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Browsing by Subject "storytelling"

Now showing 1 - 9 of 9
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    Exploring a Cultural Intervention's Influence on Sense of Belonging: Bringing Dakota Story into 6th and 10th Grade Social Studies Classrooms
    (2015-06) Peterson, Teresa
    Research has determined the importance of sense of belonging on one's health and well-being. Furthermore, sense of belonging has been correlated to academic success. The persistent academic achievement gap in the American Indian student population afflicts both educational policy makers and classroom teachers. This community-based participatory action research project drew upon the recommendations of the American Indian community to establish partnerships with American Indian communities and the inclusion of American Indian representation in curricula. This project utilized a mixed methodology to investigate the pilot of a cultural intervention (i.e., a culturally-based curriculum built upon storytelling) in sixth and tenth grade social studies classrooms and explored its influence on American Indian student's sense of belonging. The results also assisted in improving the curriculum and effectively meeting the state's new mandate that calls for the inclusion of American Indian contributions in curricula.
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    Interactive Narratives: Evaluating the Impact of Agency and Immersion on Empathy and Attitude Change Toward Marginalized Groups
    (2024-06) O'Dowd, Ian
    Interactive narratives provide the reader with a sense of agency and immersion by giving readers the ability to effect change in the story through choice. In this dissertation, I conducted a series of three empirical studies that aimed to bridge the gap between existing work on interactive narratives in the realm of computer-human interaction and the body of work on empathy in the field of social psychology. I developed interactive narratives based on the lived experiences of two marginalized social groups often subject to physical or social exclusion from public spaces. Specifically, I looked at accessibility in public bathrooms through the lens of physically disabled people and transgender people.In Study 1, I demonstrated the effectiveness of interactive narratives in promoting participants’ sense of agency or control, which, in turn, led to a variety of prosocial outcomes. I also aimed to induce a sense of immersion through these narratives, which shows great promise for yielding positive prosocial outcomes. In Study 1, I found that immersion seems more difficult to induce for participants who hold high levels of prejudice against the target group—especially for people in the transgender protagonist condition. In Study 2, I leveraged work on intergroup contact to encourage participants to individuate the protagonist. To do so, I manipulated the time point at which I told participants that the protagonist of the story was transgender. My findings ran counter to hypotheses—withholding the protagonist’s trans identity until the end of the story (which, theoretically, should have led to greater individuation of the protagonist) decreased immersion and, therefore, led to less empathetic outcomes in highly prejudiced individuals. In Study 3, I had participants take a measure of political ideology and told them whether they were ideologically similar to the story's protagonist. I found that although the results of Study 1 and Study 2 replicated, highly prejudiced participants did not report being more immersed in the narrative when I told them the protagonist was similar to them. With this line of research, I used several theoretical levers to attempt to immerse participants in the experience of another individual. In doing so, I demonstrate that certain factors (i.e., immersion) appear useful for promoting empathy. However, an effective one-size-fits-all intervention remains elusive when promoting empathy toward specific groups.
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    Neighborhood Bridges Program Evaluation Report 1
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2006-07-11) Ingram, Debra; Center for Applied Research and Educational Improvement
    This report is the first in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. The study is funded through a grant to CTC from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education. The purpose of this report is to summarize results from surveys completed by teaching artists and classroom teachers who participated in Bridges during the 2005-2006 school year and make preliminary recommendations for how the program could be improved. A subsequent report will summarize data collected through interviews with classroom teachers and teaching artists and include final recommendations based on a synthesis of the survey and interview data.
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    Neighborhood Bridges Program Evaluation Report 2
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12-29) Ingram, Debra; Center for Applied Research and Educational Improvement
    This report is the second in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement to evaluate Bridges as part of a grant CTC received from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education. The purpose of this report is to summarize additional data gathered since the initial report and present recommendations for program improvement based on a synthesis of all the data collected to date. The next report in the series will include data from the Minnesota Comprehensive Assessment (MCA-II) reading test that students took in spring 2006.
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    Neighborhood Bridges Program Evaluation Report 3
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-03-16) Ingram, Debra; Center for Applied Research and Educational Improvement
    This report examines the relationship between student participation in Neighborhood Bridges and their reading achievement as measured by the spring 2006 Minnesota Comprehensive Assessment (MCA-II) in reading. The report is the third in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement to evaluate Bridges as part of a grant CTC received from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education.
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    Neighborhood Bridges Program Evaluation Report 4
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-07-06) Ingram, Debra; McFerran, Virginia; Willcutt, Jennifer; Center for Applied Research and Educational Improvement
    This report is the fourth in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement to evaluate Bridges as part of a grant CTC received from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education. The evaluation was designed to measure the extent to which Bridges accomplishes the outcomes specified in the grant proposal, and provide information that CTC and Bridges staff can use to strengthen the program. The intended program outcomes are as follows: Increase student achievement in reading, Increase student achievement in writing, and Increase student achievement in theatre.
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    Neighborhood Bridges Program Evaluation Report 5
    (Center for Applied Research and Educational Improvement, 2007-08-07) Ingram, Debra; McFerran, Virginia; Willcutt, Jennifer; Center for Applied Research and Educational Improvement
    This report is the fifth in a series of reports from a three-year evaluation study of the Neighborhood Bridges (Bridges) program of the Children’s Theatre Company (CTC) in Minnesota. CTC contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement to evaluate Bridges as part of a grant CTC received from the Arts in Education Model Development and Dissemination Program of the U.S. Department of Education. The evaluation was designed to measure the extent to which Bridges accomplishes the outcomes specified in the grant proposal, and provide information that CTC and Bridges staff can use to strengthen the program. The intended program outcomes are as follows: Increase student achievement in reading, Increase student achievement in writing, Increase student achievement in theatre, and Broaden classroom teachers’ instructional strategies to include elements of storytelling and theatre as arts and as a support to learning in other core content areas.
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    Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating
    (2014-05) McManimon, Shannon
    I theorize teaching and researching as practices of "blurred translating" that center antioppressive education (Kumashiro, 2002) and storytelling (e.g., Frank, 2010; Zipes, 1995, 2004). Based in listening, research and teaching as blurred translating are relational, contextual, and ongoing processes oriented toward transformation and justice that simultaneously recognize what connects us as humans and the separations between us. In this dissertation, I examine this unfinished (Freire, 1998a) metaphor before and after generating data as a participant-observer (using critical ethnographic methods [Madison, 2005]) in a 2012-13 sixth-grade classroom that participated in the weekly Neighborhood Bridges critical literacy and creative drama program. My work there blurred distinctions between teaching, research, and writing, and I utilized writing as my methodology of meaning-making (e.g., Colyar, 2009; Richardson, 2003) to juxtapose multivoiced genres of texts and contexts. Using story and theatre, Neighorhood Bridges attempts to reimagine classrooms as spaces for students to experiment with experiences through playing with words, ideas, and each other. In particular, I explore how these sixth-graders successfully transformed an oral (re)telling of Hermynia Zur Mühlen's story "The Servant" into a play performed in front of schoolmates and family members. Using ideas of counternarrative (e.g., Delgado, 1989) and contexts of identity and production, I also trace and theorize the contested participation of one student, Da'uud, who wasn't at the performance because he had declared their work "too boring now." Thinking with "The Servant" highlighted the intertwined success and mess of the students' individual and collective labor: how students worked--or did not or could not--to become storytellers of their own lives who changed stories and communicated meaning; how they collaborated or did not; and how they utilized tools to (re)tell stories. The success of a Bridges classroom requires risk; humor and imagination; deep listening and abilities to (re)tell stories; student production and ownership of stories and knowledge; and play as both noun and verb. Telling stories such as these as blurred translators in teaching and research can enable the collaborative pedagogical work of creating new--albeit messy and always ongoing--antioppressive educational storylines.
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    Strength and Order: Stories of Elizabeth Young and the Great Migration
    (2012-01-24) Young-Williams, Lori
    The author describes how she used academic research, family interviews, along with creative writing to evoke, conjure, her dead grandmother, whom she did not know, to life. The paper speaks about one's emotional truth, or subjective view, and how that can lead to family stories told often due to the emotional connection to the story.