Teacher Narratives and Student Engagement: Testing Narrative Engagement Theory in Drug Prevention Education
Michelle Miller-Day, Michael L Hecht, Janice L Krieger, Jonathan Pettigrew, YoungJu Shin, John Graham, Michelle Miller-Day, Michael L Hecht, Janice L Krieger, Jonathan Pettigrew, YoungJu Shin, John Graham
Abstract
Testing narrative engagement theory, this study examines student engagement and teachers' spontaneous narratives told in a narrative-based drug prevention curriculum. The study describes the extent to which teachers share their own narratives in a narrative-based curriculum, identifies dominant narrative elements, forms and functions, and assesses the relationships among teacher narratives, overall lesson narrative quality, and student engagement. One hundred videotaped lessons of the keepin' it REAL drug prevention curriculum were coded and the results supported the claim that increased narrative quality of a prevention lesson would be associated with increased student engagement. The quality of narrativity, however, varied widely. Implications of these results for narrative-based prevention interventions and narrative pedagogy are discussed.
Keywords: health campaign; narrative; pedagogy; prevention science; substance use prevention; teaching.
Conflict of interest statement
Declaration of Conflicting Interests
No conflicting interests.
Source: PubMed