Teaching with Relevant (and Irrelevant) Storytelling in the College Classroom

Autor/inn/en	Kromka, Stephen M.; Goodboy, Alan K.; Banks, Jaime
Titel	Teaching with Relevant (and Irrelevant) Storytelling in the College Classroom
Quelle	In: Communication Education, 69 (2020) 2, S.224-249 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banks, Jaime)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2019.1657156
Schlagwörter	Undergraduate Students; Student Attitudes; College Faculty; Teaching Methods; Story Telling; Relevance (Education); Persistence; Decision Making; Course Content; Personal Narratives + Suchen Sie Ihr Suchwort? Schülerverhalten; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Ausdauer; Decision-making; Entscheidungsfindung; Kursprogramm; Erlebniserzählung
Abstract	Instructors tell stories for pedagogical reasons, but not all classroom stories are necessarily relevant to students and their learning. This study examined how instructors tell stories in ways that students find relevant or irrelevant to their lives. Participants were 388 undergraduate students who responded to an open-ended survey asking them to identify either a relevant or an irrelevant instructor narrative and then report on why the narrative was relevant or irrelevant to their classroom needs, personal interests, and/or future goals. We examined their responses using qualitative content analysis. Results revealed that most students found an instructor narrative to be relevant when it discussed perseverance through personal struggles and decision-making in college because it related to the students' own current difficulties. Many students perceived a narrative to be irrelevant when it mentioned a marital partner and/or children because students felt these stories had little to do with the course content. These results provide preliminary evidence for the types of stories instructors might share (or avoid) to ensure that students find classroom narratives pertinent to their lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01