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Dissertations / Theses on the topic 'Dialogic inquiry'
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1
Jönsson, Svensson Rebecka, and Susanne Sterneborg. "Granskning av interaktionsmönster i klassrummet genom Dialogic Inquiry Tool." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33483.
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Det är vår uppgift som lärare att skapa en verbal klassrumsinteraktion som främjar elevers inlärning och kunskapsutveckling. Det här examensarbetet grundar sig i tanken om att lärare behöver redskap för att kunna analysera sin egen undervisning i ämnet svenska och därmed främja klassrumsinteraktionen. Syftet med föreliggande studie är därför att med hjälp av analysredskapet Dialogic Inquiry Tool, DIT, dels identifiera i vilken omfattning dialog förekommer i fyra lärares svenskundervisning, dels synliggöra på vilket sätt DIT kan stödja lärarna i att utveckla den verbala interaktionen i klassrummet. Examensarbetet tar sin ansats i ett sociokulturellt perspektiv om lärande med fokus på Zone of Proximal Development, ZPD, och mediering. Studien genomförs med kvalitativa metoder i form av observationer och semistrukturerade intervjuer. Resultatet visar att lärarna föredrar en dialogisk undervisning men att det är svårt att komma ifrån den IRE-struktur som sedan länge dominerat klassrummen. Lärarna diskuterar hur ett klassrumsklimat där eleverna vågar dela med sig av sina tankar och åsikter påverkar interaktionen i klassrummet. Balansgången mellan att låta eleverna utveckla sina tankegångar och tiden kan vara en problematisk faktor eftersom lärarna måste hålla sig inom tidsramen för den föreliggande lektionen. Sammanfattningsvis ser lärarna analysredskapet DIT som ett tämligen enkelt sätt att kritiskt granska sin egen praktik. Genom DIT får lärarna bland annat en chans att uppmärksamma och bli medvetna om rådande interaktionsmönster, hur feedback och respons ges och hur de som lärare kan påverka graden av dialog i klassrummet.
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Buranapatana, Maliwan, and n/a. "Enhancing critical thinking of undergraduate Thai students through dialogic inquiry." University of Canberra. Education & Community Studies, 2006. http://erl.canberra.edu.au./public/adt-AUC20070119.155045.
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This thesis sets for itself the task of testing the viability of a dialogic model of
learning as a methodology for teaching critical thinking in reading and writing to
undergraduate students of Thai in Thailand. To this end, we conducted an
experiment involving twenty-one undergraduate students of Thai at KhonKaen University, Thailand. This study presents the intellectual background of the
pedagogic framework supporting the experiment and a discussion of its outcomes.
The assessment of the results of the experiment focuses on the forms of evidence
resulting directly from this pedagogic framework. The study concludes with a
number of considerations for future research in critical thinking which our project
helped us to identify.
For the purpose of our work, we adopt the model of dialogic learning which
involves students in looking for perspectives enabling them to challenge, and as a
result to enhance, the relevance of the understandings in which they frame their
interactions. The process is dialogic because it involves students in working with
different points of view by identifying challenging perspectives, constructing
conflicting arguments and exploring the strategic potential that the interaction of
these arguments may have on the students? initial assumptions. In this sense, the
concept of dialogue that we use refers to the methodology of students? inquiry
(learning), rather than a specific form of linguistic genre. In our view, this
definition is suitable to all fields of inquiry considering that each field deals with
evaluation of the strategic (enabling) power of its assumptions.
In the course of this work, we establish the relevance of the above concept of
dialogic inquiry against a multitude of ideas regarding the suitability of different
approaches to the teaching of critical thinking. We illustrate that, typically,
teaching approaches value questioning as a means for generating reasoned
arguments. However, the originality of the dialogic model used in this thesis lies
in its ability to focus pedagogic environments on students? strategic engagement
in social interactions, rather than on the process of questioning alone.
Consequently, in our study we assess the quality of students? learning by
identifying the contexts indicating the quality of students? social engagement.
These included gauging the community?s interest in the students? project, the
depth of students? exploratory work, their ability to work together and students?
own personal involvement in their project. These outcomes helped us to reflect on
the quality of the teaching model which we designed in order to promote the
critical thinking process.
The emphasis on students? strategic engagement in social interactions allowed us
to break away from the conventional concerns with the link between classroom
learning and real-world tasks. Instead, our students engaged in the task of creating
a Thai News Network (TNN), an Internet-based broadcasting channel, involving
students in generating for themselves the meaning of the objectives of their
academic subject in the contexts of challenges that they experienced when
creating the channel and its (news) articles. Our data analysis shows that the
concept of a Thai News Network proved very successful despite the conventional
beliefs that Thai students would find it difficult to be critical thinkers. As we
demonstrate throughout the entire thesis, the main issue in teaching critical
thinking is not, as it is often assumed, to ask students to critique the teacher or
other authority texts. Rather, it is to create conditions enabling students to
identify, and to work with, conflicting perspectives in order to create for
themselves increasingly better informed and more inclusive strategies for acting in
the world. This may not be an original purpose, but our study offers an original
pedagogic framework for facilitating this objective.
3
Jung, Yusun. "A Dialogic Action Perspective on Open Collective Inquiry in Online Forums." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1327699379.
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Herrera, Mariela. "Inquiry and Authorship in a Teacher Professional Development Course: A Dialogic Analysis of Dramatic Inquiry Pedagogy and Philosophy for Practicing Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274356531.
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Lian, Ania B. "A dialogic model of inquiry in second language teaching : toward the concept of a critical approach to pedagogic research /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19286.pdf.
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Wen, Ziye. "The Influence of Small Group Discussions on Early Adolescents' Social Perspective Taking." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587119941066016.
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Mason, Jonathan Charles. "The why dimension - opening frontiers for digital learning." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/70093/1/Jonathan_Mason_Thesis.pdf.
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Digital learning has come a long way from the days of simple 'if-then' queries. It is now enabled by countless innovations that support knowledge sharing, openness, flexibility, and independent inquiry. Set against an evolutionary context this study investigated innovations that directly support human inquiry. Specifically, it identified five activities that together are defined as the 'why dimension' – asking, learning, understanding, knowing, and explaining why. Findings highlight deficiencies in mainstream search-based approaches to inquiry, which tend to privilege the retrieval of information as distinct from explanation. Instrumental to sense-making, the 'why dimension' provides a conceptual framework for development of 'sense-making technologies'.
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Coates, L. "Exploring narratives of success in learning in a Key Stage Three Pupil Referral Unit : an appreciative inquiry through a dialogic narrative lens." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17929/.
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Research has elicited the views of young people and teaching staff surrounding learning in PRUs, however there is a need for greater inquiry focusing on bridging communication between students and staff members. Pupil Referral Units (PRUs) are under a high level of scrutiny related to their academic outcomes (Taylor, 2012), but the voices of young people and PRU staff are largely absent from this political discourse. This small-scale, social constructionist research study explored narratives elicited in the context of an Appreciative Inquiry (AI) on the topic of successful learning. It engaged young people and staff from a Key Stage Three inner-London PRU, in mixed focus group discussions, following a 4-D Cycle of Appreciative Inquiry (Discover, Dream, Design, Destiny; Cooperrider, Barrett & Srivastva, 1995). To complement AI’s emphasis on the use of storytelling to evoke shared meanings, the research utilised Dialogic Narrative Analysis for a deeper exploration of narratives constructed. It draws upon the dialogic concepts of polyphony (multiple voices apparent within an individual voice), heteroglossia (codes of language from communities; Bakhtin, 1981), and positioning (how people and institutions are related to one another and the self, within an individual’s talk; Frank, 2012). The purpose of the research was not to access a truth about these voices, but to identify these features within narratives. Patterns identified in narrative production helped to make sense of how students and staff members constructed narratives of success in learning. They related to how students positioned themselves within narratives of what both they and others need; how they constructed mainstream and PRU entities (and teachers within both) in contrast to one another; as well as the discourses and genres drawn upon within their narratives. Divergences are noted where narratives are constructed to be appreciative to some, but not to others. The Appreciative Inquiry elicited visions for the future of the PRU, towards which, staff members constructed tangible actions. Implications for Educational Psychology practice are considered, including critical reflection on the use of Appreciative Inquiry in the PRU context, and its limitations.
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Ha, Seung Yon. "Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563370942277275.
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Jackson, Sarah E. "Becoming Human Through Multicultural and Anthropomorphic Children's Literature: A Case Study of Dramatic Read-Alouds with Preschoolers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597880934614368.
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Fisher, Kelly R. "Exploring the Mechanisms of Guided Play in Preschoolers' Developing Geometric Shape Concepts." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/92502.
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PsychologyPh.D.
This dissertation offers the first set of empirical studies to examine the differential impact of didactic instruction and playful learning practices on geometric shape knowledge. Previous research demonstrated that successful child-centered, guided play pedagogies are often characterized by two components: (a) dialogic inquiry, or exploratory talk with the teacher, and (b) physical engagement with the educational materials. Building on this conclusion, three studies examined how guided play promotes criterial learning of shapes. Experiment 1 examined whether guided play or didactic instruction techniques promote criterial learning of four geometric shapes compared to a control condition. Results suggested that children in both didactic and guided play conditions learn the criterial features; however, this equivalence was most evident for relatively easy, familiar shapes (e.g., circles). A trend suggested that guided play promoted superior criterial understanding when learning more complex, novel shapes (i.e., pentagons). Experiment 2 expands on the previous study by examining how exposure to enriched geometric curricular content (e.g., teaching with typical shape exemplars only vs. typical and atypical exemplars) augments shape learning in guided play. As hypothesized, children taught with a mix of typical and atypical exemplars showed superior criterial learning compared to those in taught with only typical exemplars. Experiment 3 further explores the factors that facilitate shape learning by comparing the effectiveness of guided play, enriched free-play, and didactic instruction on children's criterial learning of two familiar shapes (triangles, rectangles) and two unfamiliar, complex shapes (pentagons, hexagons). As hypothesized, those who learned via guided play outperformed those who learned in didactic instruction who, in turn, outperformed those in enriched free play. In both didactic instruction and guided play, children's shape concepts persisted over one week. The findings from these studies suggest (1) guided play promotes equal or better criterial learning than didactic instruction, (2) curricular content (shape experience) augments criterial learning in guided play and (3) dialogic inquiry may be a key mechanism underlying guided play. The current research not only has implications for enhancing the acquisition of abstract spatial concepts but also for understanding the mechanisms that foster playful learning.
Temple University--Theses
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Guiral, i. Herrera Alba. "Aprenentatge dialògic de les ciències per indagació amb suport de tecnologia 2.0: un estudi en la formació inicial del professorat." Doctoral thesis, Universitat de Lleida, 2017. http://hdl.handle.net/10803/461185.
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Aquesta tesi proposa un model pedagògic per a la formació del professorat que promou l’aprenentatge dialògic de les ciències per indagació amb suport de tecnologia 2.0 i es dissenya un projecte de Ciències de la Terra. Des de l’enfocament de l’estudi de cas i de l’anàlisi multimètode del procés i els resultats d’aprenentatge, s’evidencia que la intervenció educativa promou en els futurs docents la generació de significats científics, l’adquisició o millora d’habilitats d’indagació i els processos d’aprenentatge col·laboratiu.
L’aprenentatge ha estat fruit de la interacció dialògica amb els companys del grup durant el desenvolupament del projecte i del raonament sociocientífic col·lectiu.
La tesi pretén contribuir a la promoció de l’educació dialògica en l’àmbit de la indagació científica. El model pedagògic proposat pot ser una eina que afavoreixi una millor formació del professorat en ciències i ajudi a canviar la manera com s’educa a infants i joves en ciències.Esta tesis propone un modelo pedagógico para la formación el profesorado que promueve el aprendizaje dialógico de las ciencias por indagación con soporte de tecnología 2.0 y se diseña un proyecto de Ciencias de la Tierra. Desde el enfoque de estudio de caso y del análisis multimétodo del proceso y los resultados de aprendizaje, se evidencia que la intervención educativa promueve en los futuros docentes la generación de significados científicos, la adquisición o mejora de las habilidades de indagación y los procesos de aprendizaje colaborativo. El aprendizaje ha sido el resultado de la interacción dialógica entre los compañeros de grupo durante el desarrollo del proyecto y del razonamiento socio-científico colectivo. La tesis pretende contribuir a la promoción de la educación dialógica en el ámbito de la indagación científica. El modelo pedagógico propuesto puede ser una herramienta que favorezca una mejor formación del profesorado en ciencias y ayude a cambiar el modo en que se educa a niños y jóvenes en ciencias.
This thesis proposes a pedagogical framework that promotes inquiry based dialogic science education supported by 2.0 technologies for teacher education in the area of the Earth Sciences. Using a case study methodology and multimethod analysis of the process and the learning outcomes, it is evidenced that the educational intervention promotes in pre-service teachers scientific meaning generation, the acquisition and improvement of inquiry skills and collaborative learning processes. Learning has been the result of dialogical interaction and collective socio-scientific reasoning between group members during the development. This thesis aims to contribute to the promotion of dialogic education in the field of scientific inquiry. The proposed pedagogical framework may be a tool that favors a better training for pre-service in science and helps to change the way in which children and young people are educated in science.
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Kelly, Ute. "Studying dialogue - some reflections." Journal of Dialogue Studies, 2013. http://hdl.handle.net/10454/17551.
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YesIn this paper, I would like to share some thoughts provoked by the idea of establishing ‘dialogue studies’ as a distinct academic field, as suggested in the inaugural call for contributions to the new journal. These are not meant to be exhaustive of all the relevant questions that could be considered under this heading. I do not, for example, consider the question of disciplinary contributions or boundaries. My emphasis, rather, is on questions to do with ethos and coherence. In particular, I am interested in exploring the possibility, and the challenges, of cultivating a dialogic approach to the study of dialogue itself. My reflections begin with a look at the tendency, within academia, to privilege debate as a form of communication and the question of whether we might conceive a Journal of Dialogue Studies as a forum for a different kind of exchange. I then reflect on some of the difficulties of studying dialogue itself, particularly where this involves outside observers. The final section raises some issues around ‘studying dialogue’ in relation to teaching, learning and assessment. My overall intention here is to share some current, tentative thoughts in the hope that this contributes to a dialogue on the idea, and perhaps the practice, of ‘dialogue studies’.
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Sutton, Ann D. "Perspectives on Montessori| Indigenous Inquiry, Teachers, Dialogue, and Sustainability." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746945.
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This research aimed to deepen understanding about effective Montessori teachers and broaden the context of the topic by examining aligning Montessori theory with Indigenous theory and sustainability theory. The research was guided by an Indigenous research paradigm and involved using appreciative inquiry and tapping into the wisdom of experienced Montessori educators, considered as coresearchers and elders. Using Bohm’s dialogue process, six small groups of elders pondered together about the essence of Montessori and their insights about teachers who effectively implement the Montessori concept. The total of 20 coresearchers concluded that the essence of Montessori was when Montessori became a way of life, a process, coresearchers believed, is lifelong. The elders determined effective Montessori teachers are those who can apply the Montessori concept in their classroom. Key attributes of effective Montessori teachers included ability to trust, exercise keen observation skills, and develop mindfulness. One insight offered for teacher educators included allowing more time for adult learners to practice implementation of the theory. For administrators, elders believed that teachers’ development unfolds just as students’ and requires in-kind support. Findings help inform prospective and current Montessori teachers, teacher educators, and school administrators. Findings show an alignment between Maria Montessori’s educational theory and how it is practiced, reveal the complex nature of the Montessori concept, and indicate Montessori education fosters a sustainability mindset.
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Dyer, Brenda Lee. "Learning mindfulness : dialogue and inquiry from an action-theoretical perspective." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39848.
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The processes of learning mindfulness were explored in this case study by analyzing the transcripts of teacher-student interactions in the Dialogue and Inquiry periods of a Mindfulness-Based Stress Reduction (MBSR) course. The following research questions guided the inquiry: What is the process of learning mindfulness through Dialogue and Inquiry of an MBSR course? How does the social learning of mindfulness in Dialogue and Inquiry construct the experience of mindfulness? The qualitative “action-project method” was used to collect and analyse the data which were comprised of class dialogues, self-confrontation interviews (video process-recall interviews) and weekly logs gathered over nine weekly sessions. The analysis of these multi-perspectival data offered a comprehensive insight into the mindfulness-teacher and students’ internal cognitive, emotional and somatic processes in learning (and teaching) mindfulness, their individual and joint goals concerning mindfulness, behavioural manifestations of mindfulness, and lastly, the social meanings of mindfulness. The action processes identified and described in the findings of this study suggest that, while the mindfulness project was the super ordinate class joint project, it was embedded in and constituted by a concurrent relationship project made up of teacher-student, student-student, and self connections. The mindfulness curriculum was to a large part embodied by the teacher, who initiated many of the actions in the dialogue in a teacher-led inquiry, drawing the students into joint sub-ordinate projects of noticing (attention), describing (language) and understanding (insight). Further, the joint projects of helping (compassion) and relating (connection), often implicit and spontaneous, informed both the mindfulness and relationship projects. The findings offered theoretical, pedagogical and clinical implications for the teaching and learning of mindfulness. The study also shifted the gaze from mindfulness as an individual cognitive phenomenon to a dynamic relational process.
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Reitz, Megan. "How does Martin Buber's concept of I-Thou dialogue inform the theory and practice of relational leadership?" Thesis, Cranfield University, 2014. http://dspace.lib.cranfield.ac.uk/handle/1826/8499.
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This thesis explores the possibility of dialogue between leader and follower in order to
further develop the theory and practice of relational leadership. It draws from and
contributes to Relational Leadership Theory (Uhl-Bien 2006) and Buber’s concept of ‘I-
Thou’ dialogue (Buber 1958). Using first-person and co-operative inquiry methods
(Reason and Bradbury 2008b) the ‘space between’ (Bradbury and Lichtenstein 2000,
Buber 1958) leader and follower is explored in order to reveal the complexities
inherent within leadership relations.
Four main findings are detailed which enrich our understanding of how leadership
relations operate from ‘within living involvement’ (Shotter 2006). Firstly, the quality of
leader-follower encounter could be affected by levels of ‘busyness’ and the ensuing
assessment and prioritising process. Secondly, the pressure to ‘seem’ rather than ‘be’
may strengthen the construction of a façade which might be dismantled, in part,
through disclosure, though this may feel extremely risky given organisational ‘rules’.
Thirdly, mutuality between leader and follower may be crucially influenced by the way
in which ‘leader’, ‘leadership’ and ‘power’ are constructed in the between space.
Finally, ineffable dialogic moments may occur through sensing a particular quality of
encounter amidst and despite the complexity of a myriad of micro-processes vying for
attention in the between space.
This thesis contributes a further strand to RLT constructionist work focused on the
quality of leader-follower encounter which has not been previously revealed.
Leadership constructs and macro-discourses relating to power, ‘busyness’ and the
need for ‘worthwhile meetings’ encourages transactional relating. Consequently,
opportunities for genuinely encountering others in organisational settings are
suffocated. This holds important implications for ‘leaders’ and ‘followers’ who wish to
creatively address pressing organisational issues in the 21st century through dialogue.
Fundamentally this thesis suggests we pause to consider the implications that the
nature of our encounters in our work-life have upon us as human beings wishing to
know what it is to be fully human.
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Schuitevoerder, Ingrid Rose, of Western Sydney Hawkesbury University, Faculty of Social Inquiry, and School of Social Ecology. "Process-oriented dialogue : an inquiry into group work and conflict facilitation." THESIS_FSI_SEL_Schuitevoerder_I.xml, 2000. http://handle.uws.edu.au:8081/1959.7/349.
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This is an exploration of process-oriented dialogue and how it is applied in group work and conflict facilitation. It encompasses a range of group-work applications, beginning with an investigation of useful approaches in bringing opposing parties together in dialogue situations. From there it unfolds the ways in which dialogue, in the midst of conflict, contributes to greater understanding of others' positions, and the creation of community spirit. A number of dynamics inherent in conflicting situations are explored, including the belief systems and dynamics present which deter parties from coming together to dialogue after conflict, whether interventions can help shift the attitudes of conflicting parties, whether discussion of the conflict can be useful, and the role of the facilitator. Models of conflict resolution, community building, and dialogue are introduced, and the Process Work model of group work is explored. Various case studies are described, along with surveys from two groups. The findings are analysed in the light of different paradigms and the application of process-oriented ideologies and methods and their effectiveness are critiquedDoctor of Philosophy (PhD)
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Schuitevoerder, Ingrid Rose. "Process-oriented dialogue : an inquiry into group work and conflict facilitation /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030509.133332/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, Hawkesbury, 2000.A thesis submitted in completion of the degree of Doctor of Philosophy, Department of Social Ecology, University of Western Sydney, Hawkesbury, November, 2000. Bibliography : leaves 351-358.
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Mwagiru, Nyambura. "An inquiry into the nature of effective dialogue and discourse and peacebuilding through leadership." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20476.
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The research study and findings presented in this work underscore the necessity to design and develop effective strategies for inter-paradigm dialogue and discourse for peacebuilding. The study argues that adoption and application of appropriate dialogue strategies impact and engender the nurturing and emergence of a culture of leadership that can foster sustainable peace. Dialogue and discourse processes are considered as being intricately connected to processes of conflict transformation and resolution, and linkages of dialogue, peacebuilding and leadership are mirrored in macro- and micro- spaces of engagement, namely, much contested cultural, political and economic spaces in which myriad and diverse perspectives reside. The potential for peace, it is argued, substantially lies in the formulation and design of contextually-relevant frameworks for equitable and sustainable socio-economic development, and macro-micro intersections play themselves out in the dialogue field within which societies and individuals can seek and strive to anticipate, accommodate, attain and enact their life wisdoms into peaceful systems of co-existence. This view also speaks to the issue of how consensual and sustainable global and regional collaborative enterprise requires the parallel accompaniment of well-configured partnerships in support of cultural responsiveness and social cohesion. Through discussion of appropriate methodologies of dialogue and discourse, the identification and statement of objectives for this study, as well as the design, elaboration and configuration of its research framework, aimed to contribute towards furthering debate surrounding the integration of prevailing theoretical approaches, in order to gain a better understanding of the linkages and dynamics between peacebuilding initiatives, conflict resolution processes, and effective and sustainable leadership. Dialogue is adopted as the key component in the design of an effective model and architecture for peace building. The enquiry underscores emerging gaps that require addressing, and which may then highlight zones of ambiguity, or dialectics between action and practice, and between researcher and practitioner.
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Sabatino, Gianmatteo. "Legal Models of Development Planning - A Comparative Inquiry in Dialogue with China and Europe." Doctoral thesis, Università degli studi di Trento, 2019. http://hdl.handle.net/11572/246517.
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Why should a legal scholar be interested in development plans? The present work begins and evolves with such question in mind. In order to provide an answer, the research focuses on certain major epiphanies of modern development planning and tries to isolate their legal characters. Therefore, the first issue to be addressed is the identification of “legal models” of development planning. The legal nature and legal effects of planning acts is still not clear and moves along fuzzy borders between traditional categories of mid-twentieth century planning (socialist and nonsocialist) and modern soft law planning documents and guidelines. In the first place, the research will try to assess the notion of planning in a legal perspective as well as the legal features of the planning acts/planning norms. The objective of this phase is to decide whether or not, and to which extent, socio-economic development planning may be thought of legally. In order to do so, I will carry out an analysis from the perspective of legal anthropology. In the second place, the research will focus on the definition of the legal features of modern development planning in the People’s Republic of China, through the analysis of the relevant legal formants, with the purpose of determining whether or not the identification of a Chinese “development planning law” is logically feasible. In the third place, I will question and verify the existence of development planning acts and norms in European Law. The purpose of the phase is on one hand to reconstruct and define the legal value of the regulatory framework for the functioning of European development policies. On the other hand, at this stage certain categories and practical solutions verified on the “Chinese front” may be applied to the European context. In the fourth place, i.e. in the conclusive chapter, I will try to draw some results of the comparative analysis carried out, as well as to trace an evolutionary pattern, determining how legal models of development planning affect, on a global scale, the changes in the role of the state in its relationship with the market.
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Moffatt, Andrew Lawrence. "My Art Educations: Learning to Embrace the Dialogism in a Lifetime of Teaching and Learning Experiences." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523720744896627.
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Lynn, Laura. "Dialogue as performance. Performance as dialogue." [Yellow Springs, Ohio] : Antioch University, 2008. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1225369866.
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Thesis (Ph.D.)--Antioch University, 2008.Title from PDF t.p. (viewed March 25, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 250-260).
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Scott, Margaret Anne. "The Role of Dialogue and Inquiry in District Implementation of Classroom Walkthroughs at Four Elementary Schools." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/242372.
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Classroom walkthroughs as a means of providing data for inquiry between principals and teachers and between teachers show promise for improving classroom instruction. Using data collected from classroom walkthroughs and through the development of a community of practice where administrators and teachers utilize dialogue and inquiry around these data collected, educators can design and improve instruction. Inquiry, involving both dialogue and reflection, is key to the effective use of these data. A case study of one elementary school embedded in a suburban district is used to investigate this district's implementation of the classroom walkthrough process to inquire through reflection and dialogue. Interviews with a district administrator and all four elementary principals in the district led to the identification of one elementary school with the highest level of implementation. In the third year of the initiative, intensive interviews with the four elementary principals and six teachers were conducted to gain understanding of the scope of the initiative, to determine the process by which the district administrator and school principals supported and implemented classroom walkthroughs, to understand how the principals used the walkthrough data, and to identify how the data informed dialogue and inquiry with teachers. Although the district administrators spent a great deal of attention to the process of collecting data, the initiative seemed to stall at this point. Little evidence of dialogue and inquiry about the classroom walkthrough data was found at the study school. Possible explanations for the stagnated implementation process include: a lack of movement from a focus on the collection of data for documenting the use of teaching strategies to dialogue and inquiry about the data in order to change instruction; an inconsistent purpose and vision for the initiative and communication of that vision; educational policy interference; and lack of agreement on the number of walkthroughs needed prior to engaging in dialogue and inquiry about the data.
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Vedeler, Anne Hedvig Helmer. "Dialogical practices : diving into the poetic movement exploring 'supervision' and 'therapy'." Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/223011.
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This thesis explores a dialogical approach – in relation to supervision, therapy and research. I have as supervisor inquired into my relationship with groups of supervisees who were training to become family therapists or systemic practitioners. Through my doctoral portfolio, I speak from within my practice and I show in some detail the micro processes in relational encounters which help dialogue to evolve. I also address grand narratives about what it means to be a human being, and show how perceiving a human being as dialogical has extensive and governing consequences for how we think about a person’s movements in the world, how we think about them as person, in relation to other people, and how we understand problems, and approach problem solving. My research has been a doing, an experiencing and a creation of knowing in a reflexive flow. My research philosophy, mode of approaching my practice as therapist and supervisor (and as a person in the world) has reflexively been created through my being in practice. I show how an embodied belief in fluidity and complexity, enables me as supervisor to contribute to a space in the context of supervision which welcomes the freedom of a kind of orientation which is open towards situated, emerging, novel and provisional understanding. By attending to here-and-now interactions, becoming answerable in the moment and by embracing intuition, ambiguity and relational compassion, we have been able to welcome risk-taking and improvisation. This mode of dialogical supervision demonstrates a willingness to spontaneously dive into the uniqueness of every new encounter and every new movement. I see this as the poetics of the dialogical meeting. I have experienced how this space has opened up quite unexpected aspects of the supervisees’ experiences and has served as an incitement for them to question different aspects of their relationship to life. This has reflexively created a certain spirit and atmosphere that has invited us all to be bolder in our sharing and exploration of our lives, practice and our ideas. This thesis makes a contribution concerning: how we can be with people in ways that opens up more understanding and creates a sense of belonging and liberation; challenging and transgressively exploring discursive boundaries which attempt to define and fix what research is, what therapy is, what supervision is, and welcomes the infinity of opportunities and possibilities life may offer us. Thus I suggest that it may become significant for the profession to review the usefulness and legitimacy of distinct categorization between therapy and supervision. Through my choice of genre I offer the reader a possibility to respond emotionally as well as intellectually to my writing. I believe the way I have chosen to re-present my research through a mix of genre and evocative texts not ‘frozen’ findings, permits and anticipates novel ways of going on in relation to research in a manner that I don’t believe have been described in this way before within the community of family therapy and systemic practice.
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Appanna, Subhashni. "Understanding student emotion to inform science inquiry teaching practices." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/236258/1/PhD%2BThesis.SubhashniAppanna.FINAL%21%2B%281%2909112022v2.pdf.
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This study explores student emotions before and after responsive teaching practices during science inquiry within two Australian Year 10 chemistry classes. An interpretive design and multiple data collection methods were used to develop theoretical understandings of students' emotional experiences as they worked on their science inquiry projects. Understanding the unpleasant emotions associated with common challenges experienced by students provided teachers with insights into developing responsive teaching practices to address student needs. Pleasant emotional experiences followed the implementation of responsive teaching practices in subsequent lessons.
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Parker, Sara Louise. "Reflecting on REFLECT in Sikles, Nepal : a dialogical inquiry into participation, non-formal education and action-oriented research." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5659/.
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Chen, Hsiao-Lan Sharon. "Knowledge, Reflection, and Dialogue: An Educative Exploration of Co-Operative Inquiry as Practical Art in Two Professional Education Sites." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382962917.
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Benus, Matthew J. "The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2673.
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The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most current studies on ABI agree that it does not come naturally and is only acquired through practice. Additionally, the quality of dialogue is also understood to be an important link in support of student learning. Few studies have examined the ways in which a teacher develops whole-class dialogue over time and the ways in which patterns of dialogue shift over time. The research questions that guided this study were: (1) What were the initial whole-class dialogue patterns established by a fifth-grade science teacher who engaged in ABI? (2) How did the science teacher help to refine whole-class dialogue to support the agreeability of ideas constructed over time?
This eighteen week study that took place in a small city of less than 15,000 in Midwestern United States was grounded in interactive constructivism, and utilized a qualitative design method to identify the ways in which an experienced fifth-grade science teacher developed whole-class dialogue and used consensus-making activities to develop the practice of ABI with his students. The teacher in this study used the Science Writing Heuristic (SWH) approach to ABI with twenty-one students who had no previous experience engaging in ABI. This teacher with 10 of years teaching experience was purposefully selected because he was proficient and experienced in practicing ABI. Multiple sources of data were collected, including classroom video with transcriptions, semi-structured interviews, after lesson conversations, and researcher's field notes. Data analysis used a basic qualitative approach.
The results showed (1) that the teacher principally engaged in three forms of whole-class dialogue with students; talking to, talking with, and thinking through ideas with students. As time went on, the teacher's interactions in whole-class dialogue became increasingly focused on thinking through ideas with students, while at the same time students also dialogued more as each unit progressed. (2) This teacher persistently engaged with students in consensus-making activities during whole-class dialogue.These efforts toward consensus-making over time became part of the students' own as each unit progressed. (3) The classroom did not engage in critique and construction of knowledge necessarily like the community of science but rather used agreeing and disagreeing and explaining why through purposeful dialogic interactions to construct a grasp of science classroom practice.
The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and grasp of science practice along four aspects: (1) patterns of dialogue within a unit of instruction and across units of instruction, (2) the teacher's ability to follow and develop students' ideas, (3) the role of early and persistent opportunities to engage novice students in consensus-making, and (4) the meaning of grasp of science practice in classroom. This study provides insight into the importance of prolonged and persistent engagement with ABI in classroom practice.
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Taylor, Jeannine M. "A Hermeneutic Inquiry of Counselors' Experiences in the Use of Pictorial Narratives." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586875445042165.
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Winegardner, Zachary. "The Digital Tool in the Curious Maker’s Hand: Critical Exploration Processes to Engage Historical Paintings for New Inquiry and Dialogue." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524061715427681.
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White, Lacie. "'Of All Mindfulness Meditation, That on Death is Supreme': A Dialogical Narrative Analysis with Palliative Care Nurses." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41119.
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“Mindfulness gets thrown around all the time, but what does it actually mean in practice?” I interpreted this question posed by a nurse in this inquiry, as a statement of curiosity and concern. As conceptualizations, practices, and programs of mindfulness continue to diversify, there is a call to understand mindfulness as a socially and culturally embedded practice. Some critiques suggest mindfulness is moving too far from its ethical orientation and becoming instrumentalized as a tool. Therefore, the pervasive presence of ‘mindfulness’ across work and educational settings renders the question what does mindfulness actually mean in practice? an important one for nursing as a discipline, and within palliative care nursing practice.
Mindfulness is proposed broadly here as an approach to meet therapeutic and relational aims for nurses within palliative care practice. What it means to be mindfully present and compassionate in the midst of suffering, strong emotion and profound uncertainty is rarely discussed. Grounded in conversations with nine palliative care nurses (their words italicized), I explored how mindfulness shapes relationally engaged ways of being while caring for people with terminal disease and existential distress. Using a contemplative dialogical narrative approach, I analyzed nurses’ stories as units of data to explore multilayered narratives with personal, social, and cultural storylines. Using an emergent and iterative design, I dialogued across various aspects of the research process enacting an integrative approach. Metaphorically, this dissertation is structured as a contemplative walk within a classical seven-circuit labyrinth; readers are invited to walk a circuitous path while following along as stories take the lead.
Seven turns in the labyrinth outline a path conveying key recursive narratives of mindfulness. Turning in various directions three guiding story threads are woven together to create the path: 1) palliative care nursing as mindfulness is an embodied ethic creating space(s) for creativity and ‘connection’ through the ‘big stuff’; 2) such ‘space’ can be generated and accessed through somatic practices of ‘self-awareness’ and ‘self-care’; and 3) spaces of caring are continuously transforming within the communities in which they are practiced. Nurses’ stories foreground ways organizational and educational systems support or constrain how mindfulness as an embodied ethic of care can be enacted. This study adds to the ongoing conversation of mindfulness and its value when practiced/understood as palliative care nursing. As the historical Buddha was quoted to have said “of all mindfulness meditation, that on death is supreme.”
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Reilly-Brown, Elizabeth. "Dialogue in the Galleries: Developing a Tour about Contemporary Art for the Virginia Museum of Fine Arts." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/198.
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This museum thesis project considers the challenges involved in developing engaging museum tours. The purpose of this project was to develop a fifty-minute, guided gallery tour that uses inquiry-based instruction to engage participants in dialogue and critical thinking about artworks. The tour was designed specifically for the Virginia Museum of Fine Arts (VMFA) in Richmond, Virginia, using artworks selected from the museum’s twenty-first-century art collection that relate to the theme hybridity. This project contributes to the museum studies field by exemplifying how gallery tours can stimulate active learning, encourage visitors to find meaning in artworks, and form their own conclusions about objects in the museum. The project provides a model for integrating inquiry-generated dialogue within the gallery tour structure. Finally, it demonstrates that dialogue-based teaching can be used with teens and adults, audiences that some educators perceive as more reticent than younger learners to engage with this style of education.
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Gardelli, Viktor. "To Describe, Transmit or Inquire : Ethics and technology in school." Doctoral thesis, Luleå tekniska universitet, Pedagogik språk och Ämnesdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-25919.
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Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world. Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education. The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education.The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values. The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry.The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research, and such an investigation is undertaken here. The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur. The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools.The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach.Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour.Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions. The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system.The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general.It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. Some possible causes, and some consequences, of this is discussed.Godkänd; 2016; 20160518 (vikvik); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen, Namn: Viktor Gardelli Ämne: Pedagogik / Education Avhandling: TO DESCRIBE, TRANSMIT, OR INQUIRE Ethics and technology in school Opponent: Gudmundur Frimannsson, School of Humanities and Social Sciences, Faculty of Education, University of Akureyri, Akureyri, Island, Ordförande: Professor Eva Alerby Institutionen för konst, kommunikation och lärande Luleå tekniska universitet Tid: Fredag den 2 september 2016, kl. 10.00 Plats: D770, Luleå tekniska universitet
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MacGill, Fiona. "Making sense of sustained part-time working through stories of mothering and paid work." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665384.
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The overall aim of the research was to understand the potential impact of sustained part-time working on women’s identities with regards to motherhood and work. Despite an implicit assumption in public discourse, policy and research that mothers will resume full-time careers once their children are ‘older’, half of working mothers with their youngest child at secondary school are working part-time (ONS, Q3, 2011). Often in the literature ‘good’ part-time working has been framed as short-term (see for example Tilly, 1996). The part-time ‘hidden brain drain’ (Equal Opportunities Commission, 2005) has been described as a waste of education and skills (Connolly and Gregory, 2010) and contributing to gender inequality (Walby, 2007). This PhD explored the life stories of twenty university educated, partnered mothers of older children (youngest at secondary school), who had mostly worked part-time since becoming mothers. Dialogic narrative analysis (Frank, 2010) was used to explore how these women made sense of where they had ended up through their story telling. A key finding is that for these women ‘becoming’ a part-time working mother was neither an informed ‘choice’, nor a fixed orientation, but was an ongoing process of negotiation, within a matrix of inter-related, constantly shifting and interacting tensions. Compromises to their jobs often became more extensive than expected and a continuing need to ‘be there’ for teenagers was unanticipated. Damage to ‘career’ is conceptualised as a ‘creeping trauma’. This is considered in light of the mothering stories indicating this was a price worth paying. The majority of women were engaging in a narrative of reorientation, using various strategies to reframe standards of ‘good’ working and the meaning of work within life. Success in reorientation differed according to individual experiences of constraints and opportunities.
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Kleker, Dorea. "What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/268536.
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Cross-border programs are often cited as having transformative effects on educators, claiming increased cultural awareness, intercultural understanding and culturally responsive practices. However, these shifts are most commonly evaluated in the days and weeks after teachers return to the U.S. and rarely allow for a long-term, in-depth understanding of the impacts. This dissertation outlines findings from a collaborative action research study that attempted to document the experiences of a small group of K-12 teachers before, during and after their participation in a cross-border experience in Mexico. My overarching questions examined the U.S. school contexts to which four White teachers returned as the under-theorized "next step" to their cross-border experience, specifically seeking to make sense of how new understandings of Mexico influenced their perceptions of, and engagement with Mexican immigrant families. Ongoing inquiry groups were implemented as part of this study; over the course of eighteen months, teachers used this space to critically reflect on their experiences abroad and to plan how they would incorporate new knowledge and understandings into their teaching contexts. Through this process, teachers conceptualized, planned and engaged in three dialogues with Mexican immigrant parents in which they purposefully created a new, "third space" for cross-border narratives, or the mutual sharing of life stories, as they related to their own educational experiences in Mexico and/or the U.S. Utilizing an ethnographic approach, data was collected via field notes and digital recordings of interviews, inquiry group meetings and parent-teacher dialogues. Narrative methods were also used as a principal tool for inquiry and analysis. My findings suggest that the transformative effects of cross-border programs are not solely a result of time spent abroad, but an ongoing process of inquiry, reflection and action once teachers return to the U.S. It was through the transaction of the cross-border experiences, inquiry group meetings, and the powerful narratives that emerged during the parent-teacher dialogues that teachers were able to acknowledge, revisit and rewrite scripts of deficit pertaining to Mexican families at their school site.
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Pinney, Brian Robert John. "Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4721.
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The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice.
Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development?
This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including classroom video with transcripts, teacher interview, researcher field notes, student journals, teacher lesson plans from previous years, and a student questionnaire. Data analysis used a basic qualitative approach.
The results showed (1) only the first time period had a true big idea, while the other two units contained topics, (2) each semester contained a similar use for the given big idea, though its role in the class was reduced after the opening activity, (3) the types of teacher questions shifted toward students explaining their comprehension of ideas and more students were involved in discussing each idea and for more turns of talk than in earlier time periods, (4) understanding science term definitions became more prominent later in the semester, with more stating science terms occurring earlier in the semester, (5) no significant changes were seen to the use of argument or claims and evidence throughout the study.
The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and the understanding of practice along four aspects: (1) apparent lack of understanding about big ideas and how to utilize them as the central organizing feature of a unit, (2) independent development of dialogue and argument, (3) apparent lack of understanding about the structure of argument and use of basic terminology with argument and big ideas, (4) challenges of ABI implementation. This study provides insight into the importance of prolonged and persistent professional development with ABI in teaching practice.
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Lloyd, Susan L. "Examining a framework of dialogue e-mails and inquiry into practice to scaffold reflective practice in preservice teachers during their early field experience." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001150.
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Silva, Clarissa Costa e. "Interdisciplinaridade, planejamento e as histórias de duas professoras de inglês: vamos dialogar?" Universidade Federal de Uberlândia, 2011. https://repositorio.ufu.br/handle/123456789/15397.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorMestre em Estudos Linguísticos
Este estudo narrativo investigou a experiência de construção de um planejamento de aulas de inglês, delineado a partir das vozes de alunos do primeiro ano do ensino médio de uma escola da rede pública estadual de Minas Gerais. Por um período de dois meses, a professora participante e eu construímos um planejamento de aulas de inglês que buscou se aproximar de uma perspectiva interdisciplinar de ensino e escrevemos sobre esta experiência em diários, relatos e notas de campo. A partir do estudo deste material documentário, sob a perspectiva teórico-metodológica da pesquisa narrativa, segundo Connelly e Clandinin (2000), foi possível recontar nossas histórias com planejamentos e destacar alguns aspectos emergentes de nossa experiência. Ainda, compreender como estes aspectos figuraram na imagem do planejamento elaborado e reconfiguraram alguns paradigmas de planejamento de aulas de inglês da professora participante e meus. Algumas vertentes teóricas, ligadas a conceitos e práticas curriculares e interdisciplinares, são apresentadas e discutidas de modo a problematizar o foco em questão neste estudo. Perspectivas curriculares, segundo autores como Schawb (1962), Dewey (1938; 1976), Connelly e Clandinin (1988; 1995), Mello (2005) e, ainda, perspectivas interdisciplinares, segundo Japiassú (1976), Fazenda (1978; 1997) e Freire (1987; 1996) são destaques neste trabalho. Dentre os aspectos emergentes da experiência, que deram forma à imagem do planejamento das aulas de inglês, destacaram-se: o entusiasmo, as surpresas, insatisfações, a esperança, os aspectos responsorial e relacional do planejamento, a insegurança de aproximar língua inglesa e interdisciplinaridade e os desafios de se planejar aulas. Este estudo se encontra na área de ensino e formação de professores de línguas estrangeiras da Linguística Aplicada, poderá colaborar com discussões neste campo e, possivelmente, com a prática de professores de inglês como língua estrangeira.
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Thievenaz, Joris. "Construction de l’expérience et transformation silencieuse des habitudes d’orientation de l’action : Le cas de l’activité dialogale du médecin du travail." Thesis, Paris, CNAM, 2012. http://www.theses.fr/2012CNAM0831/document.
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À travers une entrée par l’activité, cette recherche se donne pour objet la compréhension des processus selon lesquels le sujet construit son expérience en réélaborant ses « habitudes d’activités ». L’analyse de l’activité de plusieurs médecins du travail lors de consultations avec les salariés des entreprises dont ils assurent le suivi, nous permet de réaliser l’hypothèse selon laquelle le dialogue qui s’y déroule constitue pour ces acteurs un moyen privilégié de conduire leur action de prévention, mais également d’apprendre au contact d’autrui. En mobilisant la théorie de « l’enquête » de J. Dewey, nous montrons comment ces médecins sont susceptibles de transformer les habitudes qui orientent leur action, lorsqu’ils sont confrontés à une situation insuffisamment déterminée. Nous pensons que ces transformations qui se réalisent dans et par l’action, constituent au fil du temps, une des voies privilégiées du « travail de l’expérience » du sujet en situation professionnelleBy focusing on the activity, this research aims to understand the process through which the subject constructs his experience by re-developing his “activity habits”. By analyzing the activities of a number of occupational health physicians during their consultations with patients (who are business employees), we may hypothesize that the dialogue which unfolds between the physicians and the patients is a means for physicians to take preventative action and to connect with others. By mobilising J. Dewey’s theory of the “inquiry”, we show how these physicians may transform the habits that orient their action when they are confronted with a situation that is insufficiently determined. We think that these transformations take place in and through actions, constituting
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de, Silva Moira Eilona Margaret. "Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15828.
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Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual learning (Johnson & Johnson, 2009). In the global university, it is believed to have the potential of increasing intercultural contact since students work together in small groups to conduct projects related to their discipline. The assumption is that students will learn the intercultural skills they need for an interconnected world by studying and learning in groups with linguistically and ethnically diverse others (Association of Community Colleges Canada, 2010). Although cooperative learning is based on social interdependence in which group members work together for the mutual benefit of their group, there has been very little research conducted into the relationships that the group members actually have with each other. It is the aim of this study to examine these relationships and find out their impacts on cooperative learning experiences. Drawing upon insights from pragmatism and dialogism, in this thesis, learning is conceptualised as an embodied, socially situated, and relational process. This means that the key to learning is the relationships that learners can construct with others. An integral part of forming relationships is the negotiation of identities in which people see themselves and others as certain kinds of people. In learning in cooperative groups, the ability to negotiate legitimate, competent identities is regarded as essential. For this reason, the study reported in this thesis uses a view of identity as socially constructed as a lens though which to analyse relationships in cooperative learning. The study focuses on the experiences of 12 students participating in group learning projects in first year business courses. Narrative inquiry is the methodology used as it is ideal for highlighting the complexities in human relationships and issues of power. The narratives of four international, four Canadian immigrant, and four Canadian-born students are analysed. A key finding from the analysis is that the relationship students are able to negotiate in cooperative groups and the types of identities they are able to construct with others strongly impacts their learning. There appeared to be a hierarchical order to student identities in groups with Canadian-born students assuming more powerful identities. Frequently these students are results oriented showing only interest in achieving high marks in their group projects. This leads to an absence of emotional connectedness amongst students and a disregard for the process aspect of working together which is core to cooperative learning. The thesis concludes with a discussion of the ways that cooperative learning could be changed to make it more process oriented. Finally, I make recommendations for further research which can build on the findings from this study.
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Corapi, Susan. "Exploring intercultural understanding through global children's literature and educator study groups." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635959.
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Engagement with global children's literature is an effective way to introduce multiple perspectives into the classroom dialogue. Yet teachers are often unfamiliar with ways of helping students understand diverse cultural practices and beliefs. The result is that global children's literature continues to be an underused resource.
This action research study looked at 25 highly diverse educator study groups as they used global literature with pre-K - 12 students. The goal was to support the development of intercultural understanding. The study groups received $1,000 grants from Worlds of Words (wowlit.org) to fund their yearlong inquiry. The groups met face-to-face throughout the year to reflect on the interactions taking place in their classrooms. All groups met online on a members-only site. Data collected included proposals, reports, teacher vignettes, and interviews. The data was used to document range of study group structures and interactions with global literature. The study groups and online forum were supported by a grant from the Longview Foundation.
Through constant comparative analysis, new transformative understandings were identified. Key elements in the development of intercultural understanding included open inquiry, recognition of complexity and multiple perspectives, thinking about culture at a conceptual level, and engaging in open dialogue. Teachers reported an increased understanding of their competence as professionals, their student's competence as problem-posers and thinkers, and the parents' competence as important contributors to intercultural understanding.
The study concludes with implications for practitioners wanting to engage in classroom inquiries using global literature to support developing intercultural understanding. A second set of implications suggests ways in which the study group process can be made more effective. New questions are proposed for future research related to the use of global literature in various contexts, including classrooms, online professional development, and libraries.
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Hom, John S. "Making the Invisible Visible: Interrogating social spaces through photovoice." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284482097.
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Lee, Soon Chun. "Teachers' Feedback to Foster Scientific Discourse in Connected Science Classrooms." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343178075.
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Lacombe, Camille. "Approche pragmatiste de l'accompagnement d'une transition agroécologique : une recherche action avec une association d'éleveurs et conseillers dans le rayon de Roquefort." Thesis, Toulouse, INPT, 2018. http://www.theses.fr/2018INPT0135/document.
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Ce travail de thèse explore les aspects organisationnels de l’accompagnement local de la transition agroécologique. Cet accompagnement nécessite d’articuler différents processus individuels et collectifs de transformation des activités de la production et du développement agricole. En construisant un dispositif de recherche-action au sein d’un projet de transition agroécologique porté par une association d’éleveurs et conseillers dans le rayon de Roquefort, nous mettons en oeuvre avec eux une forme d’expérimentation sociale qui nous permet de comprendre le problème de l’accompagnement de la transition à la fois sur le plan théorique et pratique. Dans notre cas, l’articulation des transformations individuelles et collectives a été permise par un travail de co-conception entre éleveurs et conseillers des outils de l’accompagnement des changements dans les fermes. Ce processus a permis de débattre de la diversité des modèles agricoles et des représentations des acteurs de la transition agroécologique au sein du groupe, ainsi que d’engager conjointement éleveurs et conseillers dans la transformation de leurs pratiques. Ces transformations ont été d'autant plus facilitées que la coconception a été envisagée comme un processus dialogique entre conception et expérimentation dans différentes situations réelles d’usage dans les fermes. A l’issue de ce travail, nous proposons une approche pragmatiste pour accompagner localement la transition agroécologiqueWe explore in this research the organizational dimensions of agroecological transition and the ways to support it locally. The support of agroecological transition requires connecting differentprocesses of individual and collective transformations of agricultural development and production activities. We design a device for action reseach within an agroecological transition project, carriedby a farmers and advisers association in the Roquefort area. We implement with them a social experiment to explore this problem both from theoretical and practical point of view. In our casethe connection between individual and collective transformation of participant activities required farmers and advisers to design together tools to accompany the agroecological transition on farms. This process allowed the debate about the diversity of agricultural models and representations that actors have regarding agroecological transition. It as well allows engaging advisers and farmers jointly in the agroecological transition. These transformations have been enhanced by the fact that the co-design process was organized as a dialogical process between design and experimentation of the tools in diverse real situations of use on farms. At the end of this journey, we propose to develop a pragmatist approach to accompany locally the agroecological transition
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Baggioni, Vincent. "Tensions sur l'espace villageois contemporain : les mécanismes de prévention des conflits liés à l'implantation des parcs solaires en région Provence-Alpes-Côte d'Azur." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0275/document.
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Alors que la région Provence-Alpes-Côte d’Azur (PACA) a connu des oppositions fortes à l’implantation de grandes infrastructures dans des espaces naturels au début des années 1990, le développement de parcs solaires depuis le milieu des années 2000 n’a pas suscité beaucoup de réactions conflictuelles. Pour expliquer ce contraste, l’auteur dresse un inventaire des projets et des acteurs impliqués dans la filière photovoltaïque, puis documente les processus d’élaboration de six projets particuliers en étant attentif à comment l’histoire politique de la commune, les transformations du peuplement et les expériences récentes d’aménagement du territoire viennent à être prises en compte par les acteurs impliqués dans la promotion des parcs solaires. L’analyse de ces matériaux met au jour un entrelacement de phénomènes localisés de réduction du risque conflictuel qui tiennent d’abord à la manière dont s’invente la déclinaison locale d’une politique publique nationale d’encadrement de ce secteur et aux phénomènes d’apprentissage qu’elle impose aux acteurs des entreprises solaires et des collectivités locales en quête de cadre réglementaire attractif et stable. Le fort développement des parcs solaires en PACA et la faible conflictualité qui l’accompagne expriment ainsi la façon par laquelle une injonction au développement durable vient à s’actualiser dans des territoires à faible densité de population : comme un compromis social conciliant le souci de patrimonialiser les espaces et le besoin d’équipements associés à l’expérience urbaine d’une partie de cette populationWhile the Provence region experienced strong opposition to the installation of large infrastructures in natural areas in the early 1990s, the development of solar plants in the mid-2000s not aroused many conflicting reactions. To explain this contrast, the author draws up an inventory of the projects and actors involved in the photovoltaic sector. Then, he documents the processes of elaboration of six particular projects, looking at the political history of the commune, the transformations of the population and the recent experiences of spatial planning are taken into account by the actors involved in the promotion of solar plants. The analysis of these materials reveals an intertwining of local phenomena of reduction conflicting risks. In first, these are the result of the local invention of the application of a national public policy of supervision of this sector and learning that is required of the actors of solar companies and local authorities in search of an attractive and stable regulatory framework. Secondly, these phenomena refer to the discussion spaces that are activated at the municipal level to adjust projects to representations of populations, whether in the office of the mayor, before the municipal council or at a public meeting. The strong development of solar plants in Provence and the low level of conflictuality observed thus express the way in which the injunction to sustainable development is actualized in territories with a low population density: as a social compromise conciliating space heritage and need for equipment due to the urban experience of part of this population
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Sullivan, Paul W., and J. McCarthy. "A Dialogical approach to experience-based inquiry." 2005. http://hdl.handle.net/10454/3502.
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NoThe aim of this article is to describe a dialogical approach to inquiry that differs somewhat from those that are now influential in psychology, including Shotter's, Wertsch's, Hermans's and Hicks¿s. Although these authors have very usefully drawn attention to dialogical approaches to understanding experience, the academic style of their writing underplays their own responsivity as participants in these dialogues. Whereas some adopt an authoritative or Magistral genre in reporting dialogue with participants, others adopt an explicitly Socratic dialogue that nonetheless tends towards monologue. We suggest that these ambiguities and paradoxes can be traced to Dilthey and Gadamer and the debate associated with their work about the relative weight to be given to content and experience in interpreting dialogue. Furthermore, we use Bakhtin's classification of genres of dialogue to argue for the benefits of a Menippean genre of dialogue, based on imagination and ethics, both as a corrective to the tendency to monologue in Socratic and Magistral dialogues and as a contribution to our understanding of the possibilities inherent in dialogical inquiry. In particular, Menippean dialogue points us in the direction of inquiry as a personal and creative act that places voices (including the authorial voice) in contact with each other with the capacity to enrich and change each other.
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Tsai, mei-chuan, and 蔡美娟. "Exploring a coming approach to practice-writing,reflection,dialogue and inquiry." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/78693219703043271454.
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Grant, Laura Marie. "Reflections on emerging language in adult learners of Nuwä Abigip an Indigenous language of California." Thesis, 2021. http://hdl.handle.net/1828/13347.
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In 2001, an estimated 50 Indigenous languages were spoken in California, USA; none had more than 100 speakers. Through statewide efforts by Indigenous language workers and their allies, revitalization strategies have since proliferated, many highlighting immersion learning and linguistic documentation. In their homeland in Tehachapi, California, two fluent Elders and five learner/teachers designed this study as co-researchers to reflect on the effects of strategies we had implemented to support new speakers of nuwä abigip (Kawaiisu), a polysynthetic Uto-Aztecan language. Our community-based team used methods of dialogic inquiry including the conversational method and a graphic language mapping technique. We videotaped remembered stories of our varied language acquisition experiences, focusing especially on the 15 years after community language revitalization was initiated. The collection of videotaped narratives and the graphic language maps were analyzed to understand how the new adult second-language speakers believed our learning experiences had enabled us to use nuwä abigip. Co-researchers remembered nuwä abigip competencies believed to have been gained though a sequence of strategies, some overlapping, that featured immersion learning complemented by linguistic analysis. Common patterns in language development were explored, especially as they related to learners’ unfolding understanding of the language’s rich morphology. The team concluded the study by reflecting on how the two research methods of dialogic inquiry had aided them in expressing the culmination of their experiences.Graduate
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Marsden, Scott Kerwin. "Putting the Public in Public Art Galleries: The Insurgent Curator and Visual Art as Critical Form of Creative Inquiry." Thesis, 2015. http://hdl.handle.net/1828/6965.
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My research explores the concept of visual art as a form of critical inquiry and the gallery as a site for critical dialogue and social change. I argue that art galleries can be spaces of change and can be used to mount a critique of contemporary society’s dominant narrative of neoliberalism that is being incorporated into our public and private lives. Art galleries are public spheres for civil society that offer citizens opportunities to engage in debate on contemporary issues, where we can expose ourselves to new ideas, stimulate our minds, and explore other ways of knowing and becoming agents of change.
My investigation takes the form of researching, developing, and presenting an exhibition of selected photographs as part of the exhibition, Open Conversations. This exhibition explored the art practice of Canadian photographers Carole Condé and Karl Beveridge, who have developed an artistic process that involves direct collaboration in the production of art employing a participatory, socially engaged framework.
I claim the role of “insurgent curator” (a person who challenges the current state of affairs) through my attempt to locate my inquiry within my current praxis as curator, that is, within a critical form of creative inquiry.
As an insurgent curator, I attempt to insert alternative histories and perspectives in a public art gallery as a means of offering different ways of knowing contemporary society.
The concept of critical inquiry and the use of dialogical aesthetics underlie my concept of insurgent curatorial practice. I propose that the use of dialogue has important implications in helping to situate art galleries as public spaces that invite participation, dialogue, and community, and thereby have a profound impact on visitors’ meaning making. Through the use of critical creative inquiry, I ask how this research can generate individual transformation and help create progressive forms of social action.Graduate
scottmarsden@haidagwaii.ca
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"Itwestamakewin: the invitation to dialogue with writers of Cree ancestry." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-03-991.
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This study explores the effects of engaging with contemporary dual language texts, specifically Cree texts, as a non-Cree educator intent on using the literature classroom as a place in which to explore cross-cultural communication. It considers how the in/accessibility of meaning when reading across cultural boundaries may be read as a challenge or a bridge for non-Cree readers. An interdisciplinary approach was employed as a research methodology to explore the potential interstices and intersections of Aboriginal epistemologies, decolonizing pedagogies, literary theories, and contemporary dual language texts. In order to begin defining the manner in which one perceives the significance of the code-switching and the varied translation practices within dual language texts, a reader response theory was developed and termed construal inquiry. As a decolonizing pedagogy that employs dialogic engagement with a text, construal inquiry is undrepinned by a self-reflective approach to meaning-making that is grounded in Luis Urrieta, Jr.'s (2007) notion of figured worlds, Jerome Bruner's (1991) model of narrative inquiry, and Mikhail Bakhtin's (1981) concept of heteroglossia.
The research explores a collaborative approach to meaning-making with an awareness of how forms of subjectivities can affect reading practices. Texts that range from picture books to junior novels to autobiographical fiction are examined for the forms in which code-switching, culture, and identity can shape reader response and the dialogic discourse of cross-cultural communication. The research proposes experiential and contextual influences shape reading and interpretation and seeks to engage with how subjectivities affects pedagogical perspective, which negates a singular approach to linguistic and cultural representations and their interpretation.
The research suggests that the complexities of negotiating meaning cross-culturally necessitiates relationship building with community members of the culture represented in a text and that engaging with code-switching in dual language texts using construal inquiry as a decolonizing pedagogy offers an opportunity to transform one's own subjectivity.