Teacher Narratives and Student Engagement Testing Narrative Engagement Theory in Drug Prevention Education
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.
Miller-Day, M., Hecht, M.L., Krieger, J.L., Pettigrew, J., Shin, Y., & Graham, J. (2015). Teacher narratives and student engagement testing narrative engagement theory in drug prevention education. Journal of Language and Social Psychology, 34(6), 604-620. doi:10.1177/0261927X15586429.
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This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Journal of Language and Social Psychology, volume 34, issue 6, in 2015 following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1177/0261927X15586429.