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Abstract This article explores one of Jane Austen's narrative techniques, focusing on her characters' telling of and writing on their past. To incorporate events that characters experienced at different times [...]

Arguing that teacher education has become rule bound, even in the use of teaching narratives and cases, and for the need to challenge beginning teachers' conceptions of teaching and learning, the author suggests parables as promising means for enlivening teacher education and for stretching understanding. After defining parable, the author presents an analysis of three examples--The Storm, The Sower, and The Fish and the Turtle--to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning and for generating fresh educational metaphors useful for guiding thought and action. Keywords parables, storytelling, narrative inquiry, beginning teacher beliefs, teacher education curriculum, Introduction While observing a colleague teach recently, I was struck by his use of narratives to illustrate points and to answer questions. Over the past 20 years, narratives have garnered [...]

A study was conducted to examine the use of Index of Narrative Complexity (INC) scoring system. Findings show the use of INC as a clinical tool for evaluating the outcomes of narrative intervention

Business leaders from Hewlett-Packard, FivePoint Federal Credit Union, Cerium Laboratories LLC, and Endevco Corporation initiated organizational change through storytelling. They used metaphors, road maps, and personal stories to convey the message to employees.

The article presents storigami mathematics method based on story-telling through origami art in which the students learn to create their own means of solving problems.

This paper looks at different kinds of stories told in a Japanese advertising agency and argues that, like organizations in other creative industries, an advertising agency may be seen as a dedicated storytelling organization. Based on long-term anthropological fieldwork, it makes use of three indigenous classifications--tales of the past, tales of the now, and tales of repetition--to see to what extent a non-western organization confirms, contradicts, or adds to previous analyses of storytelling organizations. Findings suggest that storytelling in a Japanese advertising agency generally conforms to what is already known, but that in certain cultural specifics connected with strategic positioning, management, employment relations, and other Japanese corporate practices, it is rather different. Key words: storytelling organization, advertising agency, creative industries, Japan

Storytelling has developed as an extremely efficient staff development strategy employed to break the silence that surrounds the cultural differences in schools by portraying such differences as important elements of teaching and learning. The author suggests that various ways that pursue people to confront their ideas and assumptions, reveal feelings and build common ground about certain issues should be used to bring about the desired changes in the system.

In a videotape analysis of five National Issues Forums, I investigate the nature of deliberative talk in small group deliberative settings. I show that deliberative talk in these forums mostly takes the form of storytelling. I argue that storytelling helps participants overcome barriers to deliberation, such as lack of knowledge and the need to manage one's public face in a context that privileges open conflict. Moreover, I show that storytelling also plays an important collective function for groups, allowing them to build a sense of moral community around issues without much explicit conflict or argument. I conclude that greater understanding of storytelling's role in small group deliberation is of benefit both to practitioners who initiate such forums and to the growing number of researchers who study the practice of deliberative democracy. Keywords: Deliberation; Narrative; Small Group Communication

The role of storytelling in career transition is explained and its benefits delineated. Components include an interesting protagonist, a catalyst, a conflict, a turning point, and a resolution. An outline for applying these structures to one's career is included, specifically to resumes and job interviews.

The author links effective story-telling to knowledge management, and how the influence of narrative can generate both interest and results. Discussion centers on ways in which stories not only identify problems but also relates why they occurred, and provide behavior models for listeners to either avoid or emulate.

Byline: Ping-Kee Tao (1) Abstract: Using Marton's theory of the structure of awareness as a theoretical framework, this study investigated the aspects that students discerned and brought into their focal awareness while they studied four science stories in an instruction designed for fostering understanding of the nature of science (NOS). The data showed that when students studied the stories many focused only on one or two aspects, from among a range, presented in the stories. Further, the aspects of the stories in the students' focal awareness were closely linked to the views of NOS that they developed subsequent to the instruction. Students who focused on certain appropriate aspects acquired adequate views of NOS while those who focused on other aspects acquired inadequate views of NOS. The theory therefore offers a viable explanation for why students often construct idiosyncratic meanings from learning experiences that differ from those intended -- by attributing it to students attending to certain aspects rather than others. However, the data also show that students' prior conceptions strongly influence their construction of meanings from the learning experiences. The complementarity of the theory of the structure of awareness and the constructivist view of learning are considered. Implications for classroom practices are discussed. Author Affiliation: (1) The University of Hong Kong, Hong Kong Article History: Registration Date: 13/10/2004

To meet National Curriculum requirements for getting the 'big ideas' of science across to students, British science teachers can explain the abstract ideas of earth science more clearly by forming the ideas into a narrative story. A complete example is presented for explaining plate tectonics and outlines are given for 5 other topics.

Storytelling can be a good way to teach primary age children about abstract scientific concepts. An sample lesson plan is presented that uses a story called 'The Great Journey of William Water' to teach children about the water cycle. Tips for creating stories for other science topics are discussed.

The role of interpretive historical fiction in historical archaeology is discussed. Interpretive historical fiction is distinguished from the historical novel by its critical perspective and emphasis on historical insight. Storytelling represents an extension of conventional scientific methods rather than a replacement for them.

'Imaginary, But by No Means Unimaginable,' a phrase coined by L. Daniel Mouer and Ywone Edwards-Ingram at the 1998 Conference on Historical and Underwater Archaeology, epitomizes a new approach to archaeological analysis and public interpretation. The suddenness with which examples of storytelling appeared in conferences and publications has left little opportunity for comment, particularly to address the theoretical and methodological issues that underlie this hybrid of science, humanities research, and artistic expression. This commentary suggests that storytelling is more than a means of engaging public audiences: it is a form of archaeological analysis.