title: Teacher Narratives and Student Engagement: Testing Narrative Engagement Theory in Drug Prevention Education.
abstract: 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 thekeepin' it REALdrug 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.
authors.affiliation: Chapman University, California, United States.
authors.forename: Michelle
authors.initials: M
authors.lastname: Miller-Day
authors.affiliation: Pennsylvania State University, Pennsylvania, United States.
authors.forename: Michael L
authors.initials: ML
authors.lastname: Hecht
authors.affiliation: University of Florida, Florida, United States.
authors.forename: Janice L
authors.initials: JL
authors.lastname: Krieger
authors.affiliation: University of Tennessee, Knoxville, Tennessee, United States.
authors.forename: Jonathan
authors.initials: J
authors.lastname: Pettigrew
authors.affiliation: Indiana University Purdue University Indianapolis, Indiana, United States.
authors.forename: YoungJu
authors.initials: Y
authors.lastname: Shin
authors.affiliation: Pennsylvania State University, Pennsylvania, United States.
authors.forename: John
authors.initials: J
authors.lastname: Graham
keywords: health campaign; narrative; pedagogy; prevention science; substance use prevention; teaching