Last updated: June 11, 2003
Narrative Psychology Search
Narrative in Other Disciplines
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Several themes and topics of interest have emerged in the use of narrative approaches within the field of education. These include:
- The development of narrative competence by pre-school and school-aged children
- The relationship between narrative competence and learning disabilities
- Storytelling as a pedagogical tool in moral and language development
- The professional development of the classroom teacher and the role of stories in the formation of an identity as an educator.
Narrative and Education Research: A Special Interest Group of the American Educational Research Association.
Storytelling in the Elementary School Classroom: ERIC Bibliography [Online]
Acker, S. (Ed.). (1989). Teachers, gender and careers. London: Falmer.
Focuses upon women teachers and their career development in Great Britain.
Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Education, Bruner reminds us, cannot be reduced to mere information processing, sorting knowledge into categories. Its objective is to help learners construct meanings, not simply to manage information. Meaning making requires an understanding of the ways of one's culture--whether the subject in question is social studies, literature, or science. The Culture of Education makes a forceful case for the importance of narrative as an instrument of meaning making. An embodiment of culture, narrative permits us to understand the present, the past, and the humanly possible in a uniquely human way....Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend. (from publisher's blurb available online)
Butt, R. et al. (1992). Collaborative autobiography and the teacher's voice. In I. F. Goodson (Ed.), Studying teachers' lives (pp. 51-98). London: Routledge.
Collins, C., & Frantz , D. (1993). Teachers: Talking out of school. Boston, MA: Little, Brown.
Cortazzi, M. (1991). Primary teaching: How it is: A narrative account. London: Fulton.
Cortazzi, M. (1993). Narrative analysis. Washington, DC: Falmer.
Day, C., Calderhead, J., & Denicolo, P. (Eds.). (1993). Research on teacher thinking: Understanding professional development. Washington, DC: Falmer.
Feagans, L. (1982). The development and importance of narratives for school adaptation. In L. Feagans & D. Farran (Eds.), The language of children reared in poverty. New York: Academic Press.
+Feagans, L., & Short, E. J. (1984). Developmental differences in the comprehension and production of narratives by reading disabled and normally achieving children. Child Development, 55, 1727-1736.
Godar, J. (1990). Teachers talk. Macomb, IL: Glenbridge Pub.
Goodson, I.F. (Ed.). (1992). Studying teachers' lives. London: Routledge.
Graybeal, C. M. (1981). Memory for stories in language-impaired children. Applied Psycholinguistics, 2, 269-283.
Hanson, C. L. (1978). Story retelling used with average and learning disabled readers as a measure of reading comprehension. Learning Disability Quarterly, 1, 62-69.
Huberman, A. M. (1993). The lives of teachers (Jonathan Neufeld, Transl.). New York: Teachers College Press.
A portrait of the life of high school teachers based upon interviews. Originally published in French as Vie des enseignants]
Hudson, J. A., & Shapiro, L. A. (1991). From knowing to telling: The development of children's scripts, stories, and personal narratives. In C. Peterson & A. McCabe (Eds.), Developing narrative structure (pp. 89-136). Hillsdale, NJ: Lawrence Erlbaum.
Jalongo, M. R., & Isenberg, J. P. (1995). Teachers' stories: From personal narrative to professional insight. San Francisco, CA: Jossey-Bass.
Kelchtermaus, G. (1994). Biographical methods in the study of teachers'professional development. In I. Carlgren, G. Handal, and S. Vaage (Eds), Teachers' minds and actions: Research on teachers' thinking and practice (pp. 93-108). London: Falmer.
Liles, B. Z. (1985). Cohesion in the narratives of normal and language-disordered children. Journal of Speech and Hearing Research, 28, 123-133.
Lillard, P. P. (1980). Children learning: A teacher's classroom diary. New York: Schocken Books.
Lyons, N., & LaBoskey, V. K. (Eds.). (2002). Narrative inquiry in practice: Advancing the knowledge of teaching. New York: Teachers College Press.
McCabe, A., & Rollins, P. R. (1992, March). Assessment of preschool narrative skills: Prerequisite for literacy. Paper presented at the International Conference of the Learning Disabilities Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 345 441)
Paper examines narrative development in typical and language-impaired children. Personal narratives of real past events (converational maps) are elicited and examined for language-impaired, learning-disabled, and normal children.
McEwan, H., & Egan, K. (Eds.). Narrative in teaching, learnining, and research (Critical issues in curriculum series). New York: Teachers College Press.
Merritt, D. D., & Liles, B. Z. (1989). Narrative analysis: Clinical applications of story generation and story retelling. Journal of Speech and Hearing Disorders, 54, 429-438.
Meyer, R. J. (1996). Stories from the heart: Teachers and students researching their literacy lives. Mahwah, NJ: Lawrence Erlbaum Associates.
Nias, J. (1989). Primary teachers talking: A study of teaching as work. London: Routledge.
Pradl, G. (1984). Narratology: The study of story structure. ERIC Digest. ERIC Document Reproduction No. ED 250698. Available online.
The implicaations of the structural study of stories (narratology) for education and teaching.
Ripich, D. N., & Griffith, P. L. (1988). Narrative abilities of children with learning disabilities and nondisabled children: Story structure, cohesion, and propositions. Journal of Learning Disabilties, 21, 165-173.
Rossiter, M. (2002). Narrative and stories in adult teaching and learning. ERIC Digest No. 241. Available online.
Roth, F. P., & Spekman, N. J. (1986). Narrative discourse: Spontaneously generated stories of learning-disabled and normally achieving students. Journal of Speech and Hearing Disorder, 51, 8-23.
Schubert, W. H., & Ayers, W. C. (1992). Teacher lore: Learning from our own experience. White Plains, NY: Longman.
Tappan, M. B., & Packer, M. J. (Eds.). (1991). Narrative and storytelling: Implications for understanding moral development. San Francisco, CA: Jossey-Bass. [BF721.N49 no. 54]
In the series, New Directions for Child Development, this 105-page volume focuses upon moral development and storytelling.
Wasley, P. A. (1994). Stirring the chalkdust: Tales of teachers changing classroom practice. New York: Teachers College Press.
Witherell, C., & Noddings, N. (Eds.). (1991). Stories lives tell: Narrative and dialogue in education. New York: Teachers College Press.
Wortham, S. (2001). Narratives in action: A strategy for research and analysis. New York: Teachers College Press.
When citing this document, you may wish to consider this form for the reference (derived from APA Style [5th ed.])
Narrative Psychology: Internet and Resource Guide