Clandinin, D. Jean, and F. Michael Connelly, "Stories to Live By: Narrative Understandings of School Reform," Curriculum Inquiry, 28(Summer, 1998), 149-164.*


Describes the development of the authors' views of narrative as a way of conceptualizing teacher's knowledge; identifies missing elements in prevailing views of school reform as seen by teachers; and conceptualizes a new story that accounts for these elements.

Broad Topical Focus

Curriculum Inquiry Guidelines, Curriculum Change

Source Discipline


Mode of Inquiry in the Study

Narrative Inquiry

Type of Study

Single Study

Narrow Topic

Knowledge Generation, Teacher Knowledge


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