Calls for narrative change abound in social change work. But what kinds of patterns qualify as narratives, and how narratives are embedded within particular stories, remains hazy. We developed a model of narrative, defining the elements and identifying the patterns in stories that comprise the narrative form. Our model identifies a set of features that make up a narrative, offering a practical tool for those working to change narratives within and beyond the issue of poverty.
Promoting School Readiness and Early Child Development: Findings from Cognitive Elicitations
This report explains findings from research that investigated whether the concept of "school readiness," a frame widely promoted by advocates and experts, can be effective at engaging public...
Hearts Souls and Minds: An Analysis of Qualitative Research Regarding Communicating School Readiness and other Child Development Policies
This analysis is based upon qualitative research, specifically 12 focus groups. Focus groups are open-end, structured conversations among 8-10 people, typically lasting about 2 hours.
Simplifying Early Childhood Development: Findings from Cognitive Analysis and Phone Interviews
In the research reported on here, cognitive analysis of this general schema reveals several basic features which stand in the way of child advocates’ messaging.