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David Sewell McCann Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Gary Delanoeye, Ph.D., Committee Chair

Emiliano Gonzalez, Ph.D., Committee Member

Elizabeth Beaven, Ed.D., Committee Member

Keywords

Storytelling, restorative storytelling, teacher training, teacher development, Waldorf education, Waldorf schools, program evaluation, narrative paradigm, dialogic practice, open dialogue, restorative practices, restorative circles, systems leadership, explanatory sequential design, nonverbal communication, presence, action research, vocality

Document Type

Dissertation

Publication Date

2025

Abstract

Storytelling, when using the National Storytelling Network’s definition, “the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination,” can be found in most classrooms around the world. If we agree with Walter Fisher and see stories as content with “coherence” and “fidelity” (Fisher, 1987), then much of the communication in classrooms could be considered a form of storytelling. A real question then becomes apparent: why aren’t teachers given extensive training and tools to strengthen their storytelling skills? Restorative Storytelling, a practice I developed out of my years as an elementary school teacher and decades as a professional storyteller, was designed for educators who wish to use storytelling as a teaching tool, as a classroom management tool, and as a tool for supporting communication in the classroom. This evaluation of the Restorative Storytelling program lives at the crossroads of three key theoretical frameworks: the Narrative Paradigm, dialogic practice, and Systems Leadership. Walter Fisher’s Narrative Paradigm is used to seek a common definition of storytelling, and in particular Restorative Storytelling. Dialogic practices like Open Dialogue and Sustaining Dialogue offer a comprehensive and elegant protocol for deep, collaborative communication. Systems Leadership is an evolving framework for how a program like Restorative Storytelling and its evaluation can collectively thrive for all stakeholders. I used an explanatory sequential design which led with quantitative analysis of data collected from three separate surveys, the results of which were corroborated or explained by a series of stakeholder interviews using Participatory Action Research and thematic analysis. The results found that the program was indeed relevant and effective for the participants, while uncovering emergent indications for ways to improve the program and its continued evaluation. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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ORCID No. 0009-0002-9560-4909

Bio: David Sewell McCann, EdD is co-founder and lead storyteller for Sparkle Stories, and teaches storytelling tools to teachers, leaders, and change-makers at How to Story. He is the author of Listen Like a Storyteller and the popular story podcast Horsemen.

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