Exploring the Implementation of the Storytelling/Story Acting Curriculum in a Large Urban School District

• In Event: Crown Plaza Roundtable Session 6
  In Roundtable Session: Early Childhood Language

Abstract

Large districts frequently implement research proven curriculum with mixed results. This study explores the implementation of Vivian Paley’s Storytelling/Story Acting (ST/SA) Curriculum in a large urban school district. ST/SA involves children dictating a story to a teacher during play time, which they then act out. This particular implementation is of interest because teachers received varying amounts and types of professional development (PD). Findings indicate teachers struggled to implement ST/SA as frequently as the district wished to due to time constraints. Teachers liked the PD they received and wanted more. Teachers who received more PD implemented ST/SA more frequently and were more comfortable doing so. Finally, teachers who received more PD witnessed greater growth in their students. Implications will be discussed.

Authors

• Sarah Yeates Arnold, Boston University

• Julie Dwyer, Boston University