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

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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

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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.

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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

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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.

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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

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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) EJ456272

Howell, S., & Coates, C. (1997). Utilizing Narrative Inquiry to Evaluate a Nursing Doctorate Program Professional Residency. Journal of professional nursing, 13(2), 110.

Howley, A., & Hartnett, R. (1997). Columbia's Grand Narrative of Contemporary Civilization. Paper presented at the For response to article, see JC 507 730. Discusses Lyotard's view of the narrative as a story through which meanings are legitimated. Reviews the development of the core curriculum of New York's Columbia College, arguing that it represents a "grand narrative" of the college. Discusses the effect of this narrative on students and faculty. (26 citations) (AJL) EJ544862

Hsu, Y., & Ackerman, T. A. (Apr 1994). Equating Reading Test Scores That Combine Narrative and Expository Test Formats., 36pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). For related documents, see TM 021 975-977. This paper summarizes an investigation of the format used for equating the 1993 Illinois Goal Assessment Program (IGAP) sixth grade reading test. In 1992, each student took only one test, either a narrative test or an expository test. In 1993, there was only one test, which included both formats. Several possible approaches for linking the 1993 test to the 1992 tests, including use of the partial credit model and true-score equating, are proposed and investigated in this study. The sample size for the 1992 narrative test was 10,178. The expository test sample was 10,277, and the sample for the 1993 test was 4,830. Results show that the 1993 examinees have a higher mean-scaled score than the 1992 examinees if the test is linked to the narrative test, but a lower score if linked to the expository test. Three tables and 10 figures present analysis results. (Contains 8 references.) (Author/SLD) ED373087

Hynd, C. R., & Chase, N. D. (1991). The Relation between Text Type, Tone, and Written Response. Paper presented at the Journal of Reading Behavior, 23, 3, 281-306. Investigates the relationship between text type, tone, and readers' responses of 58 students. Finds that narrative and expository text were not responded to differently. Finds that subjects made fewer text-based and more reader-based statements when reading descriptive text than when reading expository or narrative text. (MG) EJ437403

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Jackman, M. K. (1999). When the Personal Becomes Professional: Stories from Reentry Adult Women Learners about Family, Work, and School. Paper presented at the Composition Studies/Freshman English News, 27, 2, 53-67 Fall. Describes an ethnographic study of a first-year writing classroom focusing on narrative's role in that particular classroom culture at a mid-size state university. Argues for narrative's constitutive and epistemic value in a writing classroom and for the autobiographical anecdote in particular as a bridge between teaching and learning. (SC) EJ598829

Jin, H. (1998). Narrative, Visual Model and Dragon Culture: A Narrative Analysis of Value Presentation in Two Movies Preferred by Chinese Adolescents. Research Bulletin 98., Academic Dissertation, University of Helsinki (Finland). A narrative study was conducted of the visual models in two movies preferred by Chinese adolescents in two schools (n=152). The two movies studied were "Three Decisive Campaigns" (A Chinese Trilogy) and the American science fiction movie, "Jurassic Park." The modified approach from Bandura's modeling theory and film semiotics was used to derive a more adequate explanation of modeling from the relationships among narrative, culture, and values. Results indicated that the narrative and cultural characteristics of the film characters at the levels of text, structure, and logic provide some basic prerequisites for model selection and preference. From the viewpoint of modeling, characters in the movies provide three main kinds of knowledge for vicarious learning: (1) social role norm; (2) the environmental contingency; and (3) the vicarious reinforcing experience. Findings suggest that different genres not only influence what kinds of value models are presented, but also how they are presented and how they are able to convince the viewer. Attention was also paid to the archetype of Chinese value models. Through the analyses of dragon myths, monarch literature, Confucianist classics, the social construction of the self by such practices as the family, cultural metaphors and socially proved life goals, the main ideas of Mao Ze-dong, and a comparative study of the way Chinese and American cultures present these two movies, the study not only reveals the general development of Chinese values from ancient to modern times, but also offers a perspective on how value models differ from culture to culture. Suggestions for effective movie models in classroom teaching and cultivation of teenagers' critical attitudes towards films and television are given. Contains extensive tables and references. Appended are the survey and a list of 10 preferred films. (BT) ED431677

Jisa, H., & Kern, S. (1998). Relative Clauses in French Children's Narrative Texts. Paper presented at the Journal of Child Language, 25, 3, 623-52 Oct. Investigated the use of relative clauses in French children's narrative monologues. Narrative texts, based on a picture book without text, were collected from monolinguals age 5, 7, and 10 years and adults. Researchers coded relative constructions. Use of relative clauses in general-discourse functions preceded use in more specific narrative functions. Children and adults differed in choice of preferred structures. (SM) EJ581892

Johnson, D. B. (1995). Living on the Moon: Persona, Identity, and Metaphor in Paul Monette's "Borrowed Time: An AIDS Memoir.". Paper presented at the Journal of Poetry Therapy, 9, 1, 3-11 Fall. Explores the representation of AIDS in culture through narrative structure by focusing on the critically acclaimed autobiography "Borrowed Time: An AIDS Memoir" by Paul Monette. Examines how poesies and healing represent illness and reflects upon the negotiation between identity and dominant cultural images associated with AIDS. (PA) EJ515818

Johnson, E. K., & Townsend, L. F. (1995). Introduction to Another Voice: Educational Life-Writing As Responsible Text. Paper presented at the Special issue on midwestern educational history. Examines educational life-writing in two leading history-of-education journals. "History of Education Quarterly" pursues objectivity and publishes only principle- case studies and collective biographies, resulting in stale and lifeless texts that meet traditional academic standards. "Historical Studies in Education" accepts both objective and subjective methodological positions, includes articles from nonelite voices, but nevertheless produces historically "responsible text." (SV) EJ515302

Jones, B. (1998). Customers Are Consumers of Library Resources and Servicesor Are They? Paper presented at the Australian Library Journal, 47, 2, 131-44 May. Paul Ricoeur's narrative theory, when combined with the social theory of Pierre Bourdieu, fosters a fresh perspective on the debate about the language of business and its influence in librarianship. It is suggested that narratives about readers hold promise because they capture the active nature of reading. (Author) EJ572211

Josephs, I. E. (March 2000). A psychological analysis of a psychological phenomenon: the dialogical construction of meaning. Social Science Information, 39(1), 115-129(115). It is the task of psychologists to describe and explain psychological phenomena, though the meaning of both description and explanation varies widely. One way to deal with psychological phenomena is to transform them as soon as possible into data (by which is meant quantitative data), which then can be analysed by ready-made methods (by which is meant inferential statistics). An unfortunate result of this politically fortified procedure is that the availability of methods (for data "collection" and analysis) comes to dictate the whole research process, including the construction of the phenomenon and its operationalization. As a consequence, various opponents of this non-scientific procedure have challenged psychology with a new dogma: the need to replace quantitative methods by their qualitative counterparts. Recently appearing "new turns" in psychology (as the narrative, the hermeneutic, the discursive turn, etc.) in particular, define qualitative approaches as the via regia for psychological analyses. I argue that both "schools" are caught in the same trap: ready-made methods and belief in the superiority of one rather than the other dominate all other aspects of methodology and psychological inquiry in general. I suggest that it is the theoretically derived phenomenon that - depending on the specific research question under consideration - requires the construction (rather than the application) of an adequate method for its analysis - be it qualitative or quantitative. I give an extended example for a psychological analysis of a psychological phenomenon - the construction and reconstruction of meaning - with the help of a qualitative experimental approach.

Journet, D. (1990). Forms of Discourse and the Sciences of the Mind: Luria, Sacks, and the Role of Narrative in Neurological Case Histories. Paper presented at the Written Communication, 7, 2, 171-99 Apr. Discusses two sets of neurological case histories: A. R. Luria's "The Man with a Shattered World," and Oliver Sack's "Awakenings." Argues that these histories display two paradigmatic explanations for the mind/brain relation, and that the movement from one paradigm to another also necessitates a movement to different forms of discourse. (MM) EJ406753

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Kamberelis, G. (1999). Genre Development and Learning: Children Writing Stories, Science Reports, and Poems. Paper presented at the Research in the Teaching of English, 33, 4, 403-60 May. Explores children's working knowledge of narrative, scientific, and poetic genres. Finds that children had significantly more experience with narrative genres than either scientific or poetic genres; and possessed more knowledge of text structure than micro-level features such as cohesion markers. Contributes to theorizing genre learning as a complex, contingent, and emergent process of differentiation and integration. (RS) EJ585404

Kanno, Y. (Mar 1997). Researcher-Participant Relationship in Narrative Inquiry., 30pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). The nature of the researcher-participant relationship in narrative inquiry is explored by reflecting on the researcher's own experience in such a relationship. It is argued that the researcher who wants to make a difference in the lives of participants must be open to change in return. Personal involvement with participants is an essential ingredient in narrative inquiry, but it must not be confused with a mission to save the participants. Learning must be reciprocal, and dialogue that has a significant impact on the participant must transform the researcher as well. The project on which the exploration is based is a narrative inquiry into the cultural identities of four Japanese students and their readjustment in returning to Japan after prolonged study overseas. Participants benefited from being listened to and from being forced to reflect on their own experiences. Participants felt that the research made them focus on their experiences as returnees, and that the self-knowledge they gained was a valuable result of participation. The researcher experienced a similar gain in knowledge and the benefits of self-examination. (Contains 19 references.) (SLD) ED408355

Keiley, M. K., & Piercy, F. P. (1999). The "Consulting-Your-Consultants Interview": A Final Narrative Conversation with Graduating Family Therapy Masters' Students. Paper presented at the Journal of Marital and Family Therapy, 25, 4, 461-67 Oct. Discusses a Master's program exit interview that used questions from narrative therapy to celebrate the transition of Masters students into the world of marital and family therapy professionals. This process helps to underling students' agency and competence, and elevates them to the level of consultant during the interview. (Author/MKA) EJ609440

Kellogg, R. T., & Others, A. (Nov 1991). The Relative Ease of Writing Narrative Text., 43pp. Paper presented at the Annual Meeting of the Psychonomic Society (32nd, San Francisco, CA, November 22-24, 1991). A study investigated whether the narrative writing task is more compatible with the structure of conscious thought than are other writing tasks. If so, composing a narrative text should demand less cognitive effort, occur more fluently, and yield a more coherent document than composing persuasive or descriptive texts. Sixteen college students were assigned randomly to each of 3 composition types: narrative, descriptive, or persuasive. Two texts were composed by each participant, one in longhand and one on a word processor. The students wrote on the subjects of test-taking and drinking. Analyses of secondary task reaction times and subjective ratings confirmed that narrative writing is least effortful. An analysis of coherence ties and words produced per minute indicated that persuasive writing exhibits the least cohesion and fluency. The study is continuing, and will examine reading effort, comprehension level, and recall level for the texts that have already been written. (Thirteen figures are included.) (PRA) ED341995

Kennedy, D. (October 1999). Philosophy for Children and the Reconstruction of Philosophy. Metaphilosophy, 30(4), 338-359(322). In this paper I trace the dialogical and narrative dimensions of the philosophical tradition and explore how they are reconfigured in the notion of community of philosophical inquiry (CPI), the mainstay of the collection of novels and discussion plans known as Philosophy for Children. After considering the ontology and epistemology of dialogue, I argue that narrative has replaced exposition in our understanding of philosophical discourse and that CPI represents a narrative context in which truth comes to represent the best story, in a discursive location in which there are always multiple stories. Finally, I raise the issue of childrens philosophical voice. Can children philosophize, and if they can, do they do so in a voice different from adults? If so, what are the distinctive features of that voice? I assert that it is childrens historical marginalization in the Western construction of rationality that now - as that rationality undergoes its crisis - makes of them, like women and other "natives," privileged strangers to the tradition, who are, through CPI, enabled to enter it through dialogue and narrative.

King, J. R. (Mar 1993). Critical Narratives and Labeling Theory: Another Look at Jerry and Charlie., 11pp. For the paper to which this is a response, see ED 355 509. This paper was written in response to a paper by Jerry Phillips and his daughter, Charlie. Their paper, entitled "Mandated Testing: Lived Situations," was presented at the 1992 Annual Meeting of the American Reading Forum, and in it Jerry and Charlie recount the creation and development of a remedial reader, Charlie. One unique aspect of the story is Jerry's dual perspective of professional educator and involved parent. The writing style of the story as Jerry tells it is straightforward, clear, and relentlessthe talk of an angry parent. The complexity of the story increases when Charlie begins to interact with her father in the manuscript: her comments, alternating with his critique, play out the themes and issues from the perspective of the victim. It is a complex text, offering interpretive readings from several frames of reference and providing, in Charlie, a case study of R. Rist's labeling theory. First, there is the frame of Jerry's and Charlie's stories as event and content. Second, the structure and organization of the text suggest that the meanings may be deeper than the issues and events themselves. A third way of interpreting the text is as an example of a postmodern report form, or writing that seeks to represent the constructive nature of its own formation. (RS) ED356448

Kletzien, S. B., & Taylor, S. J. (3 Dec 1992). Comprehension Strategies of Literary Engagement: A Study of Adolescent Readers., 19pp. Paper presented at the Annual Meeting of the National Reading Conference (42nd, San Antonio, TX, December 2-5, 1992). A study determined what comprehension strategies either contributed to literary engagement or inhibited engagement among adolescents. Subjects, 25 eleventh-grade students chosen at random from two heterogenous English classes in a suburban school, read two short stories and reported their thinking and understanding as they were reading. Transcripts of the think-aloud protocols were analyzed. Results indicated that: (1) 7 of the readers were engaged on both stories, 7 were not engaged on either, and the remaining 11 were engaged with one story but not the other; (2) difficulty of the story had a strong effect on engagement; (3) subjects' self-ratings of their usual story engagement, their measured engagement, and their teachers' ratings did not correspond very well; (4) both engaged and nonengaged readers tended to use the same strategies; and (5) there was a wide variability of strategy use among readers. Findings suggest that teachers need to provide strategy instruction for all students with the suggestion that students need to experiment and discover which strategies work best for them. (A figure of reading survey questions and 5 tables of data are included; 29 references are attached.) (RS) ED352638

Knudson, R. E. (1990). How Much Help Is Too Much Help? Another Question for Writing Teachers. Paper presented at the Reading Improvement, 27, 2, 139-42 Sum. Investigates the effects of highly structured versus less structured lessons on student narrative writing. Finds that the less structured lessons resulted in superior student writing and the highly structured lessons resulted in mechanical, fill-in-the-blank responses. (MG) EJ412963

Knudson, R. E. (1992). Effects of Task Complexity on Narrative Writing. Paper presented at the Journal of Research and Development in Education, 26, 1 p7-14 Fall. Researchers examined the effect of writing in response to simple and complex pictures on students' narrative writing. Findings indicated that fourth graders use different composing behavior and produce different written products than do sixth graders, writing more coherently/cohesively for complex than for simple tasks. (SM) EJ458517

Kralik, D., Koch, T., & Brady, B. M. (April 2000). Pen pals: correspondence as a method for data generation in qualitative research. Journal of Advanced Nursing, 31(4), 909-917(909). Pen pals: correspondence as a method for data generation in qualitative researchThe study aimed to understand the impact of chronic illness on the lives of midlife women and explore and share the ways in which women adapt to and/or tolerate chronic illness in their lives. In 1998, 80 women participated in a study in which data were generated by corresponding with the researcher. Guided by feminist principles of collaboration, reciprocity and disclosure, we created rich stories about what it is like to live with a chronic illness. In this paper we will discuss the first phase of this inquiry which utilized correspondence between the researcher and the women. The issues posed by the use of correspondence as an innovative data generation process will be analysed. Correspondence, at first glance, may appear to be a rather impersonal communication medium. However, we are committed to this method of data generation and believe we have unlocked the doors to a viable qualitative research process. The literature to guide this process is scarce so we are keen to share work in progress. We will describe the preparation phase in setting up the study; discuss some practical issues, share some of the researcher's experiences in generating narratives from dialogues and hear from the women themselves what they consider to be significant about this research process.

Krummheuer, G. (Mar 1997). Reflexive Arguing in Elementary School Classes: Opportunities for Learning., 10pp. Paper presented at the Annual Meeting of the American Education Research Association (Chicago, IL, March 24-28, 1997). This research dealt with the social constitution of learning in classroom settings, attempting to reveal Bruner's (1990, 1996) folk psychology or folk pedagogy in everyday teaching and learning processes. Specifically, it focused on how the reasons or arguments for completing activities emerge while children are attempting to solve a given mathematical problem in group work. A microethnographic study of such interactions in German elementary classrooms showed that children do not usually reveal their rationale explicitly, with the execution of a calculation and its justification not discernible from each other in other words, reflexive argumentation. Further, this practice of reflexive argumentation is effectuated in the semblance of telling a story. The culture of reflexive argumentation in these groups is treated narratively. Examination of the academic task structure (ATS) (Erickson, 1982) of group interactions revealed narrative characteristics: (1) Not all concepts necessary for comprehension of the ATS are introduced explicitly; for some participants, the inner logic of the solution or "plot" remains opaque; (2) students need certain specific competencies for executing different steps of the solution; (3) meta-comments are not clearly made; hints at the internal structure of the solution are left for participants to infer on their own; and (4) presentation of the solution process is mainly restricted to the spoken word; alternative demonstrations like physical illustrations are not used. Thus, this form of peer interaction provides the rationality of a solving process in as much as the students are able to infer the argumentation about the "correctness" of the solution from the specific ATS- sequentiality of the accomplished narrative. (Contains 18 references.) (EV) ED409109

Kucan, L., & Beck, I. L. (1996). Four Fourth Graders Thinking Aloud: An Investigation of Genre Effects. Paper presented at the Journal of Literacy Research, 28, 2, 259-87 Jun. Investigates four developing readers' text processing by asking them to think aloud as they read five narratives and five expository texts over the course of a school year. Identifies five general categories of processing. Finds that while reading narratives, students hypothesized most of the time; and while reading expository texts, they elaborated a greater percentage of the time. (PA) EJ530504

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Lamoureux, E. R. (1996). An Experiential Approach to Teaching Communication Theory: Incorporating Contemporary Media To Clarify Theoretical Concepts., 17pp. Paper presented at the Annual meeting of the Speech Communication Association (82nd, San Diego, CA, November 23-26, 1996). For professors who have been assigned the task of teaching communication theory, carefully chosen examples of films, videos, TV clips, or music can be productively used to support instruction. Both research and experience have shown that the visual and aural channels are excellent forms of amplifying, clarifying, and justifying theoretical concepts. For example, after discussing the basic concepts, to highlight social exchange theory, play Pearl Jam's "Better Man" and REM's "Losing My Religion"students can accurately make the application. For cognitive dissonance theory, a short clip from "Friends" which deals with celebrating Ross' birthday and lack of funds from three of the friends is an ideal exemplar of the theory. A unit on the narrative paradigm lends itself to using examples from a variety of musical genres, from country to hard rock to rap. The concepts associated with Watzlawick's interactional view can be seen in the 1994 film, "When a Man Loves a Woman." Uncertainty reduction theory is viewed by many students as among the most applicablethe very uncertainty of enrolling in the university, living away from home, selecting a major, etc. provide a rich foundation under which students come to understand this theory. (Contains 27 references, an informational appendix, a table of available films and topics illustrated, and a list of feature films that illustrate communication theory). (NKA) ED415552

Lander, D. A. (1 November 1999). Telling transgression: a bridge between contract and carnival in making student services policy. Journal of Education Policy, 14(6), 587-603(517). This research paper seeks to re-frame student services policy-making by providing traditionally-aged university students with a speaking position in the formulation of the contractual arrangements that affect them and bind them into adulthood. My involvement as a student services educator, policy-maker, and researcher is the unifying thread throughout this inquiry. The ambiguous context of adulthood for first year students within the historical and interlocking categories of social contract and medieval carnival provides the theoretical framework. These categories provide the basis of my critical narrative inquiry into transgression: my autobiographical remembrances of the contract-carnival interplay of student drinking in a Canadian university; and my reconstruction of a dialogically-generated drinking story from my research site in a UK university. This critical narrative inquiry supports my conclusion and action plan for inclusive, dialogical policy-making that engenders the telling of transgression through stories of carnival. I further conclude that the student services educator must take leadership responsibility for initiating this policy-making intervention that bridges carnival and contract, and that provides occasions for first year students to narrativize adulthood.

Larson, C. (1997). Re-presenting the subject: problems in personal narrative inquiry. International journal of qualitative studies in, 10(4), 455.

Laycock, E. (1990). Fifteen Months in the Life of a Writer (Teacher Inquiry in the Classroom). Paper presented at the Language Arts, 67, 2, 206-17 Feb. Argues the importance of dictated stories, with the teacher or other adult as scribe, in children's development as writers. Examines one child's literary influences and her literacy development. (MG) EJ406777

Lehman, D. W. (1997). Matters of Fact: Reading Nonfiction over the Edge. Theory and Interpretation of Narrative Series., 234p. Taking off from the perception that the current critical climate blurs most meaningful distinctions between fiction and nonfiction, this book examines what happens when writers and readers encounter texts presented as nonfictiontexts that make some truth claim on outside experience, texts whose characters and events have at least some tangible dimension outside the written word. Rather than attempting to establish distinctions between abstract notions of fiction and nonfiction, the book examines the experience of engaging with both kinds of texts. The author contends that reading and writing nonfiction is fundamentally different from reading and writing even the most strongly realistic fiction. The difference between the two stems from a recognition that actual subjects are linked to nonfiction texts. An author may try to hide the link by withholding names or changing details, and scholars may try to ignore the link as somehow tainting a purely literary experience, but nonfiction's operations defeat those efforts. While authors of fiction build worlds that encompass their characters and narratives, a nonfiction text always competes with the lives and events that lie outside it, lives and events it cannot contain. How this inside/outside contest plays over a variety of nonfictional texts is examined, ranging from 19th- century narratives by Charles Dickens and Henry Mayhew through the writings of Sigmund Freud, John Reed, Tom Wolfe, and Joan Didion, culminating in a discussion of Tim O'Brien, who has written stories of his experience in the Vietnam War in hybrid combinations of fiction and nonfiction. (NKA) ED414605

Lemon, H. S., & Others, A. (2 Apr 1993). The Permanent Temps' Lament: Why Not Tenure Status?, 51pp. Paper presented at the Annual Meeting of the Conference on College Composition and Communication (44th, San Diego, CA, March 31-April 3, 1993). This scripted dialogue is a fully documented story about the history and conditions of one group of post-secondary teachers of English. The narrative focuses on the proposal of this group of "permanent" temporary writing instructors from Western Illinois University to convince administrators to change their status to tenure track by allowing the Master's Degree to be considered a tenurable degree for composition in the Department of English and Journalism. The document contains dialogue among five participants in the story as well as a detailed overview of their proposal. A chronology of the university's definition of and edicts concerning temporary instructors is included; and nine appendixes, including a chronology of working conditions, salary charts, evaluation criteria, letters and memoranda, are attached. (Contains 15 references.) (Author/SAM) ED356483

Leslie, L., & Cooper, P. (Dec 1992). Assessing the Predictive Validity of Prior Knowledge Assessment., 16pp. Paper presented at the Annual Meeting of the National Reading Conference (42nd, San Antonio, TX, December 2-5, 1992). A study examined the predictive validity of two methods of prior knowledge assessment: free association and prediction. Subjects, 72 sixth graders from suburban public and private schools, were divided into four groups: standard free association; standard free association plus prediction; definitional free association; and definitional free association plus prediction. Subjects read two expository and two narrative texts, were asked to free associate and/or predict passage elements, retold the passage, and answered comprehension questions. Data from the 57 students whose comprehension was above 50% on at least one passage were subjected to multivariate analysis. Results indicated that: (1) although definitional instructions did not yield higher prior knowledge scores than free association instructions, the correlations between the knowledge scores and comprehension of narrative text for the two instructional groups were different; (2) in expository text, none of the correlations between responses to concepts and retelling or comprehension were significant in either instructional condition; (3) prediction of main ideas prior to reading was correlated with retelling and comprehension of expository text, but less so with narrative text; and (4) the number of correct main ideas predicted was very low. Findings suggest that definitional instruction tapped more directly what students knew, and did not know, about concepts. (Nineteen references are attached.) (RS) ED352604

Levstik, L. S. (1995). Narrative Constructions: Cultural Frames for History. Paper presented at the Social Studies, 86, 3, 113-16 May-Jun. Maintains that children's ability to understand and use narrative precedes their ability to understand and use other genres. Asserts that the link between history and narrative is overlooked in discussions about children's historical understanding. Argues that children should use narrative. (CFR) EJ510827

Li, X. (Mar 1997). A Narrative Inquiry of the Sameness of and Difference between My Autobiographical and Biographical Research Methods on New Immigrant Women., 28pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). The sameness of and difference between autobiographical and biographical research methods were studied in this exploration of the researcher's work with six recent female immigrants to Canada, herself and her mother included. The self-study of autobiography and the biographical study of the researcher's mother and four other subjects were similar in that both approaches required the researcher to take uncertainty as the norm in the process of data collection and interpretation. The approaches differ in that the autobiographical work is mainly internal and inward directed, while the biographical approach is more external. To work with a live protagonist makes it possible to develop an intersubjective text influenced by the relationship between the researcher and the subject of study. A biography becomes autobiographical in what it tells about its author. (Contains nine references.) (SLD) ED408354

Linne, A. (1 February 2001). The lesson as a pedagogic text: a case study of lesson designs. Journal of Curriculum Studies, 33(2), 129-156(128). In the 19th century, a shift in classroom technology from monitoring to recitation was staged in several European countries. The analysis draws on late 19th- and early 20th century lesson plans that were produced as part of the final teacher examination by students at two Swedish teacher training colleges, in order to explore how the lesson was restructured as a pedagogic text in the course of this transformation. The argument focuses upon the structure and transformation of the lesson designs, the discursive pattern of the text, the narrative involved, and the message or moral reflected in the text. The inquiry demonstrates that a classroom technology originally advocated in order to enhance the teacher's control of pupils and to influence children's minds, thoughts and morality became one instrument in the creation of a school for symbolic representation and meaning-making in a rapidly changing world of modernity.

Little, D. (March 2000). Explaining Large-Scale Historical Change. Philosophy of the Social Sciences, 30(1), 89-112(124). A prominent historiographic theme in the past decade has been a movement away from causal explanation of large-scale processes and outcomes and toward narrative interpretation of singular historical processes. This article argues for the continued vitality of large-scale historical inquiry and surveys the historiographic issues that arise in large-scale historical explanation. The article proceeds through an examination of several important recent examples of large-scale history: comparative history of Europe and China, the history of alternative forms of industrial organization, and the history of technology. These three cases provide the basis for a conception of what may be called "conjunctural contingent meso-level" explanations: explanations that identify intermediate-level structures and processes and highlight both the structural factors that govern change and the multiple pathways that change can take.

Lodge, D. (1996). The Practice of Writing., 350p. With the constant theme of the mysterious process of creativity running through its essays, this book discusses the work of some much admired 20th-century writersGraham Greene, James Joyce, D.H. Lawrence, Henry Green, Kingsley Amis, Vladimir Nabokov, and Anthony Burgess. The book addresses the situation of the contemporary novelist, both aesthetically and institutionally, and describes the pleasures of the novelistic text. It considers the different techniques required to work on a novel and a screenplay, focusing on the problems that arise between the idea and the performance. Some of the book's essays discuss academic literary studies, including structuralist and post-structuralist critical theory. The dominant emphasis of the book is on the "practice" of writing. The book contains criticism that tries to demystify and shed light on the creative process. It is intended to be of interest and value for students and teachers of literature, creative writing, and media studies, but is also intended for the general reader. It concludes with extracts from the diary the author kept while his play, "The Writing Game" was making its way to the footlights. (NKA) ED408593

Lorenz, C. (October 2000). Some Afterthoughts on Culture and Explanation in Historical Inquiry. History and Theory, 39(3), 348-363(316). I argue here that the articles in this forum contain basic agreements. All three reject naturalism, reductionism, and monism while retaining causality as an explanatory category, and all three emphasize the role of time and argue for a view in which culture is regarded as both structured and contingent.The differences among the explanatory proposals of Hall, Biernacki, and Kane are as important as the similarities: while Hall favors a Weberian approach, Biernacki argues for a primarily pragmatic explanation of culture, and Kane for a primarily semiotic explanation. I argue that all three positions face immanent problems in elucidating the exact nature of cultural explanation. While Hall leaves the problem of "extrinsic" ideal-typical explanation unsolved, Biernacki simply presupposes the superiority of pragmatic over other types of cultural explanation, and Kane does the same for semiotic explanation. Hints at cultural explanation in the form of narrative remain underargued and are built on old ideas of an opposition between "analysis" and "narrative." This is also the case with the latest plea for "analytic narratves." I conclude that a renewed reflection on this opposition is called for in order to come to grips with cultural explanation and to get beyond the old stereotypes regarding the relationship between historical and social-scientific approaches to the past.

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MacAdam, B. (1995). Sustaining the Culture of the Book: The Role of Enrichment Reading and Critical Thinking in the Undergraduate Curriculum. Paper presented at the Theme issue: "The Library and Undergraduate Education.". Discussion of the reassessment of undergraduate education focuses on the element of critical thinking. Topics include language and reasoning, the power of stories and narrative structure, critical thinking and bibliographic instruction, enrichment reading and academic libraries, reasoning in an image and electronic culture, and the role of the academic library. (Contains 83 references.) (LRW) EJ513794

Mackey, M. (1991). Ramona the Chronotope: The Young Reader and Social Theories of Narrative. Paper presented at the Children's Literature in Education, 22, 2, 97-110 Jun. Asserts that meanings are made socially, and explores how narrative connects with and feeds into the society which surrounds it. Examines the account of Ramona Quimby by Beverly Cleary, and how it demonstrates the role of narrative. (PRA) EJ432621

MacLeod, L. G., & Morrison, G. R. (1998). Narrative Versus Step-by-Step Instructions for Computer Procedures., 7pp. In: Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division (20th, St. Louis, MO, February 18-22, 1998); see IR 019 040. This paper describes a study designed to investigate the effectiveness of narrative versus step-by-step instructions for a computer task. The participants in this study were 31 undergraduate education students enrolled in a computer literacy class at the University of Memphis during the Summer 1996 semester; none of the participants had prior knowledge of e- mail. Participants were randomly assigned to one of the two treatment groups and were individually observed as they completed the steps for retrieving, replying, spell checking, and sending e-mail using software on a mainframe computer. After completion of their respective treatments, participants completed a survey designed to assess their attitudes toward the instruction. There was no performance time difference between the two groups, but the step-by-step treatment made fewer errors during the more complex tasks. There was a lack of difference in attitude between the two groups. A figure illustrating the performance rating form used by the researchers is included, as well as tables containing data on errors on task and errors by treatment. (DLS) ED423848

Marinara, M. (1997). When Working Class Students "Do" the Academy: How We Negotiate with Alternative Literacies. Paper presented at the Journal of Basic Writing, 16, 2, 3-16 Fall. Constructs narratives concerning working class students to highlight the difficulties of negotiating academic codes and the necessity for writing teachers to strive to provide the space for working class students to "speak differently." Finds the negotiation must flow in two directions: the academy cannot take over a text without being uncomfortably altered by it. (PA) EJ562373

Martin, L. E. (1999). Mothers' Prosodic Features: Strategies To Guide Young Children's Understanding of Book Language. Paper presented at the Reading Horizons, 40, 2, 127-46. Describes how 25 mothers across children's age groups (6 months olds through 4-year-olds) used prosody, specifically pitch and stress variations, while reading with their children. Finds that the mothers' intent was to guide children's understanding of the complexities of the story. Indicates that all the mothers used pitch and stress in conjunction with other book reading strategies. (SC) EJ601136

Martin, M. H. (1998). Exploring the Works of Mildred Taylor: An Approach to Teaching the Logan Family Novels. Paper presented at the Teaching and Learning Literature with Children and Young Adults, 7, 3, 5-13 Jan- Feb. States the Logan family novels afford readers an opportunity to familiarize themselves with many facets of the life of one Black family in the segregated South of 1900-1940. Finds the power of the texts lies in their complex interrogative naturewherein Taylor problematizes the reader's subject position by offering complex characterizations and different narrative perspectives. (PA) EJ559456

Martin, W. (2000). Ellen A. Herda, Research Conversations and Narrative: A Critical Hermeneutic Orientation in Participatory Inquiry. Philosophy in Review, 20(5), 349.

Maslin-Ostrowski, P., & Ackerman, R. H. (1998). The Wounded Leader: Looking for the Good Story., 36pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). This study's purpose was to understand further "how" significant leadership crises create a very particular context for telling stories and, specifically, "how" the lives of school leaders are affected by the stories they tell. The study presents the stories of seven private and public school leaders who have experienced a serious conflict, dilemma, or critical event in their leadership practice that has in some way profoundly affected or "wounded" them. The study focused on school leader's "narrative identity" to determine "who" in each case the person had become in the story, "how" their story helped them to become that person and "why." The methodology was ethnographic in that it required retrospective interviewing and narrative analysis. Findings suggest that the difficult experiences evoked stories that could be tentatively grouped by common themes. The storytellers chose a restitution story of how the problem was fixed which echoes the myth of principal as hero; a chaos story of near disaster that was notable by what was absent, that is a distressed telling without order or coherence and an uncertain future; or a story of quest, one that leads to a new or evolved story. All themes, however, are apt to be present at different times in each of the stories. Another finding relates to the particular ways in which participants were self conscious and aware of themselves as story makers and tellers, thus could become in a sense "witnesses" to their circumstances. (Contains 25 references.) (NKA) ED420889

Mattila, A. S. (August 2000). The Role of Narratives in the Advertising of Experiential Services. Journal of Service Research, 3(1), 35-45(11). Service researchers have postulated that for many services, from the customer's point of view, the service experience is the key perceptual event. For portraying and conveying experiences, narrative forms of communication tend to be uniquely effective. This experimental study examined whether consumer expertise interferes with the relative effectiveness of story-based appeals in print advertisements portraying experiential services. This study also sought insight into consumers' affective responses to service ads, a nascent area of inquiry. Overall, this study's results suggest that consumers with relatively low familiarity with a service category might prefer appeals based on stories to appeals based on lists of service attributes. This relative advantage of narrative ads might be magnified when the novice consumer is in a happy rather than sad mood while encoding the information in the ad. Consumers with relatively high familiarity with the focal service category, however, might be unaffected by the format of the information presentation.

Mayer, R. (1998). Connecting Narrative and Historical Thinking: A Research-based Approach to Teaching History. Social education, 62(2), 97.

McCormack, C. (November 2000). From Interview Transcript to Interpretive Story: Part 1-Viewing the Transcript through Multiple Lenses. Field Methods, 12(4), 282-297(216). For researchers working within a narrative inquiry framework, the task of constructing an interpretive story is daunting. They need to know, What do we do after we have transcribed our interview tapes? The author's response to this question is described in this article. The lenses of narrative processes, language, context, and moments are the dimensions people use to construct and reconstruct their identity and to give meaning to their lives. These lenses highlight both the individuality and the complexity of a life. Excepts from an interview with one postgraduate student illustrate some of the views highlighted by each of these lenses.

McCormack, C. (November 2000). From Interview Transcript to Interpretive Story: Part 2-Developing an Interpretive Story. Field Methods, 12(4), 298-315(218). Writing interpretive stories from the views highlighted by the multiple lenses of active listening, narrative processes, language, context, and moments is the second part of the author's answer to the question, What do we do after we have transcribed our interview tapes? Interpretive stories offer an alternative mode of representation of interview transcripts to the traditional approach in which a transcript is fractured into smaller segments of text and then recombined into themes that move across stories, across people, and across contexts. As situated accounts inclusive of the multiple voices of the participant and those of the researcher, interpretive stories open the reader to the possibility of multiple interpretations.

McEwan, H. (1997). The Functions of Narrative and Research on Teaching.

McKinney, B. C., Ed. (1996). The Carolinas Speech Communication Annual, 1996. Paper presented at the For the annual volumes of this series for the period 1995-1999, see CS 501 172-176. This 1996 issue of the "Carolinas Speech Communication Annual" contains the following articles: "Rhetoric in the Second Sophistic, Medieval, and Renaissance Periods: Implications for Pedagogy" (Omar J. Swartz and Chris Bachelder); "Thou Art Damned: Cursing as a Rhetorical Strategy of the Accusers in the Salem Witch Trials" (Colleen E. Kelley); "Multiple Measures of Critical Thinking Skills and Predisposition in Assessment of Critical Thinking" (William E. Hanks and Karin-Leigh Spicer); "A View from Within: A Case Study of Organizational Narrative Behavior" (Patricia A. Cutspec); and "Exploring Narrative Agreement: A Potential Site for Constructing Harmony from Diversity" (Daniel D. Gross and Stephen L. Coffman). (NKA) ED436794

McLellan, H. (1992). Hyper Stories: Some Guidelines for Instructional Designers. Paper presented at the Journal of Research on Computing in Education, 25, 1 p28-49 Fall. Describes an instructional design model for hypertext, the Explorer's Hypertext Story Model, which is structured around components based on a story or narrative structure. Topics discussed include learner motivation; navigation in hypertext; learner control; and the importance of understanding information in context. (34 references) (LRW) EJ454700

McLeod, J. (1996). The Emerging Narrative Approach to Counselling and Psychotherapy. Paper presented at the British Journal of Guidance and Counselling, 24, 2 p173-84 Jun. An important development within counseling and psychotherapy has been the emergence of narrative perspectives in theory and practice. Counselors are viewed as responsible for helping clients "re-author" parts of their life-story. Discusses the origins of this approach within psychology and social science. Identifies the central elements of a narrative approach to counseling and psychotherapy. (KW) EJ538845

McSheffrey, K. (Jun 1992). Mathematics Experiences of Women and Girls: A Narrative Inquiry., 73pp. Master's Thesis, Queen's University. Narrative accounts construct and reconstruct stories of school experiences in order to make meaning of them. This document reports the results of narrative inquiry in the mathematics experiences of 7 women and 15 eighth-grade girls in an effort to determine why women and girls avoid mathematics. Memories and reflections were gathered using narrative-based tools, such as letters and stories, and interviews. This data was examined for underlying themes and images relative to the research question. Four themes emerged from the analysis: (1) the influence of teachers' behaviors on students (teachers who made students feel special, cared for, honored and liked, were remembered fondly); (2) the influence of parents' behavior (their support or lack of support) on students' (wish to do well to please parents); (3) personal decisions regarding attitudes toward mathematics; and (4) attitudes of boys toward girls. Results indicated that teachers were the focus of the stories told by the participants. Participants recounted how teachers affected the way the participants felt in the mathematics classroom and how teachers who made connections to real life situations were the best teachers. Participants expressed frustration in dealing with help from their parents. Results suggest that having students tell the stories of their experiences may need to be an integral part of the classroom environment and curriculum. (Contains 68 references.) (MDH) ED355118

Miller, D. L. C., John W.; Olander, Lisa. Writing and Retelling Multiple Ethnographic Tales of a Soup Kitchen for the Homeless., Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Page Length: 30. An ethnographic study narrated three tales about a soup kitchen for the homeless and the near-homeless. To provide a cultural, ethnographic analysis, and share fieldwork experiences the study began with realist and confessional tales. These two tales emerged from the initial writing and presenting of the soup kitchen ethnography to qualitative research classes. As the study was shared with social justice researchers after leaving the field, a critical perspective emerged, leading to the reflective interrogation of the realist and confessional tales. The study's text describes how multiple ethnographic tales emerge and are further shaped by the retelling of the tales. Contains 2 figures and 35 references. (Author/BT)

Miller, S. I., & Fredericks, M. (July 2000). The Family Resemblance Metaphor: Some Unfinished Business of Interpretive Inquiry. Qualitative Health Research, 10(4), 440-451(412). The rapidly expanding discipline of interpretive inquiry, especially in its narrative analysis form, has not been fully cognizant of certain crucial epistemological and methodological assumptions that form the ultimate basis of its purpose. Even after abandoning traditional positivist views, the related disciplines within the human sciences that are engaged in interpretive inquiry have still not discovered the core implicit assumptions that militate against a full acceptance of this form of inquiry. This article outlines the locus of these implicit assumptions and then argues that the legitimacy of these enterprises must be grounded in a well-known but heretofore undiscovered perspective, namely, Wittgenstein's notion of a family resemblance. It is argued that this metaphoric phrase is the key to unlocking the real and unique nature of narrative analysis.

Miller, S. M. L., Sharon. (1999). Supporting Possible Worlds: Transforming Literature Teaching and Learning through Conversations in the Narrative Mode. Paper presented at the Research in the Teaching of English, 34, 1, 10-64 Aug 1999. Investigates how a secondary-school teacher uses her "turning-point literacy experience" as a narrative template to guide changes in her teaching of literature. Scaffolds students' narrative modes of thinking in two contrasting classroom contexts: a twelfth-grade class for "at-risk" students and an eleventh-grade class for college-bound students. Provides narrative strategies at points of need. (SC)

Minnich, E. K. (1997). Response to "Columbia's Grand Narrative of Contemporary Civilization" by Drs. Aimee Howley and Richard Hartnet t sic. Paper presented at the For the original article, see JC 507 729. Responds to Howley and Hartnett's article, which views the core curriculum at New York's Columbia College as an example of Lyotard's "grand narrative." Argues that the authors fail to note the negative effects of not considering other groups, such as women and minority groups, in a powerfully defining narrative. (AJL) EJ544863

Morgan, M. (1997). Examining Responses to Text: Are We Giving Our Readers a Fair Shake?, 7pp. Paper presented at the Annual Meeting of the National Reading Conference (Scottsdale, AZ, December 3-6, 1997). A study compared the comprehension abilities of readers when reading narrative and expository discourse. It was designed to investigate how middle-level high-achieving and low-achieving readers comprehend the two discourse genres, testing the readers' comprehension of main ideas in the text under both conditions. Also examined was whether comprehension differences existed between Hispanic and Anglo readers. Subjects were 48 seventh and eighth grade readers from an urban school district in the southwestern part of the United States. Subjects were randomly selected and placed into one of two reader groups according to reading achievement. Results indicated that readers performed equally well in their ability to extract detailed information under both text conditions; comprehension differences between narrative and expository discourse increased with the level of importance of text macrostructures. Results indicated readers recalled twice as much of the main idea information from narrative text than they did in the expository text. Hispanic and Anglo readers performed equally well in recalling the important elements of the texts, but their emphasis differed with regard to lower level statements. Hispanic readers' recall of the most important text information was significantly higher than their recall of the other macrostructure levelsthese differences were not evidenced in Anglo readers. Results of this study indicate that in the middle grades, readers continue to be less sensitive to the main ideas contains in expository materials. (CR) ED420849

Morris, R. (1997). Educating Savages. Paper presented at the Quarterly Journal of Speech, 83, 2, 152-71 May. EJ545837

Moyer, B. S., & Hugenberg, L. W. (1997). Narrative as Conversation: Motives Revealed through Two Stories of the Holocaust., 42pp. Paper presented at the Annual Meeting of the Central States Communication Association (St. Louis, MO, April 9-13, 1997). A study investigated, in the Burkeian tradition, motives revealed through communication. It also applied the narrative paradigm developed by Walter Fisher, using each traditional standard (truth, aesthetic, results, ethical, and attitudinal) and explored the development of a new standardthe practical standard for the storyteller. Narratives analyzed are Viktor Frankl's "Man's Search for Meaning" (1963) and Adina Szwajger's "I Remember Nothing More" (1988). Each story is compared using the standards of the narrative, including the practical standard, which is developed using Kenneth Burke's identification as a central theme. Two standards of conversational analysis are also used (truth and honesty) to offer additional insights into the motives (compassion, endorsement, and self-judgment) surrounding Frankl's and Szwajger's narratives. The literature is treated as an "I-addressing-me" dialogue of intrapersonal communication. Results included the discovery of insights into Frankl's motives for sharing his death camp experiences while at the same time attempting to market his logotherapy. Szwajger's narrative is found to be less persuasiveher motives are primarily relief-giving confession. The narrative approach to criticism provides different insights into rhetorical events than traditional critical methods. The practical standard can be equated with the practical reasons why narrators choose to tell their stories when and how they do. Both conversational analysis and the practical standard may help communication scholars gain a better understanding of how motives are revealed through the inner dialogue as the narrator struggles to tell the story. (Contains 39 references.) (Author/NKA) ED412585

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Bensoussan, M. (1990). EFL Reading as Seen through Translation and Discourse Analysis: Narrative vs. Expository Texts. Paper presented at the English for Specific Purposes, 9, 1, 49-66. Proposes to examine reading problems by means of discourse analysis of students' translations. The study is based on two previous experiments in which first-year university students translated English texts into their native language (Hebrew or Arabic). (37 references) (Author/VWL) EJ405420

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Ohanian, S. (1997). Why Did Those Pigs Leave Home? The Choices Authors Make. (Part Two of a Three- Part Series). Paper presented at the Teaching and Learning Literature with Children and Young Adults, 6, 5, 57-64 May-Jun. Finds that "Three Little Pigs" shows children what the world is likedepicting the conflict of choice, etc. Examines different versions of the tale and questions students about text differences. Gives questions for stimulating student response. (PA) EJ556679

Ohtsuka, K., & Brewer, W. F. (1992). Discourse Organization in the Comprehension of Temporal Order in Narrative Texts. Paper presented at the Discourse Processes, 15, 3, 317-36 Jul-Sep. Investigates and demonstrates the strong effects of the role of global discourse organization on the comprehension of temporal order in narrative texts. Proposes three principles of discourse organization. Tests the comprehension of underlying event order of five passages by subjects. (HB) EJ457057

Oliver, K. L. (December 1999). Adolescent Girls Body-Narratives: Learning to Desire and Create a "Fashionable" Image. The Teachers College Record, 101(2), 220-246(227). This critical narrative inquiry took place in an inner city middle school in the southeast part of the country. The purpose of the study was to explore how four adolescent girls constructed the meanings of their bodies. Of interest were the stories girls told about their bodies and how their stories, cultural storylines, and images of women could empower and disempower girls in the process of becoming healthy women. The girls and I met 50 min twice a week for 15 weeks during their health and physical education class. Data collection techniques included 25 audiotaped and transcribed group discussions, journal writing, freewriting, written stories, and more. These girls were learning, through fashion, to desire and create a normalized image of the perfect woman. Fashion was a heuristic as they constructed the meanings of their bodies.

Olson, M. (2000). Linking Personal and Professional Knowledge of Teaching Practice through Narrative Inquiry. Teacher Educator, 35(4), 109-127.

Olson, M. R. (2000). Linking Personal and Professional Knowledge of Teaching Practice through Narrative Inquiry. Paper presented at the Teacher Educator, 35, 4, 109-27 Spr 2000. Examines the use of four versions of narrative inquiry with preservice teachers: response to practicum experiences, responses to reading, small and large group discussions, and reflection papers. Each helps students explore narrative assumptions that contribute to their images of teaching, enabling them to explore unexamined parts of their personal and professional knowledge of teaching and link them in explicit ways. (SM) EJ612279

Olson, M. R. (March 1995). Conceptualizing narrative authority: implications for teacher education. Teaching and Teacher Education, 11(2), 119-135(117). In this paper I explore an alternative to the dominant authority of positivism in teacher education research and curricula through the conceptualization of narrative authority. Narrative authority is rooted in the personal practical knowledge of teacher education students, university teachers and classroom teachers as they interact within the contexts of teacher education. I begin by describing Dewey's conception of experience as individually continuous and socially interactive. I then discuss two ways in which knowledge is constructed from experience and describe how each Ivalues a different kind of authority. I then focus on the educative qualities of experience and show how narrative knowledge expressed through mundane and sacred stories can become taken-for-granted or be reconstructed through experience. Next, I describe how we can think of ourselves as authoring our lives through our narrative authority. I then consider the institutional narratives of teacher education in which sacred stories of apprenticeship, technical rationalism, and inquiry are embedded. I conclude by discussing some of the implications acknowledging narrative authority has for reshaping teacher education.

Owston, R. D., & Others, A. (May 1990). On and Off Computer Writing of Eighth Grade Students Experienced in Word Processing. Technical Report 90-1., 59p. A study assessed the impact of word processing on the writing of junior high school students, experienced in working with computers, for a number of tasks, including writing. Subjects, 111 eighth grade students in four communications arts classes at a Canadian middle-class suburban school, who had been using computers for writing for a year and a half, wrote one story on the computer and one story off the computer. The order in which the two writing tasks were presented and whether the subjects wrote first on or off the computer were different for each class to control for potential order effects with these two factors. Drafts and final versions of the students' writing were scored using a holistic/analytic instrument. Results indicated that: (1) the computer-written work was significantly better in overall quality and better on the competency and mechanics subscales of the evaluation instrument; (2) students produced significantly longer pieces of writing on the computer than off; (3) students reported very positive attitudes toward computer-based editing and writing; (4) there were no macrostructural differences in writing across media; and (5) only one surface feature, spelling, was found to be significantly better in the computer-written work. (Five figures and five tables of data are included; 51 references, the attitude questionnaire, a summary of the scale for evaluating narrative writing, verbal directions for teachers, sample student essays, and four tables of data are attached.) (RS) ED319053

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Pagano, J. A. (1991). Relating to One's Students: Identity, Morality, Stories, and Questions. Paper presented at the Journal of Moral Education, 20, 3, 257-66. Discusses student criticism of higher education. Responds in the context of moral questions. Argues that education is about the development of a moral imagination. Suggests that students be encouraged to locate their own questions in material to be studied. Concludes that through storytelling teachers and students can find common ground as well as differences. (DK) EJ443740

Pannabecker, J. R. (1995). For a History of Technology Education: Contexts, Systems, and Narratives. Paper presented at the Journal of Technology Education, 7, 1, 43-56 Fall. Two major historiographic issues in technology education history are the importance of social context and the choice between narrative and systems approaches. (SK) EJ513066

Paxton, R. J. (2000). The Effects of a Visible Author on High School Students Solving Historical Problems., Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Page Length: 76. A study explored the way various levels of narrative voice in historical texts influence high school students as they carry out a common historical problem-solving task. Participants, 30 students in a suburban Seattle (Washington) high school, wrote a historical essay after reading an introductory text excerpt and six historical documents. Half of the students began the task by reading an excerpt from a popular high school world history textbook with an anonymous author writing in the third person and revealing little about personal opinions, perspectives, or information about historical epistemology. The other half began by reading a text that had the same primary historical information but featured a visible author who wrote in the first person and revealing beliefs, perspectives and information regarding historical epistemology. A pretest gauged students' prior knowledge of Caesar and his assassination, and six were selected to think-aloud through the entire task. All participants used a packet of historical documents examining Caesar's murder. The introductory text that framed the task was different for each group, while the problem-solving task was identical. For the majority of those in the anonymous author group, it appears the discourse schema brought to bear on this task was a straightforward "school writing" mode of communication. Essays produced by the visible author group were about 25% longer than those of the other group. In summing up think-aloud statements, it became clear that participants in the visible author group were far more likely to establish relationships with text authors, hold mental conversations with and about them, and give more thought to the primary historical information embedded in those texts. Appended are text excerpts, historical documents, and scoring rubrics. (Contains 9 tables and a 51-item bibliography.) (BT) ED442719

Peterson, S., & Bainbridge, J. (1999). Teachers' Gendered Expectations and Their Evaluation of Student Writing. Paper presented at the Reading Research and Instruction, 38, 3, 255-71 Spr. Concludes that, despite questionnaire and interview data revealing that teachers attempted to ignore the influence of gender perception in their assessment of student narrative writing, they did construct the writer's gender while reading student narratives. Suggests that the gender perceptions narrowed the lenses through which teachers assessed the writing. (SC) EJ585415

Phillips, D. C. (1997). Telling the Truth about Stories.

Podszebka, D., Conklin, C., Apple, M., & Windus, A. (1998). Comparison of Video and Text Narrative Presentations on Comprehension and Vocabulary Acquisition., 20pp. Paper presented at the SUNY-Geneseo Annual Reading and Literacy Symposium (Geneseo, NY, May 1998). A study investigated the effect of video and narrative presentations on children's comprehension and vocabulary acquisition. Participants were students in four heterogeneously grouped eighth-grade English classes (n=16, 22, 21, and 11) in a rural school district in southwestern New York. The short story selected was Sir Arthur Conan Doyle's "The Red-Headed League." It was chosen for its difficulty levelthe text is at the instructional level of most of the students involved. Each class received a different mode of instruction: one class read the story to themselves; another class viewed a video rendition of the story; another class saw the same video but had captions included on the screen; the final class both read the text version to themselves during class and then viewed the video the following class period. A pretest (a matching test) and a posttest (the same matching test with answers in a different order, a series of multiple choice questions to measure comprehension and recall, and a short-answer evaluation question to measure critical thinking) were given. Significant findings are that students who read the text had greater vocabulary acquisition, while students who viewed the video showed a greater comprehension of the story. It appears that video watching has a positive effect on comprehension, and vocabulary acquisition seems to be positively affected when coupled with text. Closed captioning is a recent positive addition to teaching reading through television and video. (Contains two figures; 14 references; and sample pretest and posttests.) (NKA) ED418382

Poirier, S., & Ayres, L. (1997). Endings, Secrets, and Silences: Overreading in Narrative Inquiry. Research in nursing & health, 20(6), 551.

Poissant, H., & Others, A. (Aug 1991). Recall of Narrative and Informative Texts by Fifth, Eighth, and Eleventh Grades Students., 11pp. Cover title varies. Paper presented at the Annual Meeting of the American Psychological Association (99th, San Francisco, CA, August 16-20, 1991). A study explored the question of the development of recall for narrative and informative texts. Subjects, 60 5th- 8th-, and 11th-grade students from a rural area of Quebec, representing all levels of achievement, were presented with an informative text and a narrative text. Results indicated that: (1) the narrative text elicited a longer recall compared to the information text; (2) the two older groups had a longer recall than the youngest group; and (3) the recall of the narrative text underwent fewer changes than the recall of the informative text. Findings suggest that the differences in performance of the younger students resided more in a quantitative aspect (amount of recall) than in a qualitative aspect (categories of text). (Four figures of data are included.) (Author/RS) ED340009

Pomson, A. (2000). Who's a Jewish Teacher?: A Narrative Inquiry into General Studies Teaching in Jewish Day Schools. Journal of Jewish Communal Service, 77(1), 56-63.

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Rabinowitz, P. J. (1997). Before Reading: Narrative Conventions and the Politics of Interpretation. The Theory and Interpretation of Narrative Series., 280pp. Foreword by James Phelan. Asking how what an individual knows shapes the ways in which he or she reads, this book starts from the premise that any productive theory of narrative must take into account the presuppositions the reader brings to the text. The book explores how prior knowledge of literary conventions influences the processes of interpretation and evaluation. It offers a valuable and coherent framework for approaching the study of narrative. Chapters in the book are: (1) "Starting Points"; (2) "Trumpets, Please: Rules of Notice"; (3) "The Biggest Black Eyes I Ever Saw: Rules of Signification Defined"; (4) "The Black Cloud on the Horizon: Rules of Configuration"; (5) "The Austere Simplicity of Fiction: Rules of Coherence"; (6) "Through 'The Glass Key' Darkly: Presupposition and Misunderstanding"; and (7) "Some Have Greatness Thrust upon Them: The Politics of Canon Formation." Contains a selected bibliography, (NKA) ED417424

Rader, D. R., & Rader, J. (April 1998). The Three Little Pigs in a Postmodern World., Paper presented at the Mid-South Instructional Technology Conference (3rd, Murfreesboro, TN, April 5-7, 1998). Postmodernism is a concept that is still emerging into the cultural dialogue and slowly contributing to the changing notions about educational processes. Through an original interpretation and multimedia presentation of a classic children's story, "The Three Little Pigs (Revisited)," three such developing notionslearner-initiated learning, the construction of narrative beds (narrative learning), and the power of metaphorsare illustrated and investigated. How instructional technologies fit into the emerging postmodern theory of curriculum is also addressed. (Author) ED431395

Reneau, D. (1997). Z and Me. Paper presented at the Social Justice, 24, 3, 125-38 Fall. Shows how children's perceptions and abilities are being underrated and replaced by adult's own observations, fears, attitudes, and desires. It raises questions about adult fears for their children's safety in juxtaposition to the reality of the child's experience. (GR) EJ560359

Rentz, K. C. (1992). The Value of Narrative in Business Writing. Paper presented at the Journal of Business and Technical Communication, 6, 3 p293-315 Jul. Elucidates the special properties of narrative as a mode of discourse and as a cognitive instrument. Argues for the potential power of narrative in many common business writing situations. (SR) EJ447013

Richardson, B. (2000). Linearity and Its Discontents: Rethinking Narrative Form and Ideological Valence. Paper presented at the College English, 62, 6, 685-95 Jul 2000. Examines how a number of modern innovative authors use chronological progression, causal connection, and narrative voice in their novels. Analyzes texts by Alain Robbe-Grillet and Jeanette Winterson, noting the areas of connection and disjunction between the theoretical claims and actual practice of experimental authors. (NH) EJ611104

Rinck, M., & Others, A. (1996). Spatial Situation Models and Narrative Understanding: Some Generalizations and Extensions. Paper presented at the Discourse Processes, 21, 1, 23-55 Jan-Feb. Observes (in three experiments) a spatial gradient of accessibility in situation models. Reports that the accessibility of objects contained in the situation model decreased with increasing spatial distance between the object and the focus of attention in the readers' situation model. Investigates a variety of factors that might influence the spatial gradient effect. (PA) EJ525748

Risner, D. (1 December 2000). Making Dance, Making Sense: epistemology and choreography. Research in Dance Education, 1(2), 155-172(118). This interpretive inquiry explores the construction of knowledge by dancers in the rehearsal process. Although seemingly primary to the act of choreography, the dancers' experiences of the choreographic process have not been explored fully. Though often neglected, the dancers' experience of rehearsal warrants further investigation for dance educators. Through the dancers' narratives, an account of the nature of knowing emerges from which an epistemology, or theory of knowledge, is theorized. Following a review of the relevant literature in dance education and epistemology, an interpretive methodology is used as a framework for collecting and interpreting the narrative accounts of ten university dancers with whom the researcher recently created a new piece of choreography. Four significant epistemological clusters are discussed, most notably knowing as interpersonal construction, knowing as re-membering the body, and the contextual situatedness of knowing from a particular body, place, and time. The study reveals important epistemological issues for further dance research agendas.

Ritchie, J., & Boardman, K. (1999). Feminism in Composition: Inclusion, Metonymy, and Disruption. Paper presented at the Theme: A Usable Past: "CCC" at 50. Revisits the few articles and notes written from a feminist perspective that appeared in "College Composition and Communication," "College English," and "English Journal" in the early 1970s. Focuses on feminist retrospective accountsre-visions of composition written since the mid- 1980s. Speculates on the positive and negative potential of inclusive, metonymic, and disruptive strategies for feminism's contribution. (SC) EJ585510

Rothschild, J. M. (1990). Renaissance Voices Echoed: The Emergence of the Narrator in English Prose. Paper presented at the College English, 52, 1, 21-35 Jan. Discusses how narrators (distinct from authors) emerged in English prose works during the last decade of the sixteenth century. Reports that instances of the use of narrators can be found throughout the seventeenth century, but that it was another hundred years before the technique developed fully enough to constitute a recognizable narrative mode. (MG) EJ405042

Royster, J. J., & Williams, J. C. (1999). History in the Spaces Left: African American Presence and Narratives of Composition Studies. Paper presented at the Theme: A Usable Past: "CCC" at 50. Seeks to bring light to the effects (i.e., the social, political, and cultural consequences) of official narratives by shifting the "historical lens" towards the experiences of African Americans in composition studies. Considers a historical view of African Americans in higher education. Intends to counter mythologies about African-American presence in composition studies. (SC) EJ585509

Rupley, W. H., & Willson, V. L. (1996). Content, Domain, and Word Knowledge: Relationship to Comprehension of Narrative and Expository Text. Paper presented at the Reading and Writing: An Interdisciplinary Journal, 8, 5 p419-32 Oct. Examines background knowledge and strategy knowledge from a broad view to better understand how they contribute to elementary-age students' reading comprehension of both narrative and expository texts. Indicates that background knowledge specific to the content of the text being read begins to diminish in importance at about grade 4, when strategy knowledge becomes more important. (PA) EJ537439

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Andrews, J., & Clark, D. (1996). In the Case of a Depressed Woman: Solution-Focused or Narrative Therapy Approaches? Paper presented at the Family Journal: Counseling and Therapy for Couples and Families, 4, 3, 243-50 Jul. Using a case example, provides an overview of postmodern therapies in family counseling. Focuses on solution-focused therapy and narrative therapy; presents an example of a solution-focused interview and a narrative interview. Emphasizes that different views lead to different therapeutic goals and practices. (RJM) EJ560519

Case, P. (November 1999). Organizational Studies in Space: Stanislaw Lem and the Writing of Social Science Fiction. Organization, 6(4), 649-671(623). This paper seeks to introduce the oeuvre of the Polish science fiction author, Stanislaw Lem, whose work is argued to carry significance for students of organizational conduct. Singling out his most famous novel, Solaris, for particular attention, a critical interpretation is offered that selectively highlights Lem's epistemological and ontological preoccupations concerning scientific inquiry and the human condition. These concerns are seen to resonate with contemporary issues in the field of organization studies. In particular, the rhetorical role of mimesis, viewed as a synthesis of rational and non-rational human motives, within Solaris is taken to inform a wide range of human conduct. The paper concludes by calling for a realist mode of organizational discourse that explores the dialectical relationship between what it characterizes as 'solar' and 'lunar' dimensions of human behaviour. A new challenge to organization studies will be not simply to learn from the substantive concerns of literary genres such as science fiction, but also to aspire after the narrative skills of their leading exponents.

Sanacore, J. (1991). Expository and Narrative Text: Balancing Young Children's Reading Experiences. Paper presented at the Childhood Education, 67, 4, 211-14 Sum. Maintains that primary school teachers should increase the emphasis on narrative and expository textual experiences. Children should be exposed to a variety of reading experiences through a classroom library, the practice of reading aloud, and children's magazines. (BB) EJ430382

Sanacore, J. ([1990). Needed: A Better Balance between Narrative and Expository Text., 14p. Providing young children with a better balance between narrative and expository text makes sense. Initially, children develop fluency through familiar narrative structures and themes. As the children achieve reading fluency, however, they benefit from increased exposure to expository text. Supporting this thrust are varied approaches and resources, including installing a classroom library, reading aloud, and using magazines. Maintaining a balance of narration and exposition also means not overdoing one type of text to the deemphasis or preclusion of the other, regardless of the teaching-learning context. The challenge to educators, especially those supporting a whole language philosophy, is to encourage a balance of discourse types as children engage in authentic literacy events throughout the school year. (RS) ED317968

Sankey, A. M., & Young, R. A. (1996). Ego-Identity Status and Narrative Structure in Retrospective Accounts of Parental Career Influence. Paper presented at the Journal of Adolescence, 19, 2, 141-53 Apr. Examines the relationship between identity status categories and the experience of parental influence on career development. Life stories of 11 young adults regarding significant events through which their parents influenced them were classified by narrative structure based on Gergen and Gergen's macrostructure framework. Results indicated narratives of parental influence on career development reflect one's stage of identity formation. (KW) EJ532024

Schamber, J. F., & Stroud, S. R. (2000). Mystical Anti-Semitism and the Christian Identity Movement: A Narrative Criticism of Dan Gayman's "The Two Seeds of Genesis 3:15.", Paper presented at the Annual Meeting of the National Communication Association (86th, Seattle, WA, November 9-12, 2000). Page Length: 37. The Christian Identity movement is a religious movement derived from the premise that the white race is the offspring of the lost tribes of Israel and that whites, not Jews, are God's chosen people. The "seedline doctrine," which is taught by Pastor Dan Gayman, a former high school principal, and other preachers of the Christian Identity movement, argues that the Jews are the literal children of Satan. Since this doctrine is not well understood by scholars of religion, this paper traces the development of the doctrine in Christian Identity thought and ponders its rhetorical implications through the lens of narrative criticism. To sharpen the focus, the paper analyzes Gayman's "The Two Seeds of Genesis 3:15," a book which is worthy of study because it has been widely distributed among Christian Identity believers. Two research questions guide the paper's analysis: (1) How does Gayman's use of storytelling develop mystical anti-Semitism for creating an ideology of division and vilification?; and (2) Does Gayman's narrative provide motives for violence? The paper begins with a brief historical overview of the Christian Identity movement and then discusses the critical method selected for analyzing Gayman's book.The narrative is examined by focusing on three critical issues: setting, character, and audience. The paper follows the description of the method by its application to the artifact. Finally, it explores the rhetorical implications of Gayman's narrative and the seedline doctrine. Contains 195 notes. (NKA) ED447517

Schirmer, B. R. a. B., Wendy L. (1990). Enhancing the Hearing Impaired Child's Knowledge of Story Structure to Improve Comprehension of Narrative Text. Paper presented at the Reading Improvement, 27, 4, 242-54 Win. Examines whether intermediate level severely and profoundly hearing-impaired children can internalize story structure through nonexplicit instruction and then use this knowledge to understand narrative text. Finds that the instructional intervention is effective in providing these children with a conceptual framework for understanding the content of stories. (MG) EJ421178

Schmelzer, R., & Dickey, J. P. (8 May 1990). Using Story Grammar To Teach Literature: Episodic Mapping., 11pp. Paper presented at the Annual Meeting of the International Reading Association (35th, Atlanta, GA, May 6-11, 1990). To help students achieve a better understanding of narrative prose, yet still keep the benefits of semantic mapping, the traditional form of the semantic map is modified by incorporating the elements of story structure as part of the map. This format is called episodic mapping. Episodic mapping is based on the idea that most well-developed stories contain the same basic elements of structure. The five elements of episodic mapping include: setting, problem/goal, major episodes, theme, and resolution. This method helps children put story abstractions into the concrete, giving the children something more tangible with which to work. The visual nature of the episodic map also helps the children better understand the interrelatedness of the various parts of the story. This method has a lot of potential for the reading teacher who is trying to teach and encourage interest in narrative prose. It can also be used to reinforce or teach many of the specific skills necessary for reading comprehension. When practicing or assessing comprehension skills, classroom activities related to the following skills are especially useful: interpreting story events, drawing conclusions, finding the main idea or theme, sequencing events, comparing or contrasting, finding cause and effect, developing a sense of inference, and locating information. (One diagram is included.) (MG) ED322482

Schulz, R., Schroeder, D., & Brody, C. (1997). Collaborative narrative inquiry: fidelity and the ethics of caring in teacher research. International journal of qualitative studies in, 10(4), 473.

Semmler, P. L., & Williams, C. B. (2000). Narrative Therapy: A Storied Context of Multicultural Counseling. Paper presented at the Journal of Multicultural Counseling and Development, 28 n1, 51-62 Jan 2000. Narrative therapy attempts to examine and use the meanings and consequences that are the foundation of the stories and experiences clients bring to therapy. This article reviews narrative theory, including a description of key narrative techniques, and its application to multicultural counseling. (Author/MKA) EJ606141

Siddens, P. J., III. (4 Nov 1990). An Outline of Rehearsal Procedures for Solo Performances in the Beginning Interpretation Classroom., 17pp. Paper presented at the Annual Meeting of the Speech Communication Association (76th, Chicago, IL, November 1-4, 1990). This paper presents an outline of rehearsal procedures designed to provide instructors and students of the beginning interpretation class with a concrete, consistent framework for preparing literature for solo classroom performance. The outline offers a five-step process, and discusses each step in the process. First, the student must select a literary text that is within the range of the student's analytic and performance abilities, which fulfills the requirements of the assignment, and in which the student is willing to make the personal investment that performance requires. Second, the student must achieve an understanding of the literary text, based upon a critical method that is appropriate to the text and the assignment. Third, the student must memorize the literary text. Fourth, the student must select specific performance choices with which to present the literary text, considering psychological, physical, and vocal choices, and beginning rehearsal sessions with physical and vocal warmups. Lastly, the student must "set" the performance choices and polish the performance, rehearsing before others and in the performance space. (SR) ED327885

Simon, L. (1997). Making Worlds from Words: An Analysis of the Oral and Written Narratives of a Preadolescent Girl., 16pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). A study examined the narrative structures present in one young girl's writing and the way those themes were incorporated into a group's oral story creation. Stories were collected during a summer reading and writing group as part of a qualitative study exploring narrative structures being used by preadolescent girls. Subjects were 14 girls from diverse racial background and ranging in age from 9-11. These girls learned to tell stories within their cultures, and their talk and writing reflected what they knew from their own social circumstances. Analysis indicated that several of the stories featured plots that depended on the main (female) character's lack of agency, and many of the stories had references to the importance of looks or appearance. Analysis also showed that, in one story selected as an example, the writer's religious background was omnipresent, and references in the story were misunderstood by listeners and instructor alike who did not share that same religious background. Findings suggest that this misunderstanding indicates the impact on voice that dominant secular narratives can have on an individual's narrative. (Contains 11 references; the fictional written story example and the group created oral story are appended.) (CR) ED424571 You may be able to order this document from the ERIC Document Reproduction Service.

Slater, W. H. (19 Dec 1992). Causal Relations and Their Effects on the Comprehension of Narrative Texts., 16pp. Paper presented at the Annual Meeting of the National Reading Conference (42nd, San Antonio, TX, December 2-5, 1992). A study examined three variables derived from earlier research on comprehension and recall of narrative text: time in short-term memory; causal connections allowed; and referential connections allowed. Subjects, 84 randomly selected fourth graders in three suburban public elementary schools, read 8 short texts that each contained 4 embedded goals, and then orally recalled as much as they could remember from each text. Subjects' free recall was audiotaped, transcribed, and analyzed. Results indicated that: (1) causal chain status and number of causal relations were related to the memorability of a text; (2) readers retained the endmost proposition(s) from the causal chain in short-term memory as they read; (3) both the number of processing cycles that a proposition remains in short-term memory and the number of connections it forms to other propositions influenced its memorability; and (4) causal connections contributed to the coherence of a narrative text. Findings add support to the claim that short-term memory is a bottleneck in the comprehension process, and that the goal of narrative comprehension is to discover a sequence of causal links that connect a text's opening to its final outcome. (Two tables of data are included; 24 references are attached.) (RS) ED352618

Slavin, A. J. (1990). G. R. Elton: On Reformation and Revolution. Paper presented at the History Teacher, 23, 4, 405-31 Aug. Analyzes Geoffrey Elton's work on Tudor history and the English Reformation. Traces the development of Elton's ideas about narrative history and examines Elton's historiographical role as a disciple of Von Ranke. Claims Elton's work in Tudor studies reveals the "medieval-modern" dialectical tension. Considers ideological aspects of Elton's narrative approach. (NL) EJ430529

Smith, C., Ed., & Nylund, D., Ed. (1997). Narrative Therapies with Children and Adolescents., Foreword by Melissa Elliott Griffith. Page Length: 469. Through transcripts and case examples this book explores how drama, art, play, and humor can be used to engage children of different ages in therapy and to honor their idiosyncratic language, knowledge, and perspectives. Chapters are: (1) "Introduction: Comparing Traditional Therapies with Narrative Approaches" (C. Smith); (2) "'I Am a Bear': Discovering Discoveries" (D. Epston); (3) "'Catch the Little Fish': Therapy Utilizing Narrative, Drama, and Dramatic Play with Young Children" (P. Barragar-Dunne); (4) "Narrative Therapy and Family Support: Strengthening the Mother's Voice in Working with Families with Infants and Toddlers" (P. Sax); (5) "Lists" (J. H. Freedman and G. Combs); (6) "Miserere Nobis: A Choir of Small and Big Voices in Despair" (T. Andersen); (7) "Destination Grump StationGetting Off the Grump Bus" (D. H. Lobovits and J. C. Freeman): (8) "Listening with Your 'Heart Ears' and Other Ways Young People Can Escape the Effects of Sexual Abuse" (J. Adams-Westcott and C. Dobbins); (9) "From Imposition to Collaboration: Generating Stories of Competence" (K. Stacey); (10) "Collaborative Conversations with Children: Country Clothes and City Clothes" (H. Anderson and S. Levin); (11) "Attention Deficit Disorder: Therapy with a Shoddily Built Construct" (I. Law); (12) "From 'Cold Care' to 'Warm Care': Challenging the Discourses of Mothers and Adolescents" (K. Weingarten); (13) "Re-Considering Memory: Re-Remembering Lost Identities Back toward Re-Membered Selves" (S. Madigan with commentary by L. Grieves); (14) "Voices of Political Resistance: Young Women's Co-Research on Anti-Depression" (D. Nylund and K. Ceske); (15) "Sex, Drugs, and Postmodern Therapy: A Teen Finds Her Voice" (T. Hicks); (16) "Re-Authoring Problem Identities: Small Victories with Young Persons Captured by Substance Misuse" (C. Sanders); and (17) "Tales Told out of School" (L. Berndt, V. C. Dickerson, and J. L. Zimmerman). (MKA) ED440319

Smith, P. (June 1999). Food Truck's Party Hat. Qualitative Inquiry, 5(2), 244-261(218). As a result of what has been called the crisis of representation in qualitative inquiry, researchers have explored a diverse terrain of textual landscapes in a search for alternative forms of (re)presentation of and about their work. While working on a pilot research project that explored choice, control, and power in the lives of persons with developmental disabilities and their allies, the author joined that search as he sought to (re)present parts of the relationships he shared in ways that would reveal "the multiple meanings and the possible meanings that we create together." A poetic, fictional narrative is offered as an example of an alternative (re)presentational form, one map of the many that might be drawn of the multiple cartographies of lived texts and shared experiences.

Snyder, I. (1997). Hyperfiction: Its Possibilities in English. Paper presented at the English in Education, 31, 2, 23-33 Sum. States that when writers use hypertext to produce a fictional narrative, the result is interactive hyperfiction. Charts what is known about electronic nonlinear narrative: origins, literary precursors, and distinctive features. Explores its potential in the English classroom. Examines some of the difficulties associated with its use as well as the hype surrounding its introduction into educational settings. (PA) EJ551924

Somers, J. (1995). Stories in Cyberspace. Paper presented at the Children's Literature in Education, 26, 4, 197-209 Dec. Argues that there is a threshold about to be crossed in "virtual reality" that may have a profound effect on the way stories are generated and experienced. Concludes that even with advances in VR technology, the print media are in no danger of dying, but cautions that responsibility must still be taken to keep books alive. (PA) EJ517638

Stoddart, S. F. (Mar 1993). The Private Voice Made Public Record: "Common Threads" and Filmic Strategy., 10pp. A version of this paper was presented at the Annual Meeting of the Conference on College Composition and Communication (44th, San Diego, CA, March 31-April 3, 1993). This paper analyzes Robert Epstein's Academy Award winning documentary "Common Threads: Stories from the Quilt," which consciously employs a binary rhetoric, a "common" method, by which to read the complex narrativity of the Names Project Quilt (the quilt memorial to AIDS victims). The paper addresses the inherently rhetorical parallel between the documentary feature and argumentative strategy, purposely using it as a pedagogical model: the rhetorical methodology involved in argumentative instruction mirrors the process of the filmic event. The stories in film provide, collectively, a deeply politicized voice, speaking for those dead of AIDS, those who survive them, and those still living with HIV. Sequence is the initial organizing strategy for the documentary, split into two distinct parts: five "storytellers" make their private stories public, and these are interspersed with traditional documentary news reel footage. The next central element is character, the chief responsibility of the storytellers as they make public their personal grief. Epstein's use of dialogue/text sequencing allows three distinct levels of discourse: a standard "voiceover," the voice of the news footage, and the voices of the interviewees, revealing sadness, anger, and hope. The final point of perspective instrumental to documentary logic consists of motivation, similar in nature to the rhetorical "call to action." The film provides The Quilt with a public voice to awaken all Americans, to empower all spectators, as it reveals the traditional American notions of community spirit and effort in the face of personal horror. (SR) ED357409

Stolz, P. (1998). Stories of Change., 5pp. In: Exploring the Boundaries of Adventure Therapy: International Perspectives. Proceedings of the International Adventure Therapy Conference (1st, Perth, Australia, July 1997); see RC 021 699. In Annie Proulx's novel "The Shipping News," the anti-hero undertakes a journey of change that transforms the way he sees himself and his ways of acting and relating. This novel about the complexity of life and difficulty of change mirrors the course of wilderness-enhanced narrative therapy. Narrative therapy suggests that the sum of one's life experiences and the way one acts on that information make up the "dominant narrative" in one's interpretive structure, which molds future perceptions, beliefs, goals, and actions. Narrative therapy can help a client to deconstruct a negative dominant narrative and discover "subplots" that offer alternative interpretations of life events. In the wilderness-enhanced model of narrative therapy, students are referred to the program by the school, based on a long-term history of negative behavior and failure. Students' dominant narrativenegative self-assessment and behavior patternsare reinforced in school and possibly at home. In the first part of the program, 10 days of wilderness experience produce extreme stresses and challenges to students in an attempt to deconstruct the dominant narrative. Participants are told that they are responsible for the way they get through the experience and are encouraged to reflect on the consequences (good and bad) of their decisions. Over the following 2 years, consistent guided reflection on an alternative self-narrative enables the students to act and interact in more positive ways. (SV) ED424059

Stutts, N. B., & Barker, R. T. (1999). The Use of Narrative Paradigm Theory in Assessing Audience Value Conflict in Image Advertising. Paper presented at the Management Communication Quarterly, 13, 2, 209-44 Nov. Presents an analysis of image advertisement developed from Narrative Paradigm Theory. Suggests that the nature of postmodern culture makes image advertising an appropriate external communication strategy for generating stake holder loyalty. Suggests that Narrative Paradigm Theory can identify potential sources of audience conflict by illuminating sources of disbelief arising from both values and life experiences that contradict the corporate message. (SC) EJ596807

Sumsion, J. (1999). A Neophyte Early Childhood Teacher's Developing Relationships with Parents: An Ecological Perspective. Paper presented at the Contained in PS 027 470. Research has shown that close ties between early childhood teachers and parents are helpful for children, but many teachers have mixed feelings about, or feel unprepared for, such relationships. This study, drawn from a larger study of preservice and beginning teachers, used narrative inquiry to trace the development of an early childhood teacher's relationships with parents during her first 2 years of teaching. Interviews and an audiotaped journal provided material for construction of the narrative, which illustrates the teacher's gradual shift from a focus on self-preservation toward responsiveness and collaboration. The findings highlight the ecological nature of teacher-parent relationships and the integral role of teachers' personal qualities, such as a commitment to reflection on professional practice and the capacity for empathy. Implications for fostering parent-teacher relationships and directions for further inquiry are considered. Contains 33 references. (Author/EV) ED428889

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Talburt, S. (1 November 1999). Interpretation becoming other: a response to Leslie Bloom. International Journal of Qualitative Studies in Education, 12(6), 615-621(617). This response to Leslie Bloom's "Interpreting interpretation: gender, sexuality and the practice of not reading straight" explores Bloom's interpretations of her interpretations of a research participant's life-history narrative. Taking as a given that sexuality places research in a crisis of knowledge and limits, I ask how Bloom's meta-interpretive narrative informs inquiry that seeks not only to break with heteronormative structures of knowing but also to exceed the given. As Bloom's article suggests, to understand the researcher as in a constant state of transformation is to understand interpretation as always in process, always other to itself, inviting new responses. This process of becoming other highlights the perpetual reworkings of the implications of researchers' implications and relations as interpreters of others'- and our own- lives and experiences. Becoming other by interpreting interpretation demands that we let go of certainty by acknowledging the unknowability of the other in self-other relations, the other in our relations to self, and the other in interpretation itself.

Taylor, M., & Holberg, J. L. (1999). "Tales of Neglect and Sadism": Disciplinarity and the Figuring of the Graduate Student in Composition. Paper presented at the Theme: A Usable Past: "CCC" at 50. Examines how the way in which compositionists have figured their past affects what they have become, are becoming, and will become, as a discipline. Considers how graduate students' narratives (publications in this journal in particular) are surprisingly unchanging over time and unaffected by "reforms" in the profession. Hopes to (dis)locate the easy narrative of professionalization from the very beginning: in graduate school. (SC) EJ585511

Telles, J. A. (1 May 2000). Biographical connections: experiences as sources of legitimate knowledge in qualitative research. International Journal of Qualitative Studies in Education, 13(3), 251-262(212). In the narrative that follows, the author establishes biographical connections between a few marker events of his life history and the research topic he set himself to explore: teachers' critical awareness of language. By using a bricolage of qualitative research methods (narrative inquiry, hermeneutic phenomenology, heuristic research and arts-based research), the narrator illustrates the use of experiences as sources of legitimate knowledge in the research process. A composite portrait - a synthesis of the essential descriptions and meaningful interpretations of his experiences - is, then, presented in the form of a poem that illustrates a process of personal and professional growth and of becoming increasingly and critically aware of the construction of a teacher-self.

Thompsen, P. A. (30 Oct 1992). An Episode of Flaming: A Creative Narrative., 10pp. Paper presented at the Annual Meeting of the Speech Communication Association (78th, Chicago, IL, October 29-November 1, 1992). In this paper, a creative narrative is used to illustrate an episode of flaming (defined as the fervent exchange of messages personally attacking or expressing defensiveness on computer-mediated communication networks) in an electronic mail exchange among a small group of communication scholars. The narrative allows for the presentation of an argument that operates on four levels of signification. It can be read as: (1) an account of an episode of flaming, in which the focus of meaning creation is the transcription of electronic mail messages; (2) a story, with plot, scene, and characters, in which the focus of meaning creation is the narration of social action; (3) a work of interpretive research, in which the focus of meaning creation is the careful analysis and thoughtful engagement of the literature; and (4) an argument for a broader view of scholarship, in which the focus of meaning creation is the effort to position the narrative as a work of legitimate intellectual engagement. Nineteen footnotes are included. (Contains 32 references.) (RS) ED355571

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van de Water, M. (2000). Constructed Narratives: Situating Theatre for Young Audiences in the United States. Paper presented at the Youth Theatre Journal, 14, 101-13 2000. Focuses on the historical discourse (a complex interaction of social, cultural, ideological, and esthetic forces) that constructed theatre for young audiences in the United States. Examines the real and potential impact of post modern and positivist theories in reexamining these traditional narratives, shedding light on how and why the field obtained and maintains a marginalized image. (SR) EJ611064

van Oers, B. (1997). On the Narrative Nature of Young Children's Iconic Representations: Some Evidence and Implications. Paper presented at the International Journal of Early Years Education, 5, 3 p237-45 Oct. Examines the use of iconic representations in young children from a Vygotskian perspective. Uses analysis of children's drawings as basis for argument that iconic representations are narrative in nature: children supplement drawings with verbal symbols to ensure that intended meanings are clear and thereby learn to carry out semiotic activity and improve this activity with more abstract symbols. (Author/KB) EJ554399

Vandergrift, K. E. (1990). The Child's Meaning-Making in Response to a Literary Text. Paper presented at the English Quarterly, 22, 3-4, 125-40. Tests a new model of the child's meaning-making process in response to literary text. Finds that the model is not disproved and serves as a valid means for adults to share information and ideas about young peoples' transactions with literary texts. (MG) EJ412986

Verhesschen, P. (April 1999). Narrative Research and the Concern with the Truth., Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Much of the ongoing discussion about the scientific value of narrative research and the criteria for narrative research comes down to conceptions of the aims of educational research and what this means for an interest in the "truth." The growing number of publications about narrative research has resulted in warnings and criticism. One of the leading critics is D. Phillips (1993, 1996), who stresses the importance of ascertaining the correct narrative or narratives and asserts that narrative needs to be "epistemically respectable." Conflict arises from different views of the researcher's "voice" in narrative research and from differing conceptions of the "truth." New narrative research can be said to share the epistemological presuppositions of postfoundationalism, and this postfoundationalism can be distinguished from relativism or subjectivism. J. O'Dea (1994) has developed a notion of truth that can help narrative research gain epistemic respectability. Narrative researchers must render the realities of classroom practice faithfully and precisely. The narrative researcher can be truthful at three levels: (1) situation; (2) practitioner; and (3) researcher. (Contains 23 references.) (SLD) ED435623

Verhesschen, P. (April 1999). On Judging the Interpretation., Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). New narrative research shares the epistemological presuppositions of the broad current of postfoundationalism. It says that there is no position outside of our language (or our form of life) that allows us to check whether statements we make about reality are true or false. This is, however, not the same as relativism or subjectivism. The acknowledgment of the groundlessness of knowledge does not mean that anything goes or that there are no constraints on what can be said. A narrative account can be seen as an interpretation. The narrative is a construction, and more than one interpretation is possible. How then is the interpretation to be judged? Several authors have proposed possible criteria, but there are limits to the explication of the criteria for judging an interpretation. Ultimately the interpretation must be accepted by a relevant community of researchers. The interpretation must offer sufficient indications that the researchers have done justice to the situation, and this rests on the knowledge of the community of researchers. (Contains 13 references.) (SLD) ED435624

Vinten-Johansen, P., & McDiarmid, G. W. (July 1997). Stalking the Schoolwork Module: Teaching Prospective Teachers To Write Historical Narratives. This paper explored whether a highly structured experience in writing historical narratives would help student teachers learn this form of writing and the character of historical knowledge. The paper begins by discussing the role of narrative in learning history. The study involved a historiography course that was designed for students to study what Darwin wrote while on a particular voyage. Students selected a focused topic and wrote a historical narrative. They also wrote two essays on historical methodology. Researchers collected data from students' formal writing, field notes, interviews with the teacher, and discussions with students. Data analysis indicated that students did not necessarily learn to write in the narrative form because they had taken a number of history courses. Few history courses, even at the upper levels, included direct, explicit instruction on how to craft convincing historical narratives. Students needed to be explicitly taught extended forms of historical writing in ways that made transparent each step in the process. Instructors had to contend with students' prior experiences with the subject matter. The eight appendixes present class assignment sheets. (Contains 71 references.) (SM) ED436494

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Wang, C.-S., & Ackerman, T. (Apr 1994). An Examination of Response Dependency When There Is More than One Correct Answer., 18pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). Passages used in the Illinois Goal Assessment Program (IGAP) reading test are intact pieces of literature, stories, and essays that match classroom reading assignments and typical student reading experiences. There are 15 testlets, each containing 5 items, associated with each passage. Each testlet requires students to demonstrate various levels of cognitive skills, from responding explicitly to drawing conclusions not directly stated, solving problems not discussed within the text, and using information derived from the passage. Because the texts often support more than one correct inference, the Illinois reading assessment uses a multiple-response (or multiple-correct) rather than multiple-choice format. This study investigates the magnitude of the dependence of items within and between testlets for IGAP narrative and expository subtests at grades 3, 6, and 8 (4,837, 4,840, and 5,011 examinees, respectively). Results suggest that the format has some effect on the issue of dependence, especially in the lower grades. Some degree of local dependence was found. It was larger within covariances than between covariances at all grades. One table and three figures present study findings. (Contains 5 references.) (SLD) ED373091

Waters, H. S., Rodrigues, L. M., & Ridgeway, D. (1998). Cognitive Underpinnings of Narrative Attachment Assessment. Paper presented at the Journal of Experimental Child Psychology, 71, 3, 211-34 Dec. Extrapolated data from a 1990 study of 54-month-old children to examine attachment representations. Subjects' story completions were scored for idea units and scriptedness, revealing advanced validity compared to those of younger subjects. Concluded that analysis of cognitive variables may be used to understand attachment representations and their relations to organization and content of attachment-related narratives. (LBT) EJ578045

Wear, D., & Hawthorne, R. (1991). No Matter How You Slice It...Emotional Spaces between Teachers and Students. Paper presented at the Teaching Education, 4, 1, 123-32 Sum-Fall. Proposes two approaches for nurturing teachers' and students' ability to develop caring attitudes and to experience others' lives vicariously: critical reading of literature and writing narratives. The article suggests that intimate, confrontive engagement with texts read and/or written by students might inform teachers of previously unrecognized consciousness. (SM) EJ440324

Webb, P. R. (1999). Telling Stories in/out of Class: Writing Narratives about Writing. Paper presented at the Published semiannually by the Association of Teachers of Advanced Composition. Journal availability: Editor, Composition Forum, The Writing Program, Syracuse University, Syracuse, NY 13244. Argues for the inclusion of different kinds of writing and thinking in the classroom that ask students to situate their own experiences with writing in larger social contexts of which they are a part. Includes an in-depth analysis of one student's narratives of writing illustrating how she must think through social issues in order to understand herself as a writer. (SC) EJ587496

Webb-Mitchell, B. (1990). Listen and Learn from Narratives That Tell a Story. Paper presented at the Religious Education, 85, 4, 617-30 Fall. Conducts an ethnographic study, collecting life stories from people with mental retardation living at London's L' Arche community (a center of group homes with disabled and nondisabled residents). Uses Robert Cole's methodology of interpretive narrative, and explains the procedure. Argues that these life stories provide insight that can help religious educators develop curriculum for mentally disabled persons. (CH) EJ429315

White, M. (1997). Falling to Pieces: Seventh Grade Novelists at Work. Paper presented at the Maryland English Journal, 31, 2, 18-28 Spr. Follows the progress of seventh-grade students as they plan, compose, revise, and edit a group novel. States that, using computers, students worked in peer groups developing chapters independently; then they shared work and applied revision practices developing from their views of emerging text. Shows how the project gave the group a sense of identity. (PA) EJ553758

Wills, J., & Mehan, H. (1996). Recognizing Diversity within a Common Historical Narrative. The Challenge to Teaching History and Social Studies. Paper presented at the Multicultural Education, 4, 1, 4-11 Fall. The current debate about the history and social studies curricula masks questions about deeper issues concerning society and who is to be included in the American story. If multiperspective history is taught well, it will give students the grounds to make evaluations about historical events. (SLD) EJ537038

Wilson, M. (2000). The Point of Horror: The Relationship between Teenage Popular Horror Fiction and the Oral Repertoire. Paper presented at the Children's Literature in Education, 31, 1, 1-9 Mar 2000. Explores the relationship between teenage oral narrative folklore and popular fiction. Concentrates on the use of folklore in the "Point Horror" series occurring on two separate levels; as it is used by the writers and by the publishers. Concludes that there appears to be a strong relationship between "Point Horror" fiction and the teenage oral narrative repertoire. (SC) EJ601129

Winslade, J., & Monk, G. (1999). Narrative Counseling in Schools: Powerful and Brief. Practical Skills for Counselors., 147p. This book discusses narrative therapy in the context of school counseling. It provides an overview of narrative therapy, guidelines for applying it, and approaches to specific problems. Narrative counseling helps students to explore their own story, externalize elements of it, distinguish the story from the person, and build a new story of their life to live out of. The counselor then helps the student to create a new reputation. A step-by-step guide for applying narrative counseling in school settings is provided. The ways in which children get labeled in schools and the effects of these labels are discussed; the problem of a reputation that precedes the "troublemaker" at school is addressed. Techniques for dealing with "problematic talk" and providing a "redescription" are provided. Conversatio ns with kids who are "in trouble" are modeled; specific situations such as stealing, abusive behavior, truancy, and enrolling a new student are covered. The last section addresses working with groups, classes, communities, and the narrative climate in the school. A reading list, glossary, and references are included. (EMK) ED426323 Available from: Corwin Press, Inc., A Sage Publications Co., 2455 Teller Rd., Thousand Oaks, CA 91320; e-mail: order@corwinpress.com You may be able to order this document from the ERIC Document Reproduction Service.

Wolf, S. A., & Gearhart, M. (1997). New Writing Assessments: The Challenge of Changing Teachers' Beliefs About Students as Writers. Paper presented at the Theory into Practice, 36, 4, 220-30 Aut. Examines how elementary teachers' understanding of new writing assessments and beliefs about students as writers mediate their acceptance of new narrative- writing assessment methods, noting dilemmas teachers face, staff developers' roles in resolving dilemmas, and ways teachers handle change. Experiences of teachers involved in the Writing What You Read professional development project illustrate this situation. (SM) EJ558994

Wolf, S., & Gearhart, M. (1993). "Writing What You Read": A Guidebook for the Assessment of Children's Narratives. Final DeliverableSeptember 1993. Project 3.1: Studies in Improving Classroom and Local Assessments. Portfolio Assessments for Narratives at the Elementary Level., 44pp. Funding also received from the California Assessment Collaborative. This guidebook is designed to help teachers think about the important role of assessment in guiding students' narrative writing, with an emphasis on the close connections among curriculum, instruction, and assessment. The assessments that are given as examples stem from a long-term collaboration between the Center for Research on Evaluation, Standards, and Student Testing (CRESST) and teachers in one elementary school. Learning about literature is a key feature of "writing what you read." Teachers are encouraged to assess children's narrative writing in the same way that they critically respond to literature. Two tools have been developed to support teachers in narrative assessment. One is a narrative feedback form, and the other is a narrative rubric to help teachers evaluate students' present understandings and future possibilities. Both tools are included, with explanations of their use. Explicit examples are given of the use of these forms and the assessment of actual pieces of student writing. Recommendations are also made for the future development of the project. (Contains 22 references.) (SLD) ED364584

Worley, D. A. (23 Mar 1990). Reading and Writing Transactions: Improving Students' Understanding of Minority Literature., 16pp. Paper presented at the Annual Meeting of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Elements from literary, composition, and reader-response theory can be successfully combined in teaching an African-American literature class to college students of the dominant culture. Helping students to decode texts is of primary importance, best done by introducing students to the cultural codes used by minority writers to shape their themes. Additionally, use of a reading journal encourages student development in both reading and writing skills, while allowing them to make connections between their personal knowledge and the text. Small group and class discussions further augment and enrich students' engagement with minority literature. Students can then share their affective responses to the texts, re-create the texts for each other, examine their criteria for placing importance on features (a word, passage or idea) of a text, and interpret the text communally. (Individual student responses from reading journals are included.) (KEH) ED322533

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Young, L. (1993). Helping Older Inexperienced Readers. PEN 92. Noting that a small portion of older emergent readers are usually found in all primary classes, this pamphlet discusses how teachers can help students with reading difficulties see how to fit together the snippets of literacy-related information they may have already acquired. After a brief introduction, the pamphlet suggests that children learn to read by using reading for real purposes and by focusing on meaning, and that this can be accomplished most effectively by exposing the children to "real" books rather than purpose-written "scheme materials." The remaining sections of the pamphlet discuss aspects of the Directed Reading and Thinking Activity (DRTA), including: the rationale for the activity; a summary of the DRTA procedure; a discussion of each step in the procedure using Anthony Browne's book "Look What I've Got "; and a discussion of several sub-strategies (involving reading and writing) that may be used within and after the DRTA. The pamphlet concludes with a list of 11 books by Anthony Browne for further reading. (RS) ED362856

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Zabrucky, K. M., & Moore, D. (1999). Influence of Text Genre on Adults' Monitoring of Understanding and Recall. Paper presented at the Educational Gerontology, 25, 8, 691-710 Dec. Adults aged 18-34 (n=20) and 61-77 (n=20) read 4 expository and 4 narrative passages. Both groups read narrative more quickly, with greater recall. Reading times of older adults were hindered more by expository text. Regulation of understanding was affected by text genre, and ability to reread selectively was more critical to expository text recall. (SK) EJ598507

Zabrucky, K., & Ratner, H. H. (1992). Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers. Paper presented at the Journal of Reading Behavior, 24, 3, 373-91. Uses inconsistent expository and narrative passages presented one at a time. Finds that good readers were better able to verbally report on passage consistency following reading; students were more likely to look back at inconsistencies in narratives but not expository passages; and students were less able to recall expository passage information. (RS) EJ449769

Zagorin, P. (February 1999). History, the Referent, and Narrative: Reflections on Postmodernism Now. History and Theory, 38(1), 1-24(24). This essay surveys the present position of postmodernism with respect to the effect of its ideas upon historiography. For this purpose it looks at a number of writings by historians that have been a response to postmodernism including the recently published collection of articles, The Postmodern History Reader. The essay argues that, in contrast to scholars in the field of literary studies, the American historical profession has been much more resistant to postmodernist doctrines and that the latters influence upon the thinking and practice of historians is not only fading but increasingly destined to fade. The essay also presents a critical discussion of the current philosophy of postmodernism in its bearing upon historiography, directed chiefly against its claim that the world has undergone an epochal transition from the modern to a postmodern age; its theory of language and linguistic idealism; its opposition to historical realism and denial of the actuality of the past as a possible object of reference; and its theory of historical narrative as unconstrained fictional construction. This discussion includes a consideration of the work of postmodernist thinkers such as J.-F. Lyotard, of the recent books by David Roberts and Robert F. Berkhofer, Jr. which espouse a postmodernist theory of history, and of the narrativist theory of Hayden White. The essay also notes some of the reasons for postmodernisms appeal; and while it does not deny that postmodernist philosophy may have served a useful purpose in provoking historians to be more self-critical and aware of their presuppositions and procedures, it maintains that its skeptical and politicized view of historical inquiry is deeply mistaken, out of accord with the way historians themselves think about their work, and incapable of providing an understanding of historiography as a form of thought engaged in the attainment of knowledge and understanding of the human past.

Zecker, L. B. (1996). Early Development in Written Language: Children's Emergent Knowledge of Genre- Specific Characteristics. Paper presented at the Theme: Typical and Atypical Writing Development. Explores emergent knowledge of genre-specific characteristics of 20 kindergartners and 20 first graders when composing three types of genre stories, personal letters, and shopping lists. Finds that stories and letters were associated with conventional writing systemsgenre characteristics probably determined patterns of association. Highlights the flexible nature of young writers' composing process; questions primacy of narrative over other genres. (PA) EJ537355

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