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Passing on the legacy: Relevance of ...

Moorman, Lawaune.

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Passing on the legacy: Relevance of historical family narrative in motivating student efficacy and inspiring learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Passing on the legacy: Relevance of historical family narrative in motivating student efficacy and inspiring learning./
Author:	Moorman, Lawaune.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 73-08, Section: A.
Contained By:	Dissertations Abstracts International73-08A.
Subject:	Cultural anthropology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3485937
ISBN:	9781267038418

Passing on the legacy: Relevance of historical family narrative in motivating student efficacy and inspiring learning.
Moorman, Lawaune.

Passing on the legacy: Relevance of historical family narrative in motivating student efficacy and inspiring learning. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 180 p.

Source: Dissertations Abstracts International, Volume: 73-08, Section: A.

Thesis (Ed.D.)--Illinois State University, 2011.

This item is not available from ProQuest Dissertations & Theses.

This study was designed to investigate how gathering, writing and performing historical family narratives effect students' perception of learning as it relates to attendance, performance and behavior. The study entailed pre-study interviews, post-study interviews and journal reflections on participant perceptions, thoughts, feelings and shifts in beliefs and behaviors. The subjects were 13 students, one male and 12 females from an advanced drama class in a Midwestern public high school. The 13 participants were considered for the study based on the general criteria of being enrolled in the advanced drama class. Essential criteria for involvement was participant interest and willingness to complete the study; desire to understand the nature and meaning of the phenomena; and granting the researcher the right to record interviews, video the performance, and publish the data. The study was conducted in 2006. Semistructured pre- and post-study interviews employed both closed and open-ended questions. Journal reflections on family history/stories and performance were guided by theme. The rationale for using these three instruments was to provide a comprehensive view of participants' perceptions about the historical family stories experience before, during, and subsequent to the study. Nine pre-study questions were ordered around eight historical quotations from which the participants were asked to choose one quotation relevant to them. Questions two to nine asked for meaning; connection with family history; experience of gathering family history; emotional response; effect on self-esteem and relationships; and emergent themes. Thirteen post-study questions gathered data describing the project, participants' feelings before and after the performance, perceptions of learning, relationships, behavior and thoughts on the connection between family and public history. Journal reflections were prompted by: reflect on how this unit affects your overall point of view of historical family stories. Responses were analyzed for themes and comparisons made within the data. Conclusions were drawn and compared to previous research. Recommendations for further study were made. The findings indicated that an emotional response to family stories catalyzed student desire to learn and commit to education; to improve attitude, relationships and behavior; and acted as a guide for change, for enhancing values and a more hopeful approach to life.

ISBN: 9781267038418Subjects--Topical Terms:

2122764
Cultural anthropology.

Passing on the legacy: Relevance of historical family narrative in motivating student efficacy and inspiring learning.
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