes depuis 1982 avant de terminer sur certains des dangers tacites dans les enquetes narratives et sur la necessite de garder ces enquetes dans le domaine de la raison, de ne pas les abandonner au relativisme et a la liberte de la fiction. El presente articulo describe el desarrollo de la investigacion narrativa en un ambiente institucional particular. E delinea brevemente como la investigacion narrativa en educacion ha pasado de ser una herramienta de investigacion a ser un vehiculo del curriculum, primero a nivel de postrado y luego a nivel de licenciatura en la formacion de maestros. Se hace ademas referencia a algunos recursos teoricos para la investigacion narrativa y se puntualizan los criterios y terminos desarrollados desde 1982. Finalmente, se presentan algunos de los posibles peligros implicitos en la investigacion y la necesidad de mantenerla a un nivel racional. Der Artikel skizziert die Entwicklung der narrativen Forschung in einem bestimmten institutionellen Millieu in Kanada. Er schildert, wie sich dort narrative Untersuchungen im Gebiet der Erziehungswissenschaften von einem Forschungsbereich zu einem Trager fur das Curriculum, zuerst in 'graduate studies' und dann in der Lehrerausbildung, entwickelt haben. Verweisend auf theoretische Stutzpunkte, werden wichtige Kriterien und Termini, die seit 1982 entstanden sind, untersucht, und der Artikel schliesst mit der Prufung potentieller Gefahren und der Notwendigkeit, die narrative Forschung weder dem Bereich der Vernunft zu entziehen, noch in den absoluten Relativismus oder die freie Erfindung zu befordern.

Conle, C. (1 March 2001). The Rationality of Narrative Inquiry in Research and Professional Development. European Journal of Teacher Education, 24(1), 21-33(13). As researchers follow the hermeneutic turn to narrative, are they also obliged to join what Richard Bernstein calls the 'rage against reason'? Taking criteria from Habermas's Theory of Communicative Action and his concept of communicative rationality, I propose that narrative inquiry can indeed be a rational enterprise. Habermas recreates a standpoint from which critiques are possible, for he detects and analyses the implicit rationality built into everyday communicative practices in which conversation partners orient themselves toward understanding rather than the success of their own points of view. In these practices, as in narrative inquiry, participants claim that each could challenge the other's implicit claims to truth, sincerity and social appropriateness. I give examples to illustrate how such challenges can be met in one specific line of narrative research. Suivant la transformation de l'hermeneutique en recit, les chercheurs se voient-ils obliges de partager ce que Richard Bernstein appelle 'la fureur contre la raison'? Prenant de criteres de la theorie de l'action communicative developpee par Habermas, et son concept de rationalite communicative, je suggere que l'enquete narrative peut etre une entreprise rationnelle. En detectant et analysant la rationalite implicite ancree dans les pratiques communicatives de la vie quotidienne, Habermas etablit un point de vue qui rend possible les critiques si, dans leurs echanges, les partenaires s'efforcent de s'orienter vers la comprehension plutot que faire gagner leurs propres points de vue. Dans ce genre de pratique, tout comme dans l'enquete narrative, les participants proclament que chacun est capable de defier les garanties de verite, sincerite et correction sociale impliquees dans les affirmations de l'autre. Je presente des exemples pour illustrer comment de tels defis peuvent etre surmontes dans une ligne particuliere de recherche narrative.Cuando investigadores siguen la transformacion de la hermeneutica en narrativa, se veran tambien forzados a aceptar lo que Richard Bernstein llama 'la furia contra la razon'? Tomando los criterios de la 'Teoria de Accion Comunicativa' de Habermas y su concepto de racionalidad comunicativa propongo que la investigacion narrativa de hecho si puede ser un proyecto racional. Habermas crea un punto de vista desde donde la critica es posible, porque detecta y analiza la implicita racionalidad de las practicas comunicativas diarias en las cuales los participantes de una conversacion se orientan a la comprension mutua y no a buscar de hacer prevalecer sus propios puntos de vista. En estas pra'cticas asicomo en la investigacion narrativa, los participantes pretenden que cada cual puede desafiar las suposiciones implicitas de veracidad, sinceridad y correccion social del otro. Doy ejemplos para mostrar como los desafios pueden ser satisfechos en una tradicion especifica de la investigacion narrativa. Sind Forscher in einer hermeneutischen Wende zur Erzahlung auch gezwungen jegliche Rationalitat aufzugeben? Zuruckgreifend auf Kriterien aus Habermases 'Theorie des kommunikativen Handelns' und sein Konzept der kommunikativen Rationalitat, schlage ich vor, dass narrative Forschung doch ein rationales Unternehmen sein kann. Habermas erschafft einen Standpunkt, der Kritik ermoglicht, indem er die implizite Rationalitat aufdeckt und analysiert, die alltaglicher kommunikativen Praxis innewohnt, wenn Gesprachspartner auf gegenseitiges Verstehen anstatt auf den Erfolg der eigenen Ziele aus sind. In solcher Praxis wie auch in narrativer Forschung, erheben Kommunikationsteilnehmer vier, gegenseitig unterstellte Geltungsanspruche, Verstandlichkeit, Wahrheit, Wahrhaftigkeit und normative Richtigkeit; Anspruche die jederzeit auch in einer bestimmten Tradition der narrativen Forschung einlosbar sind.

Conle, C. (2000). Narrative Inquiry: Research Tool and Medium for Professional Development. Paper presented at the European Journal of Teacher Education, 23, 1, 49-63 2000. Describes the development of narrative inquiry, highlighting one institutional setting, and discussing how narrative inquiry moved from being a research tool to a vehicle for curriculum within both graduate and preservice teacher development. After discussing theoretical resources for narrative inquiry, the paper examines criteria and terms developed since 1982, benefits and dangers of inquiry, and the rationality of narrative inquiry. (SM) EJ612267

Conle, C. (2000). Thesis as Narrative or "What Is the Inquiry in Narrative Inquiry"? Curriculum Inquiry, 30(2), 189.

Conle, C. (2001). The Rationality of Narrative Inquiry in Research and Professional Development. European Journal of Teacher Education, 24(1), 21-34.

Conle, C. (April 2000). Thesis as Narrative or `What Is the Inquiry in Narrative Inquiry?'. Curriculum Inquiry, 30(2), 189-214(126). I present elements of inquiry in a dissertation composed through experiential narrative. My account of the thesis process is interwoven with references to John Deweys demonstrations of implicit inquiry in the creation and experience of art. Motivation, methodology, outcomes and literature review take on a narrative character and I show how aesthetic and reflective activities contributed to the inquiry. Conceptually, a `tension-telos dynamic' characterizes the impetus for the work; `resonance' is portrayed as the connecting principle among various narrative components of the thesis, and the function of a `third term' in metaphorical relationships is presented as a structuring principle for these connections. Although my inquiry came about through personal stories, my narratives reached out to social, historical and philosophical contexts to gain a wider significance, academically and personally.

Conle, C. (October 1999). Moments of interpretation in the perception and evaluation of teaching - Case studies in and on educational practice. Teaching and Teacher Education, 15(7), 801-814(814). I explore the importance of interpretation in the perception and evaluation of teaching events through excerpts from a collaborative self-study project that I undertook as an Assistant Professor at a Faculty of Education. Certain classroom events were interpreted very differently by different experiencers of these events. I hypothesize that personal and cultural biographies shaped those interpretations. Focussing on the context of the self-study, I describe how as a consequence of inadequate appreciation of the role of interpretation, we as a faculty built teacher development and evaluation systems and believed them to be value-neutral and generally applicable. I suggest that such systems can be recognised as favouring particular modes of teaching. Finally, I engage in dialogue with excerpts from reviews of the literature on evaluation in order to bring into view a wider conversation that could lead to future inquiry and to changes in the practice of faculty evaluation.

Conle, C. (Spring 1999). Why Narrative? Which Narrative? Struggling with Time and Place in Life and Research. Curriculum Inquiry, 29(1), 7-32(26). Describing how my way of being in the world hindered or advanced my research, I suggest that a researchers quality of life and mode of narrative inquiry may be closely related. The outcome seems to hinge on the inquirers relationship to time and place in life and research. As all human beings, researchers use narrative to structure temporal complexity, only to find that this use contributes a complexity of its own. Efforts to overcome either pervade our lives as well as our forms of inquiry. I specify how such efforts endanger narrative inquiry, both in research and teacher education, and I struggle to find a language that accommodates a contextualized, narrative self as it reaches out to culturally shared conditions.

Conle, C., Blanchard, D., Burton, K., Higgins, A., Kelly, M., Sullivan, L., & Tan, J. (April 2000). The asset of cultural pluralism: an account of cross-cultural learning in pre-service teacher education. Teaching and Teacher Education, 16(3), 365-387(323). As a preservice instructor in a cross-cultural course, I worked with six of my students to try to understand how we encountered one another's diverse attitudes and values. We paid attention to contexts and choices, presuppositions and consequences. By inquiring into our curriculum process, I work toward a theory of cross-cultural education that validates experiential interactions as moments of learning. These moments occur outside more traditional curricula that tend to be based on methodological doubt and argumentation. My work with the students led to a vision of pluralism where diversity is engaged, refined and expanded, to create interpretive competence through encounters of difference and self-study.

Cooper, B., & Descutner, D. (1996). "It Had No Voice to It": Sydney Pollack's Film Translation of Isak Dinesen's "Out of Africa.". Paper presented at the Quarterly Journal of Speech, 82, 3, 228-50 Aug. Investigates the rhetorical implications of Sydney Pollack's translation of Isak Dinesen's autobiographical texts. Argues that Pollack's film uses strategies of transference, redefinition, antithesis, and displacement to renarrate Dinesen's writings, resulting in a depoliticized romantic adventure. Finds that these strategies misrepresent Dinesen, marginalizing pivotal elements of her texts and life, including her complex voice and unconventional beliefs. (PA) EJ530562

Cooper, H., & Dorr, N. (1995). Race Comparisons on Need for Achievement: A Meta-analytic Alternative to Graham's Narrative Review. Paper presented at the Research support provided by the Center for Research in Social Behavior, University of Missouri-Columbia. While a review by S. Graham (1994) found no differences between blacks and whites on measures of need for achievement, this meta-analysis article found reliable and complex race differences. Overall, whites scored higher on measures of need for achievement, although differences nearly disappeared in studies after 1970. Possible explanations are discussed. (SLD) EJ522381

Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review. Paper presented at the Research supported by the Center for Research in Social Behavior, University of Missouri-Columbia and the Center for Excellence for Research and Policy on Basic Skills, University of Tennessee. A review of 39 studies indicates that achievement-test scores decline over summer vacation. Meta-analysis results from combining the 13 most recent studies indicate that the summer loss equals about one month on a grade- level equivalent scale. Discusses implications for school calendar changes. Contains 68 references. (SLD) EJ596384

Cooren, F. (1999). Applying Socio-Semiotics to Organizational Communication: A New Approach. Paper presented at the Management Communication Quarterly, 13, 2, 294-304 Nov. Argues that a socio-semiotic approach to organizational communication opens up a middle course leading to a reconciliation of the functionalist and interpretive movements. Outlines and illustrates three premises to show how they enable scholars to reconceptualize the opposition between functionalism and interpretivism. Concludes that organizations can be considered both symbolic processes and social facts. (SC) EJ596810

Craig, C. J. (May 1999). Parallel stories: a way of contextualizing teacher knowledge. Teaching and Teacher Education, 15(4), 397-411(315). Adopting Clandinin and Connelly's ''professional knowledge landscape'' metaphor [Clandinin, D. J., & Connelly, F. M. (1994). Personal experience methods. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research. London: Sage Publishing, Clandinin, D. J., & Connelly, F. M. (1996). Teachers' professional knowledge landscapes teacher stories-stories of teachers-school stories-stories of school. Educational Researcher, 19(5); 2-14; Connelly, F. M., & Clandinin, D. J. (1999). Storied identities. Storied landscapes. New York: Teacher College Press (in press)], Olson's ''narrative authority'' conceptualization [Olson, M. (1993). Conceptualizing narrative authority in (teacher) education. Unpublished dissertation. Edmonton: University of Alberta; Olson, M. (1995). Conceptualizing narrative authority implications for teacher education. Teaching and Teacher Education, 11(2), 119-125], and Craig's notion of ''knowledge communities'' [Craig, C. J. (1992). Coming to know in the professional knowledge context: beginning teachers' experience Unpublished dissertation. Edmonton: University of Alberta; Craig, C. J. (1995a). Knowledge communities: a way of making sense of how beginning teachers come to know. Curriculum Enquiry, 25(2), 151-175; Craig, C. J. (1995b). Coming to know on the professional knowledge landscape: Benita's first year of teaching. In D. J. Clandinin, & F. M. Connelly (Eds.), Teachers' professional knowledge landscapes. New York: Teachers College Press; Craig, C. J. (1998). The influence of context on one teacher's interpretime knowledge of team teaching. Teaching and Teacher Education, 14, 4; Craig, C. J. (1999a). Life on the professional knowledge landscape. Living the image of ''principal as rebel''. In F. M. Connelly, & D. J. Clandinin (Eds.), Storied identities. Storied landscapes. New York: Teachers College Press (in press); Craig, C. J. (1999b). Lessons Students teach. Teaching Education Journal (in press); Craig, C. J. (1999c). Stories of schools/teacher stories: a two part invention on the walls theme. Curriculum Enquiry (in press)], 'parallel stories' is a research method which captures shifts in a beginning teacher's interpretive knowledge as she moved from context to context. The methodology which evolves from Clandinin's narrative method [Clandinin, D. J. (1986). Classroom practice. Teacher images in action. Philadelphia, The Falmer Press] and Craig's 'telling stories' method [Craig, C. J. (1997). Telling stories: a way to access beginning teacher knowledge. Teaching Education Journal, 9, 1]. incorporates two types of meaning recovery: the first variety, collective constructions of 'stories of school' (Clandinin & Connelly, 1996) that differ from building to building; the second variety, personal constructions of teacher stories which vary from context to context. The overview of the parallel stories methodology includes the substantive, theoretical and conceptual understandings that arise from the inquiry as well as the implications the approach holds for teacher education programs. Suggested topics for future exploration are also offered.

Craig, C. J. (Spring 2000). Stories of Schools/Teacher Stories: A Two-Part Invention on the Walls Theme. Curriculum Inquiry, 30(1), 11-41(31). Patterned in the style of a musical invention, this work adopts Clandinin and Connellys metaphor of a professional knowledge landscape (1995), Olsons conceptualization of the narrative authority (1993, 1995) of teacher knowledge, and my idea that teachers develop their knowledge in knowledge communities (Craig 1992, 1995a, 1995b, 1998). The first invention outlines the stories of school (Clandinin & Connelly 1996) that Riverview School and Evergreen School were given and the changes that take place over time. The second invention features beginning teacher, Benita Dalton, and her narratives of experience lived and told in the two school contexts. Relating the teachers stories to the narrative accounts of the two campuses illustrates the extent to which context shapes teachers practices and bounds their knowing. The work sheds much light on the subtle complexities of teachers professional knowledge landscapes and adds to the conceptual base of a line of inquiry that focuses on the shaping effect of context on teachers knowledge developments.An invention, loosely defined, involves the creation, through thought and/or action, of something that did not exist before. Written in the style of a musical invention, this piece is composed of two parts featuring the stories of two schools played against the evolving stories of a teacher who worked in both contexts. While the two parts of the invention both develop the walls theme, each unfolds in a different manner. The two variations which constitute the first part of the invention center on the stories of school (Clandinin & Connelly 1996) that Riverview School and Evergreen School were given and examines how these stories changed over time. The two variations that comprise the second part of the invention highlight beginning teacher, Benita Dalton, her stories of experience (Connelly & Clandinin 1990) lived and told at the two schools, and shifts that took place in her knowledge development. Connecting the fine-grained accounts of an individual with the coarse-grained accounts of schools reveals the extent to which stories of school influence teachers practices, set the horizons of what is available for teachers to come to know, and adds to the conceptual base of a line of research that examines the how teachers knowledge developments are influenced by context.The work begins with introductions to Benita Dalton and me, the teacher and the researcher in the study. Discussions of the research method and the theoretical framework appear next. These preliminary sketches prepare the reader for the two-part invention that follows. They lay the methodological groundwork as well as provide lenses with which to view, and a language with which to describe, contextual experiences. The next segment of the piece is Part I of the Invention comprised of Variation I: A Narrative Account of Riverview School, Variation II: A Narrative Account of Evergreen School, and a reflective coda on stories of schools. These passages bring the first part of the invention to closure. Next comes Invention II, the second movement of the piece, featuring Variation I: A Story of Benitas Experience at Riverview and Variation II: A Story of Benitas Experience at Evergreen. As with the first part of the invention, a reflective coda appears at the end of Benitas stories of experience that concludes the second part of the invention. The article ends with a grand finale, where the parallel stories developed in the inventions two parts are intentionally brought together for practical and theoretical purposes. These closing passages specifically address the principle question, the simple melody around which this two-part inquiry/invention has been constructed/composed: How does context affect teachers knowledge developments?

Curenton, S. M., Wilson, M. N., & Lillard, A. S. (2000). The Role of Narratives in Low-Income, Black Children's False Belief Performance., Paper presented at the Head Start National Research Conference (5th, Washington, DC, June 28-July 1, 2000). Page Length: 10. Noting that none of the small number of studies examining false belief performance in low-income children has addressed cultural practices that may help or hinder children's grasp of mental states, this study examined false beliefs from a cultural context, using an ethnically diverse low-income Head Start preschool population. Participating in the study were 36 black and 36 white preschool children with an average age of 53 months. Fifteen of the black children and 18 of the white children were enrolled in Head Start, and the remainder in a non-Head Start program. Children were given a false beliefs task embedded within a narrative: they were shown a wordless picture book, asked to look at the pictures, make up their own story, and listen to the experimenter's story. Afterward, children were asked forced-choice questions about the character's thoughts and the story. Analysis of covariance using language scores as the covariate revealed that black children scored significantly higher on two of the three questions asked. Findings suggested that black children's cultural experience with storytelling contributed to their success in answering questions about a character's beliefs within a narrative context. (Contains 13 references.) (KB) ED443580

D

Dagirmanjian, S., & Others, A. (23 Aug 1993). Mapping the Path to Narrative Common Ground with Couples., 12pp. Paper presented at the Annual Convention of the American Psychological Association (101st, Toronto, Ontario, Canada, August 20-24, 1993). During psychotherapeutic work, couples typically present distinctly contradictory stories about their life together. This paper explores how a psychotherapist may promote mutually beneficial change for couples who contradict each other. One suggested tactic is a non-impositional approach to therapy using a narrative- oriented context. Such a tactic offers a conceptual point of reference for the therapist and the couple as they search for common ground. This orienting concept, called "preferred view," assumes that problems between people develop from the mishandling of ordinary difficulties which often arise during key transition points. These subsequent disjunctive perspectives create problems which cause views of self and others to become increasingly fixed and which leads to more restricted actions. The narrative common ground is obscured because each person holds a jaundiced view of the other. By understanding a problem's evolution, the therapist may develop a strategy for resolution. The therapist may then expand the narrative landscape by asking interested, curious, and respectful questions which do not threaten the client's preferred view. As the disjunctiveness decreases, the therapist is better able to suggest alternative explanationsthe "preferred view"for a problem's evolution which fit how people want to be seen by others. (RJM) ED371276

Davenport, E., Higgins, M., & Somerville, I. (2000). Narratives of New Media in Scottish Households: The Evolution of a Framework of Inquiry. Paper presented at the Journal of the American Society for Information Science, v51, 10, 900-12 Aug 2000. Describes a study of the social dynamics of new media (television, personal computers, CD-ROMs, Internet, email, and World Wide Web) in Scottish households. Analysis of interview transcripts from group conversations revealed recurrent narratives and behavioral genres to navigate social space that contribute to a theory of social informatics in thehousehold. (Contains 82 references.) (Author/LRW) EJ610168

DeGout, Y. Y. (12 Apr 1991). Gender Issues and the Slave Narratives: "Incidents in the Life" and "Narrative of the Life" Compared., 14pp. Paper presented at the Annual Conference of MELUS, the Society for the Study of Multi-Ethnic Literature of the United States (5th, Minneapolis, MN, April 11-13, 1991). The differences between early African American narratives written by women and those written by men can be seen in a comparison of Harriet A. Jacobs's "Incidents in the Life of a Slave Girl, Written by Herself" and Frederick Douglass's "Narrative of the Life of Frederick Douglass, An American Slave." A comparison of these works offers the greatest contrast of issues found throughout gender and autobiographical studiesissues of voice, content, ideology, and form. Douglass and Jacobs differ widely in voice, because of gender-related aspects of how voice is rendered, to whom it speaks, how much it is present, and how it is used to authenticate the speaker. Issues of ideology also surface as gender differences, both within the two texts and in the perception of them. The novelization of "Incidents" is only one element of contrast of form in the two texts. Despite their similaritiesin shared themes of violence, sexual abuse, separation, religious irony, education, abolition, and demythificationthe books' differences should call into question the perception of Douglass's "Narrative" as the peerless prototype of the genre. Scholars rethinking the African American literary canon may indeed need to consider that the "Narrative" finds its peer in "Incidents." Black women and black men underwent different experiences in slavery, perceived them differently, and wrote about them differently. Jacobs' achievement was the creation of a complex, contoured black woman and the depiction of her experiences in slavery. (Twenty-seven references are attached.) (RS) ED337772

Dennis, D., & Trotman, C. C. (26 Nov 1991). Deconstruction Literary Theory and a Creative Reading of "The Great Gatsby.", 10pp. English 500 paper, Bradley University. Through the mid-1980s, resistance to contemporary literary theory (especially Jacques Derrida's philosophy of deconstruction) took the form of a bitter debate that enlivened literary journals and Modern Language Association meetings. The debate continues even today, with traditional literary critics rejecting deconstruction as nihilistic and progressive critics and composition teachers enthusiastically embracing the theory because of its philosophical and pedagogical parallel with the process-oriented methods of New Rhetoric. In deconstruction, the reader sets out to find the dualities and deception, the gaps and cracks in a text, expecting all the while to find a deep fissure that Derrida characterizes as "the abyss." Deconstructionist strategies can be used to analyze "The Great Gatsby," a work of lasting literary value in part because of its narrative incongruities and the duplicitous nature of its narrator, Nick Carraway. Nick is more than an unreliable narrator; he is hopelessly dishonest and hypocritical. His deception is developed in numerous subtle ways as the story unfolds and folds back on itself and the reader learns more about Gatsby and Nick. Only late in the story does the reader begin to question Nick's contradictory statements and wonder about his motives. Nick's real role, as the main character/narrator, is to advance his own stylized version of the quest for capturing the elusive, ever vanishing American Dreamindividual wealth, power, social position, immortalityfor present and future readers, till the end of time. (NKA) ED351684

Dennis, M. B. (1997). A Celebration of Learning. Paper presented at the School Administrator, 54, 11, 26-28 Dec. Describes a nontraditional approach to reporting student progress via narrative report cards. The teacher-developed form used by three Tuscaloosa, Alabama, elementary schools is practically blank, allowing teachers to put student information into list or paragraph formats at nine-week intervals. Success depends on keeping communication and feedback channels open, informing teachers, reassuring parents, offering parents opt-out choices, stressing flexibility, and staying committed. (MLH) EJ555454

Detweiler, J., & Peyton, C. (1999). Defining Occupations: A Chronotopic Study of Narrative Genres in a Health Discipline's Emergence. Paper presented at the Written Communication, 16, 4, 412-68 Oct. Examines the role of narrative conventions in the epistemological development of a health-care field. Argues that changes marking the emergence of occupational therapy as an autonomous profession illustrate how explanatory narrative frames emerge from and embody assumptions about the world. Provides new ways to think about the long-term dialog between explanatory frameworks in knowledge-making communities. (SC) EJ592796

DiPardo, A. (1990). Narrative Discourse in the Basic Writing Class: Meeting the Challenge of Cultural Pluralism. Paper presented at the Teaching English in the Two-Year College, 17, 1, 45-53 Feb. Argues that, especially in culturally diverse classrooms, students' stories can be a rich source of information about their worlds, values, and linguistic styles. (RS) EJ408328

DiPardo, A. (1990). Narrative Knowers, Expository Knowledge: Discourse as a Dialectic. Paper presented at the Written Communication, 7, 1, 59-95 Jan. Examines the opposition of objectified exposition and personal narrative posited by rhetorical tradition and maintained by most composition texts and syllabi today. Argues that the best thinking and writing are simultaneously personal and public, infused with private meaning and focused upon the world beyond the self.(MG) EJ402247

Disque, J. G., & Langenbrunner, M. R. (1996). Shaping Self-Concept With Children's Books. Paper presented at the Dimensions of Early Childhood, 24, 4, 5-9 Fall. Suggests using books to nurture development of children's positive self-images by employing Narrative Therapy, a family therapy technique. Discusses guidelines to help children behave in more socially mature ways. Defines terms used in Narrative Therapy and gives examples of techniques. Lists children's books by therapy category and suggests ways to integrate books into the early childhood classroom curriculum. (AMC) EJ533056

Dole, J. A., & Others, A. (1991). Effects of Two Types of Prereading Instruction on the Comprehension of Narrative and Expository Text. Paper presented at the Reading Research Quarterly, 26, 2, 142-59. Compares the effects of two prereading instructional treatments on students' comprehension of narrative and expository texts. Indicates that the teacher- directed condition is more effective than the interactive condition at promoting comprehension, and that both treatment conditions are superior to no prereading instruction at all. (MG) EJ425422

Dollerup, C., & Others, A. (1990). The Copenhagen Studies in Reader Response. Paper presented at the 25pp. Some illustrations contain marginally legible print. This article describes a series of Scandinavian studies in reader response from 1968 to 1990. Studies chronologically discussed in the article are: (1) "Rhythm in Poetry"; (2) "The Esthetic Experience"; (3) "Meaning in Literary Texts"; (4) "Tension"; (5) the "Ram" study; (6) the "Fairytale" project (discontinued); (7) a continuation of the "Ram" study; and (8) the "Folktale" project, a cross- cultural, interdisciplinary study of the experience of literature. The article's final section, "Reading Crossnationally: A Discussion," concludes that, so far, theses studies have shown that narratives change according to situational contexts, and that there is a multiplicity of aspects to which readers can relate even at some vaguely intersubjective level. (Nine illustrative diagrams, 1 table of data, and 15 footnotes are included.) (RS) ED339020

Dowd, C. A., & Sinatra, R. (1990). Computer Programs and the Learning of Text Structure. Paper presented at the Journal of Reading, 34, 2, 104-12 Oct. Discusses a variety of software programs which will assist middle school through college teachers in teaching text structure to their students. Notes that these programs represent a departure from traditional programing stylethey allow the person who uses information technology to combine the roles of producer and consumer. (RS) EJ413095

Doyle, W. (1997). Heard Any Really Good Stories Lately? A Critique of the Critics of Narrative in Educational Research.

E

Elbaz-Luwisch, F. (1997). Narrative Research: Political Issues and Implications.

Ellis, C. (1997). What Counts as Scholarship in Communication? An Autoethnographic Response., 10pp. Paper presented at the Annual Meeting of the National Communication Association (83rd, Chicago, IL, November 19-23, 1997). An educator, an "old timer" in sociology but new in the field of communication, sees her work as a "calling," a "mission." She wants the audience to feel the emotion of autoethnography. To bring research to life, she chooses three autoethnographic vignettes to show scenes in which a different kind of stigma is felt: the first illustrates racial stigma, the second depicts minor bodily stigma, and the third displays stigma of disability and embarrassment through association. She hopes these vignettes move listeners to feel stigma and to sense some of the evocative power that comes through the concrete details of autoethnographic narrative. The question: "What counts as scholarship in communication?" can be reworded to become What does scholarship do? or What meaning does it give to people's lives as academics? It is easy for presentations to take on characteristics of a shootout at the OK Corral, and there must be a better way to communicate. (NKA) ED416549

Emmett, J. D., & Harkins, A. M. (1997). StoryTech: Exploring the Use of a Narrative Technique for Training Career Counselors. Paper presented at the Counselor Education and Supervision, 37, 1, 60-73 Sep. Describes the use of a narrative technique, StoryTech, in a career counseling class. Provides a background of StoryTech and describes its instruments. Discusses ways to incorporate StoryTech into a career counseling class and presents student evaluations of this technique. Profiles usefulness of elements in StoryTech and lists its advantages and disadvantages. (RJM) EJ556545

F

Fairbanks, C. M. (1996). Telling Stories: Reading and Writing Research Narratives. Paper presented at the Journal of Curriculum and Supervision, 11, 4, 320-40 Sum. Narrative research, a qualitative research approach, includes a broad range of accounts, from first-person narratives to studies that interpret the stories others tell about their lives. This paper explores the nature of narrative and knowledge building in educational research, the complexities of "good" storytelling, and moral issues attendant in constructing representations of people's lives. (73 footnotes) (MLH) EJ529274

Fleckenstein, K. S. (1996). Images, Words, and Narrative Epistemology. Paper presented at the College English, 58, 8, 914-33 Dec. Reviews work suggesting that imagery and language function in tandem to constitute a sense of being, and that metaphors of sight hold as much formative power as metaphors of word. Describes the limitations of language and the ways in which imagery compensates for that limitation. Discusses narrative of epistemology as a fusion of image and language. (TB) EJ538932

Freeman, M. (September 2000). Knocking on Doors: On Constructing Culture. Qualitative Inquiry, 6(3), 359-369(311). This reflective piece employs a layered text format and uses data from a pilot study on parents' conceptualizations of parental involvement in schools to think theoretically about such issues as access, voice, and representation in interpretive research. As the researcher engages with the process of selecting participants for her research, a different kind of understanding of cultural access emerges. Access is eventually understood as not being solely a methodological tool for theoretical sampling purposes but an ontological framework that shapes the inquiry process from beginning to end. This researcher eventually adopts a narrative ontology that necessitates the participants' active involvement in interpreting the meanings that the participants' stories have on their lives.

G

Gabel, S. L. (January 2001). "I Wash My Face With Dirty Water": Narratives of Disability and Pedagogy. Journal of Teacher Education, 52(1), 31-47(17). During this period of teacher education, reflective practice and the value of reflexivity between personal experience and pedagogy are common research themes. However, teacher candidates often report a lack of encouragement to be reflective of their experiences with disability and the ways those experiences can inform pedagogy. This article results from a year of inquiry involving 3 novice teachers with disabilities. The impact of their experiences is discussed in light of their developing pedagogical knowledge, and it is concluded that for them, teaching is an encounter with the self but that their encounters are an untapped resource with rich potential for the construction of pedagogical knowledge. The article argues that teacher educators must facilitate reflection on experiences with disability as with gender, race/ethnicity, and other identity markers or lived experiences. The article concludes with examples of the author's attempts to make use of disability experiences in the teacher education curriculum.

Galindo, R., & Brown, C. (1995). Person, Place, and Narrative in an Amish Farmer's Appropriation of Nature Writing. Paper presented at the Written Communication, 12, 2, 147-85 Apr. Examines written communication within the Amish cultural context. Notes that Amish-authored nature essays were introduced by Samuel Miller, an Amish farmer with an interest in nature study. Suggests that the acceptance of this new genre was due to Miller's particular manner of appropriation that connected it to the Amish cultural value of closeness to nature and the soil. (RS) EJ501144

Gallick-Jackson, S. A. (1997). Improving Narrative Writing Skills, Composition Skills, and Related Attitudes among Second Grade Students by Integrating Word Processing, Graphic Organizers, and Art into a Process Approach to Writing., 118pp. M.S. Practicum Project, Nova Southeastern University. A practicum program was developed and implemented to improve narrative writing skills, composition skills, and related attitudes among the targeted second grade students. Objectives for the program were for: 75% of the students to increase their narrative writing skills by at least one proficiency level; 75% of the students to increase their writing composition success by at least one proficiency level; and to increase positive attitudes toward writing by 20%. Strategies chosen to solve the problem included integrating word processing techniques, graphic organizers, and art into the process approach to writing. To prove that the writer's solution strategies worked, the targeted students' pre- and post- writing attitudes surveys were evaluated and compared. The writing prompt pretest and posttest samples were assessed using a rating scale to measure narrative writing skills and a scoring rubric was used to measure composition skills. All the program objectives were met with the target group improving in all areas. (Includes six tables of data; contains 33 references. Appendixes include a writing attitude survey, narrative writing prompt, rating scale for narrative writing, scoring rubric, writing process poster, writing workshop poster, guided lesson plan, narration criteria worksheet, narration revision checklist, Arrow map, Donut on a Napkin map, narrative writing results, writing composition results, writing attitude survey results, and a software evaluation form.) (Author/CR) ED420064

Gayoux, V. (1991). Producing Narratives Using a Computer: The Implementation of Planning and Control Processes. Paper presented at the European Journal of Psychology of Education, 6, 2 p135-41 Jun. Presents results of a study in which subjects produced narratives with the help of a computer. Discusses control processes, correction of wrong choices, and coherence of narrative. Concludes that expert functioning is the result of the acquisition of the narrative structure and the processes involved and is highly related to metacognitive development. (DK) EJ440214

Geiger, A., Nissan, E., & Stollman, A. (1 March 2001). The Jama Legal Narrative Part I: The JAMA Model and Narrative Interpretation Patterns. Information & Communications Technology Law, 10(1), 21-37(17). For the purposes of starting to tackle, within artificial intelligence (AI), the narrative aspects of legal narratives in a criminal evidence perspective, traditional AI models of narrative understanding can arguably supplement extant models of legal narratives from the scholarly literature of law, jury studies, or the semiotics of law. Not only: the literary (or cinematic) models prominent in a given culture impinge, with their poetic conventions, on the way members of the culture make sense of the world. This shows glaringly in the sample narrative from the Continent-the Jama murder, the inquiry, and the public outcry-we analyse in this paper. Apparently in the same racist crime category as the case of Stephen Lawrence's murder (in Greenwich on 22 April 1993) with the ensuing still current controversy in the UK, the Jama case (some 20 years ago) stood apart because of a very unusual element: the eyewitnesses identifying the suspects were a group of football referees and linesmen eating together at a restaurant, and seeing the sleeping man as he was set ablaze in a public park nearby. Professional background as witnesses-cum-factfinders in a mass sport, and public perceptions of their required characteristics, couldn't but feature prominently in the public perception of the case, even more so as the suspects were released by the magistrate conducting the inquiry. There are sides to this case that involve different expected effects in an inquisitorial criminal procedure system from the Continent, where an investigating magistrate leads the inquiry and prepares the prosecution case, as opposed to trial by jury under the Anglo-American adversarial system. In the JAMA prototype, we tried to approach the given case from the coign of vantage of narrative models from AI.

Gibson, S. (1996). Is All Coherence Gone? The Role of Narrative in Web Design. Paper presented at the To retrieve this article, send the following e-mail message to LISTSERV@LISTSERV.GEORGETOWN.EDU: GET GIBSON.IPCTV4N2. Describes the cultural history of linear narrative and the veering away from that tradition by film, television, and, most recently, by World Wide Web hypertext. The World Wide Web has new rhetorical and symbolic implications, because coherence in that environment is anchored in associative, linked structures rather than linear ones. Contains 33 references. (Author/BEW) EJ526286

Gilding, S. L. (1997). The Effects of Narrative Literature on Off-Task Behaviors during Kindergarten Social Studies Instruction., 54p. The differences in off-task behavior rates exhibited by kindergarten students during narrative and non-narrative-based social studies instruction was investigated. Off-task behavior was operationally defined and students were observed during eight different lessons. Four lessons employed story narrative picture books and four lessons used non-narrative prose texts. Off-task behaviors and time were recorded during the reading of the texts and during the discussions. A weighting function was calculated and used to determine the number of weighted off-task behaviors. The average weighted and unweighed off-task behavior rates for narrative and non-narrative texts were computed. Statistical analyses were performed on reading data, discussion data, and whole lesson data. Results indicated no significant statistical differences on the off-task behavior rate exhibited during instruction as a function of text type. Reading data, however, was statistically significant, where students exhibited more off-task behaviors during non-narrative read alouds than during narrative read alouds. (Contains 41 references, and 6 tables and 3 figures of data. Appendixes contain an eight-item annotated bibliography of books used; a list of discussion questions; and a data record sheet.) (Author/RS) ED415523

Gillis, M. K. (May 1990). Applying Comprehension Strategies to K-3 Tradebooks., 10pp. Paper presented at the Annual Meeting of the International Reading Association (35th, Atlanta, GA, May 6-11, 1990). Arguing that a powerful teaching technique teachers can use for developing students' comprehension strategies is direct instruction in the thinking strategies used for various comprehension tasks, this paper: presents characteristics of 25 tradebooks appropriate for the application of various comprehension strategies; gives specific examples of titles to be used to practice and apply various comprehension strategies; provides brief annotations of books mentioned; and suggests activities and discussion questions for some of the titles. (RS) ED322484

Gilson, S. (2000). Discussion of Disability and Use of Self in the Classroom. Journal of Teaching in Social Work, 20(3/4), 125-136.

Gonzalez, L. E., & Carter, K. (January 1996). Correspondence in cooperating teachers' and student teachers' interpretations of classroom events. Teaching and Teacher Education, 12(1), 39-47(39). Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same ''visible'' students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach.

Gooderham, D. (1995). Children's Fantasy Literature: Toward an Anatomy. Paper presented at the Children's Literature in Education, 26, 3, 171-83 Sep. States that finding a critical language in which to speak about children's fantasy texts is not as straightforward as might first appear. Discusses ideas held by T. Todorov and J.R.R. Tolkien. Argues that fantasy is a metaphorical mode, and details an anatomy of children's fantasy. Concludes that children's fantasy can be described as a body of texts. (PA) EJ514556

Goodson, F. T. (1997). Random Access Writing. Paper presented at the Exercise Exchange, 43, 1, 10-11 Fall. Presents an activity designed to help students begin to see connections between traditional print and electronic communication environments. Aims also to introduce students to collaborative writing and sharpen narrative writing skills. Gives a step-by-step progression of the activity which begins with groups creating a character sketch. (PA) EJ556768

Goodson, I. F. (1997). Representing Teachers.

Gordon, C. J. (1990). A Study of Students' Text Structure Revisions. Paper presented at the English Quarterly, 23, 1-2, 7-30. Traces the revision of narrative and expository text made by sixth grade students during a school year in which the focus was on improving reading comprehension and writing through instruction in text structure. Finds that only expository texts were judged to improve in writing quality by year end. (MG) EJ422638

Gordon, C. J. (1992). The Role of Prior Knowledge in Narrative and Expository Text., 42p. This paper addresses the role of prior knowledge in the comprehension of narrative and expository text, two major categories of discourse. The paper reviews some of the differences in the essence of prior knowledge required to comprehend each text type and then examines research on prior knowledge and conceptual change that deals with both text types. It concludes with a discussion of current issues and directions for further research on: (1) the nature and complexity of prior knowledge as it relates to narration and exposition; (2) the interaction of text variables and prior knowledge that make narratives or expositions easy or difficult to comprehend; (3) the effects of such components of prior knowledge as different attitudes, beliefs, social affiliations, and communication conventions on comprehension of narrative and expository text; (4) the relative importance in comprehension of exposition and narration; (5) the role of prior knowledge in relation to top-down processing concerns such as schema selection, activation, maintenance, and utilization; (6) the differences in processing demands across the two genres; (7) the role of narrative and expository text in promoting conceptual change; and (8) the role of personal involvement as a component of prior knowledge in the comprehension of narrative and expository text. Contains 79 references. (RS) ED419241

Gough, N., & Kesson, K. (Apr 1992). Body and Narrative as Cultural Text: Toward a Curriculum of Continuity and Connection., 9pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). As suggested by current work being done in narrative inquiry, modern environmental educators participate in numerous stories by which they construct and reconstruct their personal and professional worlds. Modernist discourses have cultivated stories of the earth in which the earth is depicted as an object of instrumental value, a machine, rather than as kin, mother, or text as suggested by pre-modern societies. Deconstructing the modern metaphors of nature cultivated by modern science and industrialism is the first step toward reconstructing a relationship with the earth. Environmental educators can learn much from the narrative strategies of pre-modern cultures like Australian Aborigines and Native Americans about the assimilation of language to the world. Further, the western way of experiencing time (a linear and material construction) is only one among many constructions of reality; this conceptual system is being challenged increasingly. Thus, another step in reconstructing a relationship with the earth includes deconstructing common western assumptions concerning the material reality of time. The narratives of pre-modern mythologies and post-modern physics accept the fact that the creation of meaning in the world is a human and communal responsibility. Educators should vigorously participate in the creative reconstruction of a language that places human kinship with nature in the foreground. The discourse which may presently provide the most generative site for such a reconstruction is that of post-modern science fiction. (Thirty-three references are attached.) (HB) ED347544

Graham, S., & Others, A. (1995). Narrative versus Meta-Analytic Reviews of Race Differences in Motivation: A Comment on Cooper and Dorr. Narrative versus Meta-analytic Reviews of Race and Differences in Motivation: A Rejoinder to Graham's Comment. Paper presented at the Two articles commenting on "Race Comparisons on Need for Achievement: A Meta- Analytic Alternative to Graham's Narrative Review," "Review of Educational Research,", 65, 4, 483-508 Win 1995. S. Graham comments on taking a meta-analytic approach to reviewing race differences in need for achievement, discussing limitations of the methodology. A rejoinder by H. Cooper and N. Dorr supports the utility of meta-analysis in such studies and discusses disadvantages to narrative review. (SLD) EJ522382

Greenlee-Moore, M. E., & Smith, L. L. (1996). Interactive Computer Software: The Effects on Young Children's Reading Achievement. Paper presented at the Reading Psychology, 17, 1, 43-64 Jan-Mar. Investigates the effect on reading comprehension when reading shorter and easier narrative text and longer and more difficult texts on the printed page as compared to reading the same narrative texts using interactive CD-ROM software displayed by the computer. Finds that reading from computers increased comprehension when subjects read longer and more difficult narratives. (PA) EJ521363

Griffin, C. J. G. (1990). The Rhetoric of Form in Conversion Narratives. Paper presented at the Quarterly Journal of Speech, 76, 2, 152-63 May. Examines the use of narrative form to construct myths of self in autobiographies of religious conversion. Identifies two strategies of form relevant to personal mythmaking in conversion narratives and illustrates their operation in Charles W. Colson's autobiography, "Born Again." Concludes that the rhetoric of form in conversion narratives illustrates how form serves genre's demands. (KEH) EJ410135

Gudmundsdottir, S. (Apr 1991). The Narrative Nature of Pedagogical Content Knowledge., 12pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). The study of narrative is an interdisciplinary enterprise actively pursued within literary criticism, semiotics, philosophy, anthropology, linguistics, cognitive psychology, and psychiatry. Within education, narratives have found their practical application in two areas. In the curriculum field, narratives seem an obvious choice as organizing structure. A study of experienced teachers has shown that they intuitively use narratives to bring order to what they consider a chaotic curriculum. The second area in which narratives have found application in education is in research. Many good researchers on teaching use narratives both in the inquiry process and in reporting results. Since the introduction of the concept of "pedagogical content knowledge," more and more researchers and teachers have realized the importance of narrative in the teacher knowledge base. Pedagogical content knowledge is a practical way of knowing subject matter. It is learned mostly on the job in teaching. Tradition provides the narrative models to draw upon to understand and construct the present. The study of teacher narratives brings educators to the heart of pedagogical content knowledge. Such study should focus on four dimensions of narratives: (1) practical experience; (2) interpretation; (3) reflection; and (4) transformation. Teachers not only interpret texts; they must also communicate their understanding to others. (Sixty- four references are attached.) (SG) ED341991

H

Hall, K. ([1990). Determining the Success of Narrative Report Cards., 54p. This study examined the success of narrative report cards, an alternative method of reporting student progress, at an elementary school in Virginia. Surveys about narrative reports were sent to parents of first and second graders, and two teachers at each grade level were interviewed about the reports. Results indicated that both parents and teachers preferred narrative reports to grades because they were more personal, less competitive, and conveyed more information to parents about their children's progress. A series of appendixes includes: (1) a list of alternatives to traditional grading reports; (2) a set of sample narrative report forms; (3) a copy of the parent survey used in the study; (4) results of the study presented in graph format; and (5) transcripts of the interviews with each of the four teachers. A list of nine references is included. (BC) ED334013

Hearne, B. (1998). Perennial Picture Books Seeded by the Oral Tradition. Paper presented at the Journal of Youth Services in Libraries, 12, 1, 26-33 Fall. Lists 33 children's picture books that have endured with both children and critics, and examines a dominant pattern of structural similarities. Topics include historical and developmental observations; textual and artistic issues; form and function, including graphic art and narrative art; and tone. (LRW) EJ584167

Hevern, V. W. (1999). Narrative, Believed-In Imaginings, and Psychology's Methods: An Interview with Theodore R. Sarbin. Paper presented at the Teaching of Psychology, 26, 4, 300-304 Aut. Presents an interview with Theodore R. Sarbin, a Professor Emeritus of Psychology at the University of California, Santa Cruz. Focuses on his work with narrative psychology and role theory, how he developed his research interests, and his book entitled "Believed-In Imaginings: The Narrative Construction of Reality." (CMK) EJ608967

Hoel, T. L. (1997). Voices from the Classroom.

Hones, D. (1998). Known in Part: The Transformational Power of Narrative Inquiry. Qualitative inquiry, 4(2), 225.

Hones, D. F. (Fall 1999). Making Peace: A Narrative Study of a Bilingual Liaison, a School and a Community. The Teachers College Record, 101(1), 106-134(129). Schools today must address multiple levels of conflict in the lives of children and communities. This study explores the role of a bilingual liaison in helping to resolve conflicts and build bridges of understanding between schools and diverse communities. Using narrative inquiry to represent and interpret the narratives of Shou Cha, a Hmong community liaison, and his colleagues at the Center for Language, Culture and Communication Arts (CLCCA), special attention is given to the representation of subjects voices and narrative forms that engage readers aesthetically as well as critically. This study addresses the multiple conflicts affecting the lives of minority language students, their families, and schools, as well as the need to move from a schooling paradigm of discipline and punish (Foucault, 1979) to one of making peace. He examines the cultural roles played by Shou Cha as cultural healer (from Spindler & Spindler, 1990) and border crosser (Giroux, 1997), and suggests implications for researchers and educators.

Hones, D. F. (Mar 1997). Known in Part: Transforming the Story, the Teller, and the Narrative Researcher., 28pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Narrative research offers unique possibilities for fostering dialogues of discovery between oneself and others. There is an increasing use of narrative inquiry within the field of educational research. A researcher's work with a Hmong refugee from Laos illustrates representational and interpretive dilemmas in narrative research. Narrative dialogues between the researcher and subject are presented as juxtaposed stories and interpretations, transcribed conversations, and reflections on the place of the poetic voice in narrative research. It is emphasized that narrative research has the power to bring together stories of informants and researchers, transforming the story and the participants in the process. This process helps both the researcher and the subject recover memories, renegotiate the present, and reconsider the possibilities of change. At the same time, the researcher, as a social scientist, must acknowledge that the ability to "know" through a research process has its limitations, and that the reward of narrative research is in its journey. An appendix contains an interview transcript. (Contains 47 references.) (SLD) ED408358

Horm-Wingerd, D. M. (1992). Reporting Children's Development; The Narrative Report. Paper presented at the Dimensions of Early Childhood, 21, 1, 11-16 Fall. Discusses the narrative report, which is an alternative to the traditional report card for reporting children's development and progress to parents. Examples of entries in a narrative report are included. (BB)