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1
SHIRO, MARTHA. "Genre and evaluation in narrative development." Journal of Child Language 30, no. 1 (February 2003): 165–95. http://dx.doi.org/10.1017/s0305000902005500.
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In this study I examine Venezuelan children's developing abilities to use evaluative language in fictional and personal narratives. The questions addressed are: (1) How does the use of evaluative language vary in fictional and personal narratives? (2) Is there a relationship between the use of evaluative language in these two narrative genres and children's age and socio-economic status (SES)? The sample consists of 444 narratives produced by 113 Venezuelan school-age children participating in 4 narrative tasks, in which personal and fictional stories were elicited. Findings suggest that age and socio-economic status have a greater impact on the use of evaluation in fictional stories than in personal narratives. Low SES and younger children are at a greater disadvantage when performing fictional narratives than when performing personal narratives. These results strongly imply that children's narrative competence cannot be assessed in a single story-telling task, given the importance that task-related factors seem to have on narrative abilities.
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Gilbert, Kristin Enola. "Evaluating evaluation." Narrative Inquiry 28, no. 1 (September 27, 2018): 1–29. http://dx.doi.org/10.1075/ni.17005.gil.
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Abstract This study examines a participant’s narrative in a focus group interview dealing with the evaluation of criminal justice policy – the impact of community policing training. However, rather than look at the narrative solely in the speech of the interviewee, I analyze the integration of speech and embodied conduct like gesture, gaze, and posture in the production and negotiation of professional identities. I demonstrate the applied merits of a multimodal approach to criminal justice evaluation in the mapping between denotational text and interactional positioning, a mapping that inheres in embodied stance and broader sociocultural context.
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Kelly, Michael S., Christopher J. Mooney, Justin F. Rosati, Melanie K. Braun, and Robert Thompson Stone. "Education Research: The Narrative Evaluation Quality Instrument." Neurology 94, no. 2 (January 13, 2020): 91–95. http://dx.doi.org/10.1212/wnl.0000000000008794.
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ObjectiveDetermining the quality of narrative evaluations to assess medical student neurology clerkship performance remains a challenge. This study sought to develop a tool to comprehensively and systematically assess quality of student narrative evaluations.MethodsThe Narrative Evaluation Quality Instrument (NEQI) was created to assess several components within clerkship narrative evaluations: performance domains, specificity, and usefulness to learner. In this retrospective study, 5 investigators scored 123 narrative evaluations using the NEQI. Inter-rater reliability was estimated by calculating interclass correlation coefficients (ICC) across 615 NEQI scores.ResultsThe average overall NEQI score was 6.4 (SD 2.9), with mean component arm scores of 2.6 for performance domains (SD 0.9), 1.8 for specificity (SD 1.1), and 2.0 for usefulness (SD 1.4). Each component arm exhibited moderate reliability: performance domains ICC 0.65 (95% confidence interval [CI] 0.58–0.72), specificity ICC 0.69 (95% CI 0.61–0.77), and usefulness ICC 0.73 (95% CI 0.66–0.80). Overall NEQI score exhibited good reliability (0.81; 95% CI 0.77–0.86).ConclusionThe NEQI is a novel, reliable tool to comprehensively assess the quality of narrative evaluation of neurology clerks and will enhance the study of interventions seeking to improve clerkship evaluation.
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Trisnawati, Putri Laras, and Maya Tsuroya Alfadla. "Penerapan Self Help Menggunakan Ayat-ayat al-Qur’an (Studi Naratif Menghadapi Jatuh Cinta dan Patah Hati)." ISLAMIC COUNSELING Jurnal Bimbingan Konseling Islam 4, no. 2 (November 30, 2020): 191. http://dx.doi.org/10.29240/jbk.v4i2.1847.
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Mental health is currently a growing issue in Indonesia. Mental health is a balanced state and the achievement of individual development tasks. Individuals who are facing poor mental health will develop self-narratives that tend to be destructive. Self-narrative is an individual's life story consisting of values, experiences and identities that are internalized into a belief and personality. Self-destructive narratives affect individual development. Problems that are closely related to depression experienced by individuals are falling in love and heartbreak. These problems provide stress effects to depression to individuals. Depression contributes the greatest value to suicide rates. The method used is qualitative research with narrative approach. The subject strengthens his inner values through the study of the verses of the Qur'an and self-evaluation in a series of self-help processes. Self help consists of the process of understanding the values of life in the verses of the Qur'an, evaluating relationships with the Almighty and preparing for the worst. The subject has a perspective and meaning related to falling in love and broken heart experienced and internalized into self-narration. Self-narration is developed based on the results of self-help that is done so that it can bring up new meanings in life.
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Wright, Lyn. "Evaluating place in orientations of narratives of internal migration." Narrative Inquiry 28, no. 1 (September 27, 2018): 198–214. http://dx.doi.org/10.1075/ni.17034.wri.
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Abstract This study examines the evaluation of place in orientation sequences of narratives of internal migration to the Southern United States. Unlike other narratives of displacement, narratives of internal migration foreground talk about the here and now in which tellers evaluate place as an important aspect of narrative meaning-making. The current study draws on five narratives of internal migration told during research interviews about growing up bilingual in the South to examine how the South (and other places) are evaluated by young bilingual adults in the region. This study demonstrates how evaluations of place provide a resource for constructing narrators’ authority, moral positions, and belonging in relation to two main stereotypical narratives of the South, i.e. as a racialized and racist place or as a moral and hospitable place. The study has implications for understanding the construction of place and self identity in narrative as well as processes of migration of immigrant families within the U.S.
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Soe’oed, Rahmat, Noor Rachmawaty, and Mohamad Huzzin As’ari. "Evaluation on the use of animated narrative video in teaching narrative text." SHS Web of Conferences 42 (2018): 00087. http://dx.doi.org/10.1051/shsconf/20184200087.
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In the 21st century, our life is strongly affected by the information technology. Educational technology has been rapidly improved by the development of audiovisual tools. Teachers may choose a number of different types of resources for teaching purposes, including videos and movies. Therefore, this study is aimed at evaluating animated narrative videos from YouTube for the teaching narrative text and identifying potential factors which influence the quality of educational videos. The videos were examined by using assessment rubric to see the quality and suitability of animated narrative videos which might be used in the teaching narrative text. The rubric was adapted from Prince Edward Island (PEI) Department of Education: Evaluation and Selection of Learning Resources. It consists of four criteria, content, structure, instructional design, and technical design In addition, the study presents critical awareness of how these aspects can be interpreted to measure animated narrative videos and at the same time the engagement of the teachers in exploring animated narrative videos used in classroom.
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Tsai, Wanyu, and Chien-ju Chang. "“But I first… and then he kept picking”." Narrative Inquiry 18, no. 2 (December 12, 2008): 349–77. http://dx.doi.org/10.1075/ni.18.2.09tsa.
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This study investigates the narrative skill of school-aged children with language impairment in Taiwan. Twelve children, 6 children with language impairment (LI) and 6 children with typical language development (TLD), aged from 8;0 to 9;5 participated in this study. They were asked to tell three personally experienced stories and the longest one was selected and coded along four dimensions, i.e., narrative structure, conjunction, referential strategies, and discourse context. The revision of the Chinese Narrative Assessment Profile (NAP) was also used to score children’s narrative performance. Results show that the children with LI had more difficulties in producing clear, coherent narratives. In comparison with the stories narrated by children with TLD, the stories produced by children with LI exhibited fewer narrative components, evaluation devices, and connectives, but more ambiguous referencing information was evident in their narratives. The narrative profile of each child with LI, however, varied. Limitations of this study and suggestions for further research on narrative skill in children with LI were provided.
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Berman, Ruth A. "Narrative Competence and Storytelling Performance: How Children Tell Stories in Different Contexts." Journal of Narrative and Life History 5, no. 4 (January 1, 1995): 285–313. http://dx.doi.org/10.1075/jnlh.5.4.01nar.
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Abstract This study addresses some of the multiple factors that play a role in children's developing narrative abilities. It starts by reviewing approaches to narrative analysis that have had an impact on the study of children's narratives since the 1970s. Such analyses are reevaluated from a developmental perspective, based on crosslinguistic findings from picturebook narratives. The generality of these results is then examined by comparing narratives produced by children in different elicitation settings, based on findings from a large-scale Hebrew-language sample. Finally, an attempt is made to integrate these findings along different dimensions involved in developing narrative knowledge, as manifested by children at different phases of development: in recruiting linguistic forms for narrative functions, in combining foreground plotline events with affective evaluation and background circumstances, and in perceiving what it means to tell a story in task-appropriate ways. The development of narrative abilities is shown to yield a complex web of interrelations between abstract narrative competence and how this is realized in storytelling performance. (Linguistics)
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Iqbal, Liaqat, Dr Ayaz Ahmad, and Mr Irfan Ullah. "Narrative Style: A Sociolinguistic Analysis of Oral Personal Experience Narratives." sjesr 3, no. 1 (April 19, 2020): 41–47. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(41-47).
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Personal narrative, a very important subgenre of narratives, is usually developed in a particular style. To know its specificity, in this study, oral personal narratives have been analyzed. For this purpose, twenty oral narratives, collected from twenty students of BS English, have been analyzed. In order to understand the macrostructure, i.e., narrative categories, Labov’s (1972) model of sociolinguist features of narratives has been used. For the analysis of microstructures, Halliday’s and Hasan’s (1976) five key cohesive ties: references, conjunction, substitution, ellipses, and lexical ties have been used. It was found that with little variations, most of the personal experience oral narratives follow the Labov’s structure of narrative analysis, i.e., abstract, orientation, complicating actions, resolution, evaluation, and coda. Likewise, while doing microanalysis, it was found that the narratives were well-compact with the help of elements of cohesive ties. The study shows that oral personal experience narratives can have the same structure as those of written narratives.
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Kühberger, Anton, Thomas Scherndl, Bastian Ludwig, and Dominique M. Simon. "Comparative Evaluation of Narrative Reviews and Meta-Analyses." Zeitschrift für Psychologie 224, no. 3 (July 2016): 145–56. http://dx.doi.org/10.1027/2151-2604/a000250.
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Abstract. Summarizing and organizing research in narrative reviews is a classic procedure for cumulating research. In recent years narrative reviews have been increasingly, though not completely, replaced by meta-analyses. Using a case study of a prominent narrative review of the behavioral priming literature ( Bargh, Schwader, Hailey, Dyer, & Boothby, 2012 ), we show that narrative reviews run the risk of drawing a picture that tends to be too good to be true, when the effect-sizes of the papers cited in the narrative review are compared to meta-analyses of the respective topic. We shortly discuss the reasons for this, emphasizing two sources of bias that may inflict narrative reviews to a larger degree than meta-analyses, namely bias in study selection, and bias in study aggregation.
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Rajab Ebrahim, Hallat. "Producing Good Stories in English As A Foreign Language: Analysis of The Kurdish Efl Learners’ Oral “frog Story” Narratives." Journal Of Duhok University 23, no. 2 (December 19, 2020): 17–30. http://dx.doi.org/10.26682/hjuod.2020.23.2.2.
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By focusing on the structural elements particularly the evaluative devices by (Labov & Waletzky, 1967) and (Peterson & McCabe, 1991), this study examined how the Kurdish participants’ narrative discourse deviate from the target language discourse, and how this deviation is explained in line with the cultural discourse strategies in both types of discourse (Kurdish and English). This study analyzed the frog narratives told by the EFL Kurdish participants (in Kurdish and English) and the American speakers with special attention on the narrative length, narrative structure and evaluative devices. The findings from the T-test and MANOVA statistics revealed cross-cultural patterns of differences between the narratives told by the Kurdish and the American speakers. Generally, the narratives told by the American participants were longer than those told by the Kurdish participants in both Kurdish and English. The American speakers elicited narratives with frequent evaluation. Conversely, the Kurdish participants constructed narratives with higher number of durative (descriptive) clauses, orientation and repetition.
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Mäkinen, Leena, Loukusa Soile, Gabbatore Ilaria, and Kunnari Sari. "Are story retelling and story generation connected to reading skills? Evidence from Finnish." Child Language Teaching and Therapy 34, no. 2 (June 2018): 129–39. http://dx.doi.org/10.1177/0265659018780960.
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This three-year follow-up study investigated the associations of narrative and reading skills in typically developing Finnish children. Twenty children performed narrative retelling and story generation tasks twice, at five and eight years of age. Reading comprehension and word recognition tests were performed at the age of eight. Narratives were analysed for relevant information, total number of word tokens, clausal density and evaluation. The results showed increased narrative abilities with age, but the development was not seen in all narrative variables. This suggests that narrative tasks might capture development somewhat differently. Both narrative tasks were connected to reading skills. However, while retelling was connected to reading comprehension only, story generation related to both reading comprehension and word recognition. This study extends prior research by showing that not only retelling but also story generation is associated with reading.
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QAIWER, Shatha N. "A STUDY OF TENSE SHIFT AS A RESOURCE FOR IDENTITY CONSTRUCTION." International Journal of Humanities and Educational Research 03, no. 02 (April 1, 2021): 74–86. http://dx.doi.org/10.47832/2757-5403.2-3.7.
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This study focuses on tense variation as linguistic features of narrative performance using Schiffrin’s (1981) theory of tense variation supported by Labov’s (1972) and Ochs and Cap’s (2001) frameworks of narrative structure. It shows that historical present also performs evaluative function and appears in restricted clauses in progressive aspect indicating the overlap on time between two actions. Shifts into narrative past tense also perform an evaluative function and appears in contexts narrating unexpected event within the complication. Generic and nominalising actions are used to express negative evaluation of an opponent based on an earlier premise. These findings can bring new insights into the way politicians construct arguments in self and other presentation since nominalising negative actions implies comparing the self to an external other. This is achieved in association with stance taking and evaluative commentaries provided by politicians as strategies of positive self and negative other presentation. The study provides a detailed analysis of the linguistic features stated earlier in relation to identity construction and self-presentation exemplifying the use of HP
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Kang, Jennifer Yusun. "Producing culturally appropriate narratives in English as a foreign language." Narrative Inquiry 16, no. 2 (December 15, 2006): 379–407. http://dx.doi.org/10.1075/ni.16.2.08kan.
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Cross-cultural and second/foreign language (L2) studies on oral narratives have suggested that one’s native language and culture affect discourse production in an L2 and have detected areas of difficulty for L2 learners in producing extended discourse. However, written narrative has received less attention, although it can provide rich data on cross-cultural differences and hold important implications for L2 literacy acquisition and pedagogy. This study was designed to investigate culturally preferred written discourse styles and their effects on L2 writing of personal narratives. It explored cross-cultural differences in the use of narrative structural features including evaluation between first language written narratives produced by native speakers of American English and first- and second-language narratives written by Koreans learning English. Differences in first language narrative styles were used to explain how Korean EFL learners’ narrative discourse in English could vary from native English speakers’ discourse norms. Participants were Korean adult EFL (English as a Foreign Language) learners and American native-English speakers in the U.S. The findings show that specifically Korean cultural strategies were evident in the Korean English learners’ English narrative discourse rather than the preferred discourse style of the target language and culture. The findings hold implications for L2 writing pedagogy and L2 training in discourse production.
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Kapalková, Svetlana, and Monika Nemcová. "MAIN: The Slovak version and pilot data." ZAS Papers in Linguistics 64 (August 31, 2020): 199–205. http://dx.doi.org/10.21248/zaspil.64.2020.574.
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The adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) for use with Slovak speaking children is a vital step in the process of creating a transparent evaluation of children’s narrative abilities. Since its first translation and adaptation in 2012, new pilot data from different groups of children has been collected in Slovakia. This paper describes the process of adapting the instrument to fit the Slovak language and reports on analyses of narrative production in monolingual (103 Slovak-speaking children) and bilingual (37 Slovak-English speaking) pre-school children. Within a pilot study, the story elicitation method was also compared (telling vs. retelling) within a small sample of 10 monolingual Slovak-speaking children. All results show transparent and detailed possibilities in terms of finding a meaningful evaluation that can evaluate a child’s complex narrative abilities.
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Willenberg, Ingrid. "‘Once upon a time in Bearland’: Longitudinal development of fictional narratives in South African children." First Language 37, no. 2 (December 14, 2016): 150–67. http://dx.doi.org/10.1177/0142723716679798.
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Children’s narrative skills have been widely studied in North America, but there is a paucity of African research. Within South Africa’s diverse socio-cultural context, this study of mixed-race children explored the development of narrative production and the influence of home background variables. Using the Bear Story picture prompt, this longitudinal study investigated the fictional oral narrative skills of 70 English-speaking children in kindergarten and Grade 3. Four key findings emerged: first, with age, narratives increased in lexical diversity, macrostructure elements and written discourse features. However, there was no increase in evaluation, thus highlighting the complexity and nonlinear nature of narrative development. Second, early book reading experiences in the home were positively associated with Grade 3 narrative macrostructure. Third, there were no associations between narrative abilities and maternal education or mothers speaking a first language other than English, underscoring the importance of parental behaviours above factors such as education and language background. Finally, contrary to expectations, the findings suggest more similarities than differences between these children and their peers in other contexts.
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Moonsamy, Sharon, Heila Jordaan, and Kirston Greenop. "Cognitive Processing and Narrative Discourse Production in Children with ADHD." South African Journal of Psychology 39, no. 3 (September 2009): 326–35. http://dx.doi.org/10.1177/008124630903900307.
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Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 years, were selected from English medium remedial schools and were assessed on the Cognitive Assessment System (CAS). The results were correlated to their performance on two narrative tasks, involving a Picture Sequence and a Personal Narrative. Measures of Cohesion and Coherence were analysed quantitatively. Participants' low Planning and Attention scores in this study confirmed the validity of the CAS as a diagnostic device for ADHD but were not significantly related to their oral narrative production. However, their approach to the task indicated insufficient use of planning. The structured task (picture sequence) yielded more complex stories than the unstructured task (personal narrative), which may be reflective of the participants' attention deficits. The findings suggest that narrative measures are useful instruments for oral language evaluation in children with ADHD. In addition, the importance of understanding oral narratives within a therapeutic situation is important for both therapist and child.
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Fernandez-Quintanilla, Carolina. "Textual and reader factors in narrative empathy: An empirical reader response study using focus groups." Language and Literature: International Journal of Stylistics 29, no. 2 (May 2020): 124–46. http://dx.doi.org/10.1177/0963947020927134.
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This article contributes new insights into the interplay between textual and reader factors in experiences of narrative empathy, or empathy with characters in narrative. It adds to the rather scarce empirical evidence on the relationships between textual devices and readers’ (non-)empathetic responses to characters. This empirical study involved stylistic-narratological analysis of short stories by Eduardo Galeano and thematic analysis of focus group discussions. The study considers empathy in relation to victims and perpetrators in narratives of persecution and torture. Methodologically, the article emphasises the value of a qualitative approach to collecting and analysing readers’ responses that is half way between naturalistic and experimental orientations. The main findings, which revolve around the interaction between certain narrative techniques and readers’ moral evaluation of characters, challenge some theoretical claims from the scholarly literature about textual effects on readers’ empathy. In so doing, the article considers empathy as a highly flexible and context-dependent phenomenon, and suggests the need for a nuanced approach that accommodates the complex interaction between textual and reader factors in the reading context. The discussion spells out the broader implications of the study for stylistic research on the role of language in bringing about effects in readers and also for narrative empathy research. These implications will be of interest to scholars conducting reception studies or reader response research in the neighbouring fields of empirical stylistics, empirical narratology, and empirical literary studies.
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Hiratsuka, Takaaki. "Narrative Frames as a Course Evaluation Instrument." Language Teacher 42, no. 1 (January 1, 2018): 3. http://dx.doi.org/10.37546/jalttlt42.1-1.
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Although getting student feedback on courses via questionnaires has been practiced for a long time, empirical studies on the topic are not substantial enough, nor are alternatives adequately considered. This study introduces and evaluates an alternative qualitative instrument known as narrative frames, which uses prompts to stimulate written feedback. In order to investigate its feasibility, I collected data from 26 Japanese university students in an English Teaching Methods course. Findings suggest that these narrative frames served as a useful tool for eliciting the students’ experiences in the course, their impressions of it, and its impact on them. These findings led me, as the instructor of the course, to be able to critically reflect on its content. Pedagogical and research implications for the future use of narrative frames are provided. 学生による授業評価アンケートは教育改善のために必要な手段として長年定着しているが、それらに関する研究、またそれに取って代わる手段の議論は不十分である。本論では、質的研究手法の1つで、書き手の文章作成を助長するとされているナラティブフレーム（物語枠組み）を授業評価の手段として用い、その評価を行った。データは英語科教育法を受講した26人の大学生から収集した。結果、ナラティブフレームは授業評価手段としての機能を十分に果たし、学生の授業への印象や彼らが授業から受けた影響の詳細を明らかにできることが分かった。また、これらの結果内容は担当教員が授業を批判的に精査し、振り返り活動を行うことに役立った。本論では最後に、ナラティブフレームの使用、研究に関する提言を行う。
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Lin, George C. S. "Changing Discourses in China Geography: A Narrative Evaluation." Environment and Planning A: Economy and Space 34, no. 10 (October 2002): 1809–31. http://dx.doi.org/10.1068/a3553.
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Existing literature on the status of the field of China geography has been focused either on what has been written or on the internal advancement of knowledge in the field, without considering its relationship to the broader social context and academic environment. In this study I adopt a contextual approach to analyzing two interrelated issues: (1) the changing position held by China geography in the grand geographic discipline; and (2) the evolution of discourses formulated by China geographers as a result of interactions with the broader academic environment. A systematic survey of research papers published in leading international journals has placed China geography in a peripheral position, with a volume of research output disproportionate to the size and importance of the nation. Nevertheless, several encouraging trends are observed, including the dramatic growth of research output since the 1990s and the broadening of the field beyond physical geography to encompass human geography and urban studies. A narrative investigation of the professional experience of a leading China geographer reveals a process of discourse (re)construction conditioned by both the changing political economy of China and the shifting emphases in the geographic discipline. Four periods of discourse formation are identified in this case study, namely the conception of the Chinese city as the center of change in the 1970s, interpretation of the uniqueness of Chinese urbanism in the 1980s, modeling of spontaneous town-based urbanization and regional development in the 1990s, and, most recently, the use of the notions of space, place, and transnationalism to construct the Chinese diaspora as a geographic system. Discourse formation in China geography can be understood as the consequence both of the rapidly changing material conditions in China and of discursive practices in the geographic discipline. Much needs to be done by China geographers to go beyond the empirical arena of area studies and become more actively engaged in the ongoing theoretical debates in the mainstream of geography and China studies.
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Losh, Molly, Ursula Bellugi, and Judy Reilly. "Narrative as a Social Engagement Tool: The Excessive Use of Evaluation in Narratives from Children with Williams Syndrome." Narrative Inquiry 10, no. 2 (December 31, 2000): 265–90. http://dx.doi.org/10.1075/ni.10.2.01los.
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Williams syndrome is a rare genetic disorder characterized by a unique physiological and behavioral profile, involving excessive sociability and relatively spared linguistic abilities in spite of mild to moderate mental retardation. The present study examines the narrative development of children with Williams syndrome and, for the first time, compares their performance to typically developing chronological-age matched children to examine the development of both structural linguistic abilities as well as the use of evaluation to elaborate and enrich narrative. Thirty children with Williams syndrome (5- through 10-years-old) and 30 typically developing age- and gender-matched comparison children were asked to tell a story from a wordless picture book. Results indicated that as a group, children with Williams syndrome committed significantly more morphological errors and used less complex syntax than comparison children, not surprising considering their language delay and impaired cognitive abilities. Significantly, children with Williams syndrome greatly exceeded comparison children in their elaboration and use of evaluative devices and showed particular preference for types of evaluation which serve as social engagement devices, reflecting their profile of excessive sociability. (Williams syndrome, Narrative, Evaluation)
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Hammarfelt, Björn, Alexander D. Rushforth, and Sarah De Rijcke. "Temporality in Academic Evaluation." Valuation Studies 7, no. 1 (March 12, 2020): 33. http://dx.doi.org/10.3384/vs.2001-5992.2020.7.1.33.
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This paper builds on emerging concerns with how temporality and spatiality unfold in, and order, academic evaluation practices. We unpack how the notion of ‘trajectory’ – a simultaneously prospective and retrospective narrative device permeating contemporary academic evaluation discourses – is mobilized within a particular evaluation site. Materials for our study are drawn from reports commissioned by Swedish universities when hiring for new professors. These texts are authored by external referees who rank and compare candidates, in this case for associate and full professorship positions in biomedicine. By using the theoretical perspective of ‘narrative infrastructures’ we explore how the referee reports mobilize ‘trajectories’ to weave together disparate bits of evidence extracted from the bylines of biomedical researchers’ CVs: publication numbers, impact factors, authorship positions and ‘earning power’. Our analysis finds certain resemblances across reports of what constitutes an ideal candidate’s career trajectory, but none of these are completely identical. We consider how ‘the trajectory’ is evoked as a singularity within this genre of writing, thereby bestowing retrospectively a sense of coherence and purpose on the past performance and prospective development of careers. We discuss the implications of our findings in terms of how ‘trajectorism’ shapes evaluation in academic biomedicine and possibly beyond, and propose suggestions for how this dominant narrative might be challenged.
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Syuhada, Nisa. "ROLE-PLAY IN TEACHING ENGLISH LITERATURE." Pedagogy : Journal of English Language Teaching 5, no. 2 (December 13, 2017): 81. http://dx.doi.org/10.32332/pedagogy.v5i2.940.
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The important thing in teaching and learning process is teaching method. However, the teacher’s creativity is more important than the method itself. This paper offers a method for EFL students to study English through literature. Role-play as a teaching method to increase students’ linguistic competence through narrative as one of literary works. This paper also offers evaluation system to measure the students’ competence in learning literature study through narratives of Hodja.
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Pérez, Ana, Holly S. S. L. Joseph, Teresa Bajo, and Kate Nation. "Evaluation and revision of inferential comprehension in narrative texts: an eye movement study." Language, Cognition and Neuroscience 31, no. 4 (November 30, 2015): 549–66. http://dx.doi.org/10.1080/23273798.2015.1115883.
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Nova, Muhamad. "UTILIZING GRAMMARLY IN EVALUATING ACADEMIC WRITING: A NARRATIVE RESEARCH ON EFL STUDENTS’ EXPERIENCE." Premise: Journal of English Education 7, no. 1 (April 4, 2018): 80. http://dx.doi.org/10.24127/pj.v7i1.1300.
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With the development of technology, any writer now can easily check their academic writing with automated writing evaluation program. Though, the utilization of this program may bring both benefits and drawbacks. Thus, a consideration of its strengths and weaknesses is needed. To fill the need, this study aimed to identify the strengths and weaknesses of Grammarly program as an automated writing evaluation program in evaluating academic writing. Using a narrative inquiry in exploring three Indonesian postgraduate students’ experiences by conducting interview and documentation, the result showed that this program has provided useful color-coded feedback with explanation and example, ease of account access, high rate of evaluation speed, and free service for evaluating academic writing. However, some caveats were also found in this program utilization, such as several misleading feedbacks, weaknesses on detecting the type of English and reference list, and lack of context and content evaluation experienced, which became the weaknesses of this program. Further investigation on the efficiency of the feedback given by Grammarly in improving students’ writing quality is needed.
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Nova, Muhamad. "UTILIZING GRAMMARLY IN EVALUATING ACADEMIC WRITING: A NARRATIVE RESEARCH ON EFL STUDENTS’ EXPERIENCE." Premise: Journal of English Education 7, no. 1 (April 16, 2018): 80. http://dx.doi.org/10.24127/pj.v7i1.1332.
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With the development of technology, any writer now can easily check their academic writing with automated writing evaluation program. Though, the utilization of this program may bring both benefits and drawbacks. Thus, a consideration of its strengths and weaknesses is needed. To fill the need, this study aimed to identify the strengths and weaknesses of Grammarly program as an automated writing evaluation program in evaluating academic writing. Using a narrative inquiry in exploring three Indonesian postgraduate students’ experiences by conducting interview and documentation, the result showed that this program has provided useful color-coded feedback with explanation and example, ease of account access, high rate of evaluation speed, and free service for evaluating academic writing. However, some caveats were also found in this program utilization, such as several misleading feedbacks, weaknesses on detecting the type of English and reference list, and lack of context and content evaluation experienced, which became the weaknesses of this program. Further investigation on the efficiency of the feedback given by Grammarly in improving students’ writing quality is needed.
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Damtoft Poulsen, Aske. "The Language of Freedom and Slavery in Tacitus’ Agricola." Mnemosyne 70, no. 5 (September 13, 2017): 834–58. http://dx.doi.org/10.1163/1568525x-12342202.
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AbstractTheAgricolahas long been a popular object of study for the connection that it makes between the British narrative of resistance against Roman domination and the Roman narrative of resistance against imperial domination. However, no agreement has been reached on the question of how exactly the two narratives ‘affect’ each other. Simultaneously, while it has often been remarked that Tacitus’ language is inherently metaphorical, there have been curiously few studies devoted to Tacitean metaphor. Based on the theory of conceptual metaphor promoted by George Lakoff, this article takes the metaphors of freedom and slavery that appear in theAgricolaas starting point for a re-evaluation of the connection between the two narratives. This novel approach to the text facilitates a deeper analysis of certain key passages of the text, and provides some much-needed nuance to the current scholarly debate.
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Meraz, Rebecca Lynn, Kathryn Osteen, and Jocelyn McGee. "Applying Multiple Methods of Systematic Evaluation in Narrative Analysis for Greater Validity and Deeper Meaning." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691989247. http://dx.doi.org/10.1177/1609406919892472.
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Personal narrative is at the heart of how human beings share information, represent identity, and convey ideas. Narrative research is a form of qualitative analysis that assists researchers in gaining insight into the lived experiences of the persons they are studying within their unique life circumstances and contexts. Although many narrative investigations report themes from study data, there is no single, well-defined approach to data analysis in narrative research. In this article, we provide a method for analyzing the data beyond the spoken words by applying Riessman’s thematic, structural, and performance analysis. We describe how applying multiple methods of systematic evaluation to narrative data leads to a deeper and more valid insight into the told stories. The data analysis process outlined in this article contributes to the academic discourse and knowledge supporting the use of multiple methods of systematic evaluation to uncover deeper meaning and thus leading to greater validity of the findings from narrative data.
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Peretz, Tal, Jocelyn Lehrer, and Shari L. Dworkin. "Impacts of Men’s Gender-transformative Personal Narratives: A Qualitative Evaluation of the Men’s Story Project." Men and Masculinities 23, no. 1 (July 3, 2018): 104–26. http://dx.doi.org/10.1177/1097184x18780945.
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Gender-transformative interventions have been found to help ameliorate gender-inequitable norms and improve health outcomes for women and men. While narrative-based strategies are increasingly being used in public health programs, no evaluation publications exist to date for gender-transformative programming that employs men’s public narrative-sharing as a central means for promoting healthy masculinities. The Men’s Story Project (MSP) creates live productions in which diverse men publicly perform personal narratives that challenge hegemonic masculinity, promote gender equality, and highlight intersections of masculinity with other social identities. This study draws upon six focus groups with thirty-one audience members (AMs), two weeks after an MSP production at a US public university. The MSP led AMs to reevaluate key pillars of hegemonic masculinity, including a singular conception of masculinity, essentialist notions of gender, restricted emotional expression, and use of violence; AMs also gained an expanded understanding of intersectionality. Directions for future research are discussed.
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Ahmadpour, Leila, and Hassan Asadollahfam. "The effects of dynamic assessment and gender on EFL learners' oral narrative task performance." International Journal of Language Testing and Assessment 1, no. 1 (October 3, 2018): 1–8. http://dx.doi.org/10.24815/ijolta.v1i1.9773.
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The present study is an endeavor to explore the potential of dynamic assessment (DA) as a way of scaffolding English as a foreign language (EFL) learners’ oral production. Although the literature on dynamic assessment is rich with studies focused on language components and skills such as vocabulary, reading, and writing, very few studies have attempted to examine the role of dynamic assessment in fostering real-time oral production. It is assumed that assessment of learners’ oral production need not focus solely on evaluation; rather, learners need to determine their weaknesses and try to compensate for them with the help of a more knowledgeable peer. Therefore, the present study also focused on evaluating the role of DA in Iranian EFL learners’ oral narrative task performances in the classroom. Furthermore, an attempt was made to explore the role of gender in the production of mediated narratives. For this purpose, a total of 60 students from two private universities were assigned to two intact classes: One class served as the experimental group, which was exposed to teachers’ mediation in learners’ narrative productions, and the other group functioned as the control group and received no such mediation for their oral narrative language production. The overall speech quality of learners’ production from each narrative over the treatment period provided the required data. The results were analyzed through independent samples t-tests, which revealed significant effects of both group and gender differences. The experimental learners, as expected, were able to progress and cultivate their oral production abilities after having been exposed to DA. Regarding gender, male participants were more successful in terms of enhanced second language oral production. The study has significant implications for the integration of DA into learners’ oral production, suggesting that EFL narrative production is a skill that is highly anxiety-provoking for learners.
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Muchiri, Joseph Mutitu. "Didactic and narrative methods of communicating breast cancer screening: a systematic review." International Journal Of Community Medicine And Public Health 6, no. 8 (July 26, 2019): 3644. http://dx.doi.org/10.18203/2394-6040.ijcmph20193502.
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There is limited studies that have sought to understanding the processes and mechanisms through which stories influence health-related decisions and actions is critical to maximizing their effectiveness and developing appropriate applications for use in practice settings, more also studies that seek to interrogate the available evidence on the effectiveness of narratives in on seven correlates of behaviour change hence the current review. The main aim of this review was to conduct a comparative evaluation on effectiveness of didactic and narrative methods of cancer communication. Studies were included if they the study used empirical data whether the data was quantitative or qualitative discussing the use of narrative or didactic forms communication on cancer screening, if the study reported outcome of the intervention, if the study was on cancer screening, if the article was written in English language, and the article appeared in a peer-reviewed journal that was published before July 2017. The current systematic review evaluated evidence supporting narrative intervention in cancer communication in an attempt to increase the uptake of breast cancer screening as well as comparing narrative mode of communication with statistical mode of passing the information. Over all it was observed that there exist some evidence that narrative is efficacious in increasing breast cancer screening services. However there were a lot of inconsistences in the evidence adduced in these studies, a fact that warrant that more studies be done in this area of study.
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Budziszewska, Magdalena, and Karolina Hansen. "“Anger Detracts From Beauty”: Gender Differences in Adolescents’ Narratives About Anger." Journal of Adolescent Research 35, no. 5 (April 29, 2019): 635–64. http://dx.doi.org/10.1177/0743558419845870.
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In a mixed-design narrative study, we explore how adolescent boys and girls represent experiences of anger and how their narrations are linked to self-esteem and anxiety. Polish teens from three nonurban public schools ( N = 101, 55% female, Mage= 15.5) wrote narrative accounts of their typical anger experience. We use a thematic analysis framework to analyze the patterns in these narratives. Boys and girls told stories within school, family, and relationship contexts. However, boys provided more stories that focused on the theme of everyday incidental instances of anger, whereas girls provided more stories focused on the theme of negative inner experiences. In-depth analysis resulted in the emergence of two complex narrative patterns: Anger as Outburst and Anger as Burden. Anger as Outburst described heated anger related to difficulties in self-control and aggression and was more characteristic of boys. Anger as Burden contained stories of prolonged anger related to negative self-evaluation and was more characteristic of girls. Anger as Burden was also related to higher anxiety and lower self-esteem. We conclude that in the given cultural context, adolescents lack positive narratives to frame their anger adaptively.
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Kim, Joungmin, Jinseong Cheong, and Habo Jeong. "University Narrative Lecture Evaluation Status and Network Analysis: A case Study of S University." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 15 (August 15, 2021): 149–64. http://dx.doi.org/10.22251/jlcci.2021.21.15.149.
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Korniienko, Inokentii O., and Beata V. Barchi. "Youth’s Life Space Narrative Research." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 172–81. http://dx.doi.org/10.6000/2292-2598.2021.09.02.3.
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The current study aims to distinguish objects and events, which teens and adolescents include in their life's spaces, explore differences in attitudes towards life spaces, and determine the level of life's space satisfaction of the youth via narrative psycholinguistic research. Methods: Methodological approaches inhered in interviewing and content analysis of the texts by calculating the frequency and investigating the components of the life's space category references that were defined based on the narrative compositions. The validity of categorisation was proved by propositional analysis. Spearman's rank correlation method was used. Results: The research results showed that stories people tell us holds powerful sway over their memories, behaviours, and identities. The youth's space was analysed within three content blocks: structural, interpretational, and evaluative. The structural block defined categories: people; city; habitable space; educational institution; social environment and information; activity; nature; state and patriotism; the inner world. The interpretational block analysis defined interpretational judgments and attributions of the responsibility for actions and changes in the participants' lives. The evaluative block analysis revealed the significant differences between teenagers and adolescents and between females and males in terms of life's space evaluation. Conclusions: The structure of teens’ and adolescents’ live space is similar, but its interpretation and evaluation are significantly different. Proceeding from teenage to adolescence is followed by such changes as growing dissatisfaction of the existing life's space and the wish to change it; growing internality, i.e., understanding personal responsibility of the life's space formation.
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Kim, Grace, and Chon Noriega. "The Value of Media Studies Approaches for the Evaluation of Entertainment Education: A Case Study of East Los High." Health Education & Behavior 47, no. 1 (August 6, 2019): 24–28. http://dx.doi.org/10.1177/1090198119865007.
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As entertainment education (EE) becomes an increasingly popular medium for delivering health information, evaluation of EE is key to better understanding how it not only influences audiences but also how it can be better implemented. We suggest that EE evaluation has largely focused on impact while its implementation, specifically through narrative, characters, and genre, has remained unexplored. We propose drawing from theories and methods used in media studies to complement current approaches to understanding and evaluation of EE that can help improve EE for health education. East Los High serves as a case study, through which we examine the characters and the narrative demands of the telenovela genre to reveal a disproportional depiction of Latino men and women that ultimately replays familiar Latino stereotypes of criminality and exaggerated sexuality. We discuss the implications this has on the show’s ability to do public health work.
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Finestack, Lizbeth, Katy H. O'Brien, Jolene Hyppa-Martin, and Kristen A. Lyrek. "The Evaluation of a Personal Narrative Language Intervention for School-Age Children With Down Syndrome." American Journal on Intellectual and Developmental Disabilities 122, no. 4 (July 1, 2017): 310–32. http://dx.doi.org/10.1352/1944-7558-122.4.310.
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Abstract The purpose of this study was to evaluate the feasibility of an intervention focused on improving personal narrative skills of school-age children with Down syndrome (DS) using an approach involving visual supports. Four females with DS, ages 10 through 15 years, participated in this multiple baseline across participants single-subject experimental design study. Participants completed 18 intervention sessions that targeted personal narrative goals. Parents completed a survey regarding their perspectives of the intervention. Two participants made small treatment gains in mean length of utterance. One participant had small to medium gains on all macrostructural measures. Parent perspectives were positive. Results support the feasibility of personal narrative interventions for individuals with DS when visual support is provided.
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Baker, Keith. "Clinical Teaching Improves with Resident Evaluation and Feedback." Anesthesiology 113, no. 3 (September 1, 2010): 693–703. http://dx.doi.org/10.1097/aln.0b013e3181eaacf4.
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Background The literature is mixed on whether evaluation and feedback to clinical teachers improves clinical teaching. This study sought to determine whether resident-provided numerical evaluation and written feedback to clinical teachers improved clinical teaching scores. Methods Anesthesia residents anonymously provided numerical scores and narrative comments to faculty members who provided clinical teaching. Residents returned 19,306 evaluations between December 2000 and May 2006. Faculty members received a quantitative summary report and all narrative comments every 6 months. Residents also filled out annual residency program evaluations in which they listed the best and worst teachers in the department. Results The average teaching score for the entire faculty rose over time and reached a plateau with a time constant of approximately 1 yr. At first, individual faculty members had average teaching scores that were numerically diverse. Over time, the average scores became more homogeneous. Faculty members ranked highest by teaching scores were also most frequently named as the best teachers. Faculty members ranked lowest by teaching scores were most frequently named as the worst teachers. Analysis of ranks, differential improvement in scores, and a decrease in score diversity effectively ruled out simple score inflation as the cause for increased scores. An increase in teaching scores was most likely due to improved teaching. Conclusions A combination of evaluation and feedback, including comments on areas for improvement, was related to a substantial improvement in teaching scores. Clinical teachers are able to improve by using feedback from residents.
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Meraz, Rebecca, Kathryn Osteen, and Jocelyn S. McGee. "UNCOVERING DEEPER MEANING: APPLYING MULTIPLE METHODS OF DATA ANALYSIS IN NARRATIVE INQUIRY WITH OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S774. http://dx.doi.org/10.1093/geroni/igz038.2845.
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Abstract Personal narrative is at the heart of how humans share information, represent identity, and convey ideas. Using narrative inquiry, researchers may gain some insight into an individual’s personal understanding of the events in their life. Although many narrative investigations report themes from study data, there is no single, well defined approach to data analysis in narrative research. We describe how applying multiple methods of systematic evaluation to narrative data leads to a deeper and more holistic understanding of told stories about medication-taking decisions among older heart failure (HF) patients. In this paper, we share a more holistic interpretation of the decision making process by applying Riessman’s thematic, structural, and performance analysis provided a method for analyzing the data beyond the spoken words. Data was transcribed verbatim then arranged according to the essential discourse between the participant and researcher, the intact story, and the story elements needed to facilitate each method of evaluation. The data analysis process outlined in this article contributes to the academic discourse and knowledge supporting the use of multiple methods of systematic evaluation to uncover deeper meaning in narrative data. In clinical practice, care should be guided by a deeper and holistic understanding of the decisions patients make about whether to take or not take a HF medication.
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Civilotti, Cristina, Chiara Sciascia, Maria Zaccagnino, Antonella Varetto, and Daniela Acquadro Maran. "States of Mind With Respect to Adult Attachment and Reflective Functioning in a Sample of Men Detained for Stalking: Evaluation and Clinical Implications." SAGE Open 10, no. 4 (October 2020): 215824402096282. http://dx.doi.org/10.1177/2158244020962820.
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The efficacy of treatment for stalkers might depend on identifying peculiarities in the life stories of members of this population and their specific needs. We interviewed 14 Italian male stalkers between 27 and 78 years old ( M = 44.5 years) detained in two northwest Italian correctional facilities. We aimed to investigate two main aspects: First, we evaluated the subjects’ states of mind (SoMs) with respect to early attachment using the Adult Attachment Interview. Second, we assessed the possible recurrence of narrative clusters between the narratives of these offenders, whom we also interviewed about their persecutory acts, using the Index Offense Interview. The results indicated that the vast majority of the stalkers in our sample had a dismissing SoM with respect to their early attachment, as well as many unresolved traumas. Furthermore, by comparing their narratives, we outlined six narrative themes: (a) the perception of rejection as a main motivational factor, (b) the representation of the self as right and as a victim of others’ behaviors, (c) a lack of impulse control, (d) the idealization of attachment figures, (e) intense separation anxiety, and (f) a personal theory about stalking. Given this population’s high recurrence rates following detention, the study of which adult attachment representations are linked with the stalking phenomenon and which critical themes are present in stalkers’ narratives may improve clinical interventions for this specific population.
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Gawron, Natalia, Emilia Łojek, Beata Hintze, and Anna Rita Egbert. "NEUROPSYCHOLOGICAL EVALUATION OF NARRATIVE DISCOURSE PATTERNS IN INDIVIDUALS WITH EARLY STAGE VASCULAR DEMENTIA VS. PATIENTS WITH EARLY STAGE ALZHEIMER’S DISEASE." Acta Neuropsychologica 19, no. 2 (March 14, 2021): 187–207. http://dx.doi.org/10.5604/01.3001.0014.8895.
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Individuals in the early stages of dementia may demonstrate language difficulties. The aim of the study was an evaluation of the differences in narrative discourse abilities across two types of dementia, i.e., Vascular Dementia (VaD) and Alzheimer’s Disease (AD) in comparison to the young and old elderly. The AD and VaD groups displayed a lower performance than the age-matched YE on tasks involving reasoning. The VaD partici- pants outperformed patients with AD in verbal memory and narrative discourse. Discourse macrostructure analyses showed that the VaD reproduced more propositions than did the AD participants, but that these were comparable to YE and OE. There were more conjunctions in narratives reproduced by the VaD participants as compared to other groups, although this tendency was only present in the story but not in fairy tale reproductions themselves. Individ- uals in the AD group had more difficulties than YE and OE individuals in figuring out the moral of fairy tales. Clinical and control groups reproduced the microstructure and superstructure of texts comparatively well. Discourse recall correlated with performance on verbal memory, attention/working memory, and reasoning. Differences in narrative discourse abilities were found. Alzheimer’s Disease (AD) patients scored lower in verbal memory than did Vascular Dementia (VaD) patients. Both groups however obtained lower results than the young and old elderly.
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Hao, Ying, Li Sheng, Yiwen Zhang, Fan Jiang, Jill de Villiers, Wendy Lee, and Xueman Lucy Liu. "A Narrative Evaluation of Mandarin-Speaking Children With Language Impairment." Journal of Speech, Language, and Hearing Research 61, no. 2 (February 15, 2018): 345–59. http://dx.doi.org/10.1044/2017_jslhr-l-16-0367.
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Purpose We aimed to study narrative skills in Mandarin-speaking children with language impairment (LI) to compare with children with LI speaking Indo-European languages. Method Eighteen Mandarin-speaking children with LI (mean age 6;2 [years;months]) and 18 typically developing (TD) age controls told 3 stories elicited using the Mandarin Expressive Narrative Test (de Villiers & Liu, 2014). We compared macrostructure-evaluating descriptions of characters, settings, initiating events, internal responses,plans, actions, and consequences. We also studied general microstructure, including productivity, lexical diversity, syntactic complexity, and grammaticality. In addition, we compared the use of 6 fine-grained microstructure elements that evaluate particular Mandarin linguistic features. Results Children with LI exhibited weaknesses in 5 macrostructure elements, lexical diversity, syntactic complexity, and 3 Mandarin-specific, fine-grained microstructure elements. Children with LI and TD controls demonstrated comparable performance on 2 macrostructure elements, productivity, grammaticality, and the remaining 3 fine-grained microstructure features. Conclusions Similarities and differences are noted in narrative profiles of children with LI who speak Mandarin versus those who speak Indo-European languages. The results are consistent with the view that profiles of linguistic deficits are shaped by the ambient language. Clinical implications are discussed.
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Lee, Peter, Ken Chin, Danny Liew, Dion Stub, Angela L. Brennan, Jeffrey Lefkovits, and Ella Zomer. "Economic evaluation of clinical quality registries: a systematic review." BMJ Open 9, no. 12 (December 2019): e030984. http://dx.doi.org/10.1136/bmjopen-2019-030984.
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ObjectivesThe objective of this systematic review was to examine the existing evidence base for the cost-effectiveness or cost-benefit of clinical quality registries (CQRs).DesignSystematic review and narrative synthesis.Data sourcesNine electronic bibliographic databases, including MEDLINE, EMBASE and CENTRAL, in the period from January 2000 to August 2019.Eligibility criteriaAny peer-reviewed published study or grey literature in English which had reported on an economic evaluation of one or more CQRs.Data extraction and synthesisData were screened, extracted and appraised by two independent reviewers. A narrative synthesis was performed around key attributes of each CQR and on key patient outcomes or changes to healthcare processes or utilisation. A narrative synthesis of the cost-effectiveness associated with CQRs was also conducted. The primary outcome was cost-effectiveness, in terms of the estimated incremental cost-effectiveness ratio (ICER), cost savings or return-on-investment (ROI) attributed to CQR implementation.ResultsThree studies and one government report met the inclusion criteria for the review. A study of the National Surgical Quality Improvement Programme (NSQIP) in the USA found that the cost-effectiveness of this registry improved over time, based on an ICER of US$8312 per postoperative event avoided. A separate study in Canada estimated the ROI to be US$3.43 per US$1.00 invested in the NSQIP. An evaluation of a post-splenectomy CQR in Australia estimated that registry cost-effectiveness improved from US$234 329 to US$18 358 per life year gained when considering the benefits accrued over the lifetime of the population. The government report evaluating five Australian CQRs estimated an overall return of 1.6–5.5 times the cost of investment.ConclusionsAvailable data indicate that CQRs can be cost-effective and can lead to significant returns on investment. It is clear that further studies that evaluate the economic and clinical impacts of CQRs are necessary.PROSPERO registration numberCRD42018116807.
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Manar, Bashisha, and N. Siva. "A comparative study of OSCE and traditional methods of evaluation in nursing: A narrative review." International Journal of Advance Research in Nursing 2, no. 2 (July 1, 2019): 52–55. http://dx.doi.org/10.33545/nursing.2019.v2.i2.a.57.
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Brygoła, Elwira. "The Threatened Identity: An Empirical Study." Psychology of Language and Communication 15, no. 1 (January 1, 2011): 63–88. http://dx.doi.org/10.2478/v10057-011-0004-2.
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The Threatened Identity: An Empirical Study This study explores the phenomenon of threatened identity that occurs because of significant, often abrupt changes in human life. As a result of a difficult experience, decision, change of cultural environment, loss of someone or something very important, an individual may feel he/she is someone different than before. Thus, establishing the continuity of one's personal identity may be a problem. In a report on this type of situation Glynis Breakwell (1986) proposes the term "threatened identity." She places it in the context of her structural model of identity. The present study is aimed at investigating possible images of threatened identity and characterizing them from the point of view of narrative sequences, the affective level and the ultimate - positive or negative - consequences of the individual's functioning. With regard to these aspects, five types of threatened identity have been distinguished from the empirical evidence: (1) the constructive re-evaluation, (2) the key experience, (3) the stable narrative sequence, (4) the seeking of power and autonomy and (5) the loss of part of oneself.
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Roche, Maree. "Learning Authentic Leadership In New Zealand: A Learner-Centred Methodology And Evaluation." American Journal of Business Education (AJBE) 3, no. 3 (March 1, 2010): 71–80. http://dx.doi.org/10.19030/ajbe.v3i3.401.
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This study provides preliminary examination of the efficacy of the “Best Authentic Leadership Self” exercise. A field quasi-experimental design was conducted with a dual purpose: 1) to ascertain the value of interventions aimed at triggering events to enhance the learning (c.f. teaching) of ‘authentic leadership’ and how this aided, or otherwise, students writing of a “Best Authentic Self” narrative (and subsequent leader development plan) and 2) a content analysis of students’ “Best Authentic Self” narratives was undertaken to ascertain commonalities, if any, in authentic leadership learning. The findings support a learning orientation to authentic leadership, with relationships featuring as key to students’ authentic leadership development. Finally, limitations in terms of replication are discussed with recommended measures to be adopted. Implications for practice and future direction are discussed.
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Lapum, Jennifer L., Linda Liu, Kathryn Church, Sarah Hume, Bailey Harding, Siyuan Wang, Megan Nguyen, Gideon Cohen, and Terrence M. Yau. "Knowledge Translation Capacity of Arts-informed Dissemination: A Narrative Study." Art/Research International: A Transdisciplinary Journal 1, no. 1 (July 16, 2016): 258. http://dx.doi.org/10.18432/r2bc7h.
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Background: Arts-informed dissemination is an expanding approach to enhancing knowledge translation in the health sciences. Problematic is the minimal evaluation studies and the rare reporting of the influencing factors of knowledge translation. “The 7,024th Patient” is a research-derived art installation created to disseminate findings about patients’ experiences of heart surgery and the importance of humanistic patient-centred care approaches. The current study’s purpose was to explore how arts-informed dissemination (i.e., “The 7,024th Patient”) influenced healthcare practitioners’ delivery of care.Methods: An arts-informed narrative study was guided by the Promoting Action on Research Implementation in Health Services framework. The sample included a multi-disciplinary group of 19 individuals who worked with patients undergoing and recovering from heart surgery. Two interviews were conducted with each participant at the time of viewing the installation and 6 months later. A narrative analysis was conducted using Pictorial Narrative Mapping techniques.Results: Study findings indicated that the arts as a form of evidence provide an experiential and aesthetic encounter, which stimulated reflective practice. Participants’ accounts reflected cognitive and behavioral modifications related to empathy, holistic approaches and relational care. However, the complexities associated with the interpretive process and the influencing knowledge translation elements indicated a need to dialogue about the translation process, including deconstructing the evidence within the context of one’s own practice.Conclusions: Art is not just works of beauty or eccentric paintings. There is an imaginative and aesthetic capacity that can be cultivated with diligence, creativity, and rigour in the world of healthcare research and knowledge translation. Next steps require the examination of the knowledge translation capacity of different art forms with a range of populations and disciplines. Additionally, this study suggests the need to explore arts-informed dissemination that draws upon a more dialogical intervention in which knowledge users are involved in the interpretive processes of knowledge translation.
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Allison, Rosalie, Catherine Hayes, Cliodna A. M. McNulty, and Vicki Young. "A Comprehensive Framework to Evaluate Websites: Literature Review and Development of GoodWeb." JMIR Formative Research 3, no. 4 (October 24, 2019): e14372. http://dx.doi.org/10.2196/14372.
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Background Attention is turning toward increasing the quality of websites and quality evaluation to attract new users and retain existing users. Objective This scoping study aimed to review and define existing worldwide methodologies and techniques to evaluate websites and provide a framework of appropriate website attributes that could be applied to any future website evaluations. Methods We systematically searched electronic databases and gray literature for studies of website evaluation. The results were exported to EndNote software, duplicates were removed, and eligible studies were identified. The results have been presented in narrative form. Results A total of 69 studies met the inclusion criteria. The extracted data included type of website, aim or purpose of the study, study populations (users and experts), sample size, setting (controlled environment and remotely assessed), website attributes evaluated, process of methodology, and process of analysis. Methods of evaluation varied and included questionnaires, observed website browsing, interviews or focus groups, and Web usage analysis. Evaluations using both users and experts and controlled and remote settings are represented. Website attributes that were examined included usability or ease of use, content, design criteria, functionality, appearance, interactivity, satisfaction, and loyalty. Website evaluation methods should be tailored to the needs of specific websites and individual aims of evaluations. GoodWeb, a website evaluation guide, has been presented with a case scenario. Conclusions This scoping study supports the open debate of defining the quality of websites, and there are numerous approaches and models to evaluate it. However, as this study provides a framework of the existing literature of website evaluation, it presents a guide of options for evaluating websites, including which attributes to analyze and options for appropriate methods.
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Martínez-Arbelaiz, Asunción. "La narrativa reflexiva como forma de evaluación programática (Reflective Narratives as a Type of Program Evaluation)." LETRAS 1, no. 61 (November 13, 2017): 93. http://dx.doi.org/10.15359/rl.1-61.4.
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Mostrar la eficacia de un programa de enseñanza de lenguas ante las partes interesadas y a la vez señalar áreas o aspectos por mejorar son los objetivos de la evaluación de programas. En este artículo se describe el proceso de evaluación de tres programas de español como segunda lengua en situación de inmersión, en el que se difuminan los límites entre el aprendizaje dentro y fuera del aula. La investigación narrativa se presenta como opción metodológica que permite comprender la experiencia de los participantes, de forma completa y matizada. Abstract To show the efficiency of a given language program to interested stakeholders and to point to areas or aspects that require improvement are the two main objectives of any program evaluation. In this article, we describe the evaluation process of three Spanish as a second language programs in a study abroad context, where boundaries between learning inside and outside the classroom necessarily blur. Narrative inquiry is our methodological option because it allows us to understand the students experience in a holistic and nuanced manner.
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Bedore, Lisa M., Elizabeth D. Peña, Christine Fiestas, and Mirza J. Lugo-Neris. "Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners With Risk for Language and Learning Difficulties." Language, Speech, and Hearing Services in Schools 51, no. 2 (April 7, 2020): 282–97. http://dx.doi.org/10.1044/2020_lshss-19-00055.
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Purpose Early Interventions in Reading (Vaughn et al., 2006), the only literacy intervention with demonstrated effectiveness for U.S. dual language learners, was enhanced to support the development of oral language (vocabulary, grammar, and narrative) and literacy, which we refer to as “Language and Literacy Together.” The primary focus of this study is to understand the extent to which grammatical skills of bilinguals with risk for language and/or reading difficulties improve in the Language and Literacy Together intervention. Method Fifteen first-grade dual language learners with risk for language and/or reading difficulties participated in an enhanced version of Early Interventions in Reading in Spanish. Children completed pre- and postintervention evaluations in Spanish and English, including grammatical testing from the Bilingual English Spanish Oral Screener (Peña et al., 2008) and narrative evaluation Test of Narrative Language story prompts (Gillam & Pearson, 2004; Gillam et al., n.d.). Data from six comparison participants with typical language skills who completed pre- and posttesting demonstrate the stability of the measures. Results The intervention group made gains in English and Spanish as evidenced by significant increases in their cloze and sentence repetition accuracy on the Bilingual English Spanish Oral Screener Morphosyntax subtest. They increased productivity on their narratives in Spanish and English as indexed by mean length of utterance in words but did not make gains in their overall grammaticality. Conclusions Structured intervention that includes an emphasis on grammatical elements in the context of a broader intervention can lead to change in the production of morphosyntax evident in both elicited constructions and narrative productivity as measured by mean length of utterance in words. Additional work is needed to determine if and how cross-linguistic transfer might be achieved for these learners.
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Armstrong, Michael B., and Richard N. Landers. "An Evaluation of Gamified Training: Using Narrative to Improve Reactions and Learning." Simulation & Gaming 48, no. 4 (May 15, 2017): 513–38. http://dx.doi.org/10.1177/1046878117703749.
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Background and Aim.Gamification is growing in popularity in education and workplace training, but it is unclear which game elements are conducive to learning. The theory of gamified learning suggests that one type of gamification, the addition of game fiction/narrative, can be used to improve learning outcomes, and the Technology-Enhanced Training Effectiveness Model (TETEM) suggests individual differences impact the strength of this effect. From this theoretical basis, this study gamified a training module with game fiction in order to improve outcomes over the original training. Results and Conclusion. In a study of 273 learners, trainees were significantly more satisfied with training enhanced with game fiction over the control text ( d = 0.65) but did not differ in declarative knowledge scores by condition. Further, trainees in the control condition scored higher on procedural knowledge than trainees in the game fiction condition, although the effect was smaller ( d = −0.40). Thus, the use of narrative improved reactions to training but at some cost to training effectiveness. Attitudes toward game-based learning were also tested as a moderator of the condition-outcome relationship.