An experiential study of elementary teachers with the storytelling process /
The implementation of classroom storytelling has been shown to positively effect school children in terms of its literacy, multicultural, motivational, and socialization benefits. Handbooks on storytelling as well as myriad publications regarding the art of storytelling are available for classroom...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=725905801&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The implementation of classroom storytelling has been shown to positively effect school children in terms of its literacy, multicultural, motivational, and socialization benefits. Handbooks on storytelling as well as myriad publications regarding the art of storytelling are available for classroom teachers or anyone interested in pursuing it. However, storytelling is seen by many to be an art form and something that only professionals are capable of engaging an audience in. Therefore, many teachers feel ill-prepared and incompetent in regard to the implementation of classroom storytelling. Through this research, I explored the experiences of eight elementary classroom teachers as they each embarked on a storytelling journey. The study sought to reveal their perceptions of storytelling before, during, and after a summer inservice training in storytelling and multicultural literature. Each teacher received training in storytelling and in the use of a multicultural storytelling curriculum guide. I compared their perceptions of storytelling, their classroom implementation of it, and their future plans for its implementation after the inservice to their perceptions and implementation of it before the training. Results suggest that the teachers' preconceived notions of storytelling as strictly a family event or enrichment-type activity evolved into perceptions of it as an academic pedagogical tool. Additionally, storytelling and the implementation of a variety of storytelling techniques were found to motivate the students to listen, engage in literacy and content-area activities, and improve behavior. The teachers involved in this study shared both positive and negative experiences during storytelling training. Even though time constraints and curricular demands limited storytelling implementation, the teachers utilized many of the storytelling strategies modeled during the inservice training. Finally, results of this research suggest that new classroom innovations must be pragmatic in terms of available teacher resources and teacher preparation time. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xii, 240 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 219-225). |