Log in

Relevant bibliographies by topics / Dialogic inquiry / Journal articles

To see the other types of publications on this topic, follow the link: Dialogic inquiry.

Journal articles on the topic 'Dialogic inquiry'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Dialogic inquiry.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Hurley, Zoe. "Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality." Dialogic Pedagogy: An International Online Journal 9 (August 23, 2021): A60—A73. http://dx.doi.org/10.5195/dpj.2021.280.

Full text

Abstract:

Technological determinism has been driving conceptions of technology enhanced learning for the last two decades at least. The abrupt shift to the emergency delivery of online courses during COVID-19 has accelerated big tech’s coup d’état of higher education, perhaps irrevocably. Yet, commercial technologies are not necessarily aligned with dialogic conceptions of learning while a technological transmission model negates learners’ input and interactions. Mikhail Bakhtin viewed words as the multivocal bridge to social thought. His theory of the polysemy of language, that has subsequently been termed dialogism, has strong correlations with the semiotic philosophy of American pragmatist Charles Sanders Peirce. Peirce’s semiotic philosophy of signs extends far beyond words, speech acts, linguistics, literary genres, and/or indeed human activity. This study traces links between Bakhtin’s dialogism with Peirce’s semiotics. Conceptual synthesis develops the semiotic-dialogic framework. Taking augmented reality as a theoretical case, inquiry illustrates that while technologies are subsuming traditional pedagogies, teachers and learners, this does not necessarily open dialogic learning. This is because technologies are never dialogic, in and of themselves, although semiotic learning always involves social actors’ interpretations of signs. Crucially, semiotic-dialogism generates theorising of the visual literacies required by learners to optimise technologies for dialogic learning.

APA, Harvard, Vancouver, ISO, and other styles

2

Hiltunen, Matti, Sirpa Kärkkäinen, Tuula Keinonen, Markus Hähkiöniemi, Sami Lehesvuori, and Pirjo Tikkanen. "PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS." Problems of Education in the 21st Century 69, no. 1 (February 20, 2016): 37–56. http://dx.doi.org/10.33225/pec/16.69.37.

Full text

Abstract:

In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.

APA, Harvard, Vancouver, ISO, and other styles

3

Tseng, Chingyi, and Keun Huh. "From Bakhtin to See the Co-construction of EFL Adult Learners’ Utterances." English Language Teaching 9, no. 6 (May 3, 2016): 42. http://dx.doi.org/10.5539/elt.v9n6p42.

Full text

Abstract:

<p>The purposes of this study were to explore the effect of dialogic activities on EFL students’ utterances development by engaging with others, as well as the students’ perceptions in the dialogic learning environment. The theoretical framework guiding this inquiry consists of the on-site lecture from the instructor and voice board feedback from the peers and the instructor based on the dialogical theory of language concepts from Bakhtin’s dialogism which emphasizes a social and interactive situation of foreign language learning by engaging with others. In this study, we cover multiple data sources that give us an overview of students’ interaction in the dialogic activities: the questionnaire of voice board interactions, students’ interviews, and speaking tests. The results showed, on the whole, English language learners actually developed some kind of utterances by engaging their own and others. They transformed others’ utterances in the oral interaction for their own use in the Asynchronous Computer Mediated Communication (ACMC) environment. Additionally, the learners perceived the voice board activities helpful for the development of their speaking abilities, while the learners’ perceptions are mediated through the dialogical activities in which the learners are engaged in.</p>

APA, Harvard, Vancouver, ISO, and other styles

4

Schleppegrell, Mary. "Teacher Research through Dialogic Inquiry." Canadian Modern Language Review 54, no. 1 (October 1997): 68–83. http://dx.doi.org/10.3138/cmlr.54.1.68.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Bridges, Susan M., Cindy E. Hmelo-Silver, Lap Ki Chan, Judith L. Green, and Asmalina Saleh. "Dialogic intervisualizing in multimodal inquiry." International Journal of Computer-Supported Collaborative Learning 15, no. 3 (August 29, 2020): 283–318. http://dx.doi.org/10.1007/s11412-020-09328-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Denzin, Norman K. "Critical Qualitative Inquiry." Qualitative Inquiry 23, no. 1 (December 9, 2016): 8–16. http://dx.doi.org/10.1177/1077800416681864.

Full text

Abstract:

What are the key issues confronting the call for a new critical inquiry? How to create a new family of terms for a new critical inquiry, terms slip and slide, fall over one another: critical embodied, transformative, dialogic, reflexive, participatory, emancipatory, narratives of resistance, plateaus, planes of composition, Deleuze, Guattari, assemblages, affect, nomadic inquiry, rhizomatic, love, loss, praxis writing as a way of being in the world. Writing framed around acts of activism and resistance. How do we move forward?

APA, Harvard, Vancouver, ISO, and other styles

7

Charteris, Jennifer, and Dianne Smardon. "Dialogic peer coaching as teacher leadership for professional inquiry." International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 108–24. http://dx.doi.org/10.1108/ijmce-03-2013-0022.

Full text

Abstract:

Purpose – Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach – The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined. Findings – The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other. Practical implications – Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. Social implications – The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere. Originality/value – The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.

APA, Harvard, Vancouver, ISO, and other styles

8

Gordon, June A. "Immigrants and Education: Dialogic Inquiry as Pedagogy." Teaching Sociology 30, no. 3 (July 2002): 278. http://dx.doi.org/10.2307/3211477.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Haneda, Mari, and Gordon Wells. "Learning an Additional Language Through Dialogic Inquiry." Language and Education 22, no. 2 (January 2008): 114–36. http://dx.doi.org/10.2167/le730.0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Ash, Doris. "Dialogic Inquiry and Biological Themes and Principles." Journal of Museum Education 28, no. 2 (March 2003): 8–13. http://dx.doi.org/10.1080/10598650.2003.11510476.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Gillies, Robyn M. "Dialogic Teaching during Cooperative Inquiry-Based Science: A Case Study of a Year 6 Classroom." Education Sciences 10, no. 11 (November 12, 2020): 328. http://dx.doi.org/10.3390/educsci10110328.

Full text

Abstract:

Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students’ curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the ‘scientific’ positions they had adopted across the six inquiry-based science lessons; core cognitive practices that support learning. This case study highlights the importance of utilizing both authoritative and dialogic discourse to challenge and scaffold students’ thinking to support enhanced understandings and reasoned argumentation during inquiry-based science. This case study fills a gap in the literature on how teachers can utilize different communicative approaches during inquiry-based science units to promote student engagement and learning.

APA, Harvard, Vancouver, ISO, and other styles

12

Ozertugrul, Engin. "Heuristic Self-Search Inquiry Into One Experience of Obsessive–Compulsive Disorder." Journal of Humanistic Psychology 57, no. 3 (June 29, 2015): 215–36. http://dx.doi.org/10.1177/0022167815592503.

Full text

Abstract:

The experiences of obsessive–compulsive individuals as expressed in first-person accounts have not been adequately explored. In this study, I used the heuristic self-search inquiry (HSSI) method and integral psychology framework to explore the process of self-healing during my encounters with obsessive–compulsive disorder (OCD). In previous heuristic works, researchers reported their thoughts and feelings from inner-dialogue, but the actual internal dialogue was not accessible to the reader. In this study, I self-dialogued my thoughts and feelings in real-time self-to-self conversation in which I was both “I-Researcher” (IR) and “I-Participant” (IP). In this format, the conversation between IR and IP was impromptu and immediately available to the readers of this article. Together, these approaches comprised a unique method for exploring my OCD experiences. The self-dialogue data were autobiographical and collected via informal conversational style, using hand-written notes and without audio recordings. I analyzed data with a dialogic/dialectic approach and with Moustakas’s analytic phases/processes. Interpretations revealed my experience of a curative transformation through reasoned (dialectical) and relational (dialogical) HSSI. The results indicated that my own OCD healing did not depend on corrective actions (as the biomedical model posits), but instead depended on changes in my own contextual existence. These findings suggest that dialogic/dialectic integrated HSSI is a useful tool for researchers, professionals, and people who face OCD daily because the results demonstrated that belief in one’s abilities can flourish in the presence of confusion and despair and can have profound positive effects in the healing process. This research provides a helpful contribution to the therapist-centered literature on OCD by providing a client-based perspective of the disorder and a potential pathway for self-healing.

APA, Harvard, Vancouver, ISO, and other styles

13

Sundstrom, Beth, and Abbey Blake Levenshus. "The art of engagement: dialogic strategies on Twitter." Journal of Communication Management 21, no. 1 (February 6, 2017): 17–33. http://dx.doi.org/10.1108/jcom-07-2015-0057.

Full text

Abstract:

Purpose The purpose of this paper is to explore how the dialogic theory of public relations can help strategic communication practitioners support and enhance the relationship between individuals and organizations. Design/methodology/approach This inquiry applied the dialogic theory of public relations by investigating leading media companies’ context-based strategic use of Twitter. Researchers conducted a qualitative content analysis of 1,800 tweets from 18 top-performing media organizations. Findings This study identified strategies, rooted in dialogic theoretical principles that media organizations used to engage stakeholders. Media companies employed strategies based on dialogic principles, including promoting organizations as industry and thought leaders, integrating social media, and using an interactive, synergistic organizational voice. Research limitations/implications These strategies support the need to expand theoretical conceptualizations and use of dialogic principles to study online communication. Practical implications Findings offer practical strategies for practitioners managing organizations’ Twitter communication to foster engagement. In particular, practitioners should consider organizational context and subsequent content advantages. Originality/value Findings offer practical and theoretical contributions to the debate of interactivity.

APA, Harvard, Vancouver, ISO, and other styles

14

Jeppesen, Jørgen, and Helle Ploug Hansen. "Narrative journalism as complementary inquiry." Qualitative Studies 2, no. 2 (October 3, 2011): 98–117. http://dx.doi.org/10.7146/qs.v2i2.5512.

Full text

Abstract:

Narrative journalism is a method to craft stories worth reading about real people. In this article, we explore the ability of that communicative power to produce insights complementary to those obtainable through traditional qualitative and quantitative research methods. With examples from a study of journalistic narrative as patient involvement in professional rehabilitation, interview data transcribed as stories are analyzed for qualities of heterogeneity, sensibility, transparency, and reflexivity. Building on sociological theories of thinking with stories, writing as inquiry, and public journalism as ethnography, we suggest that narrative journalism as a common practice might unfold dimensions of subjective otherness of the self. Aspiring to unite writing in both transparently confrontational and empathetically dialogic ways, the narrative journalistic method holds a potential to expose dynamics of power within the interview.

APA, Harvard, Vancouver, ISO, and other styles

15

Golombek, Paula R., and Karen E. Johnson. "Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 15–28. http://dx.doi.org/10.15446/profile.v19n2.65692.

Full text

Abstract:

We offer a more nuanced characterization of teachers’ narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers’ narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers’ narrative inquiry as “systematic exploration that is conducted by teachers and for teachers through their own stories and language” (p. 6), while empirically documenting the crucial role of teacher educators in creating mediational spaces, dialogic interactions, and pedagogical tools for teachers’ narrative inquiry to flourish as professional development. It is also our goal to re-conceptualize teachers’ narrative inquiry as unbounded by time and place, and as a more fluid and emerging process.

APA, Harvard, Vancouver, ISO, and other styles

16

Hiltunen, Matti, Sirpa Kärkkäinen, and Tuula Keinonen. "Biology student teachers’ dialogic talk in inquiry-based instruction." Journal of Biological Education 54, no. 3 (February 6, 2019): 300–314. http://dx.doi.org/10.1080/00219266.2019.1575264.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

SKUKAUSKAITµE, AUDRA, and JUDITH GREEN. "A Conversation with Bakhtin : On Inquiry and Dialogic Thinking." Journal of Russian & East European Psychology 42, no. 6 (November 2004): 59–75. http://dx.doi.org/10.1080/10610405.2004.11059240.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Graves, Clint G. "Dialogic inquiry as a mechanism of the constitutive metamodel." Annals of the International Communication Association 43, no. 3 (July 3, 2019): 240–56. http://dx.doi.org/10.1080/23808985.2019.1647444.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

West, Donna E. "Index as Scaffold to the Subjunctivity of Children’s Performatives." American Journal of Semiotics 35, no. 1 (2019): 155–86. http://dx.doi.org/10.5840/ajs201971551.

Full text

Abstract:

This article provides a new characterization of gestural performatives, providing a semiotic analysis of their dialogic meaning—that performatives function as action signs, specifically indexes. Consonant with Peirce’s Ten-Fold Division of Signs, it proposes that the meanings which underlie performative actions supersede the interpretants of the Dicisign and therefore become the subjects of propositions. The dialogic nature of action signs is only beginning to be explored systematically; as such, this fresh inquiry argues that this process develops in ontogeny between two semiotic actors, particularly in view of imperative and subjunctive meanings or effects housed within the Energetic Interpretants of signs whose representamen depict movement.

APA, Harvard, Vancouver, ISO, and other styles

20

Shotter, John. "Goethe and the Refiguring of Intellectual Inquiry." Janus Head 8, no. 1 (2005): 132–58. http://dx.doi.org/10.5840/jh20058141.

Full text

Abstract:

Central to the paper below, is an emphasis on the spontaneously responsive nature of our living bodies, and on the special intertwined, dialogic, or chiasmic nature of events that can occur only in our meetings with others and otherness around us. As participants in such meetings, immediately responsive 'withness-understandings' become available to us that are quite different to the 'aboutness-understandings' we arrive at as disengaged, intellectual spectators. I argue that Goethe's "delicate empiricism", far from being an arcane form of understanding, is a deliberately extended version of this kind of withness-understanding — an anticipatory form of practical understanding that gives us a direct sense of how, in Wittgenstein's (1953) terms, to 'go on' with the others and othernesses around us in our daily lives.

APA, Harvard, Vancouver, ISO, and other styles

21

Schmidt, Anthony H. "Resistance is overcome in one dialogic OD model (Appreciative Inquiry)." International Journal of Organization Theory & Behavior 20, no. 1 (March 1, 2017): 1–49. http://dx.doi.org/10.1108/ijotb-20-01-2017-b001.

Full text

Abstract:

This study was launched because practitioners of Appreciative Inquiry (AI) instilled awareness for needed AI outcome research. Therefore, the goal of this research was to identify the salient AI processes and levers and the rate of AI success and failure. This study was specific to U.S. municipalities due to a researcher finding AI failure probability therein. In direct opposition, eight U.S. municipalities were identified from the literature as having utilized AI in 14 projects and all were successful even when resistance was present in three applications. A survey revealed 15 AI initiatives identified as successful even when resistance was present in eight, resulting in validation. This study utilized a mixed methods exploratory case study design, sequentially in the mix, consisting of a literature review and application of two unique instruments applied to three populations.

APA, Harvard, Vancouver, ISO, and other styles

22

Weinstein, Mark Leonard, and Dan Fisherman. "on the relevance of cognitive neuroscience for community of inquiry." childhood & philosophy 15 (January 30, 2019): 01–19. http://dx.doi.org/10.12957/childphilo.2019.37513.

Full text

Abstract:

Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of approaches to critical thinking and argument, where the underlying theory of reasoning is logic driven, whether formal or informal. The commitment to normative reasoning is deeply historical reflecting the fundamental distinction between reason and emotion. Despite the deep roots of the distinction and its canonization in current educational thought, contemporary cognitive neuroscience presents a fundamental challenge to the viability of the distinction and thus to any effort that sees education for reasonable judgment to be based on the remediation of cognition in isolation from its roots in the emotions. Cognitive neuroscience looks at the deep connections between emotion and memory, information retrieval, and resistance to refutation. This conforms with earlier studies in experimental psychology, which showed resistance to changing beliefs in the face of evidence, including evidence based on personal experience. This paper will look at the recent research including speculations from neurological modeling that shows the depth of connection between, emotions, memory and reasoning. It will draw implications for dialogic thinking within a community of inquiry including systematic self-reflection as an essential aspect of critical thinking.

APA, Harvard, Vancouver, ISO, and other styles

23

Jennings, Louise B., and Heidi Mills. "Constructing a Discourse of Inquiry: Findings from a Five-Year Ethnography at One Elementary School." Teachers College Record: The Voice of Scholarship in Education 111, no. 7 (July 2009): 1583–618. http://dx.doi.org/10.1177/016146810911100704.

Full text

Abstract:

Background/Context In an age of test-driven accountability, many schools are returning to banking pedagogies in which students passively take in content. Inquiry-based instruction offers one approach for actively involving students in meaningful learning activity, however, research on inquiry pedagogies often focuses on academic accomplishments. Our study examines how inquiry-based dialogue not only supports academic learning but also supports social learning as students and teachers negotiate, share ideas, collaborate, and problem-solve together. Purpose This longitudinal study builds on conceptualizations of dialogic inquiry to examine how teachers and students coconstructed a discourse of inquiry in a public magnet school. We examine the processes and practices that make up this discourse of inquiry and study the function of teacher talk in supporting academic and social learning and agency among students. Setting The Center for Inquiry is a public magnet elementary school located in an ethnically diverse suburban community that was formed in partnership with the University of South Carolina. Participants Participants included teachers and 135 students (65% European American, 30% African American) studied during a 5-year period. Research Design The two authors worked collaboratively with school members to collect two related ethnographic data sets. Data Set 1 captured classroom practices across all six classrooms, and Data Set 2 followed one cohort during the same 5-year period. Findings Findings are presented in two sections. The first section presents a discourse of inquiry made up of six interacting practices of inquiry constructed by teachers and students across classrooms. This discourse of inquiry integrates academic and social practices that position inquiry as (1) dynamic and dialogic, (2) attentive, probing, and thoughtful, (3) agentive and socially responsible, (4) relational and compassionate, (5) reflective and reflexive, and (6) valuing multiple and interdisciplinary perspectives. The second section makes visible how these practices of inquiry were coconstructed through transcripts of classroom discourse drawn from both data sets that centered on discussions of life science. Conclusions/Recommendations This discourse of inquiry supports students as active, thoughtful, engaged learners and community members and underscores the critical role of classroom talk, collaboration, and deliberation in meaningful learning engagements. Although teachers and students alike took multiple roles and responsibilities through inquiry, the teacher's discourse was critical in supporting and extending student learning. We recommend professional development opportunities that equip preservice and in-service teachers with resources, skills, and dispositions to become active inquirers of their own classroom and school practices and who recognize the power of classroom talk to shape and limit possibilities.

APA, Harvard, Vancouver, ISO, and other styles

24

Hoffman, Julie Wasmund, and Jennifer L. Martin. "Critical Social Justice Inquiry Circles: Using Counter-Story as a Counter-Hegemonic Project." Qualitative Inquiry 26, no. 6 (July 7, 2019): 687–94. http://dx.doi.org/10.1177/1077800419859028.

Full text

Abstract:

This article presents a qualitative dialogic poetic response in the form of a critical social justice inquiry circle and a critical reading of Long Way Down by Jason Reynolds as poetry and as an intentional gesture of listening as activism. This discourse is one of resistance to the acritical/apolitical nature of schooling and to prepare hegemonic/White educators to become culturally responsive (ala Milner) and to devise a new critical methodology, we embark on this radical proposition. Our use of critical social justice inquiry circles using poetic dialogue is inspired by Denzin’s conception of Critical Performance Pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

25

Carbaugh, Donal. "On Dialogue Studies." Journal of Dialogue Studies 1, no. 1 (2013): 9–28. http://dx.doi.org/10.55207/yfoe6143.

Full text

Abstract:

Dialogue has become a powerful term and form of action in many academic, linguistic, and cultural communities. Over the past few years, several conferences have been convened to examine dialogue, intercultural dialogue, dialogic communication, or dialogic approaches to inquiry. Examples of these groupings are many including the Center for Intercultural Dialogue and the Dialogue Society, as are the conferences convened in the past decade by the European Union, the International Communication Association, and so on. All invite us to reflect upon and develop our notions of ‘Dialogue’ or ‘Intercultural Dialogue.’ As a key term ‘dialogue’ has assumed a prevalence, prominence, and potency in its meanings, and in its frequent declaration as a preferred form for human action. Who, indeed, would be against ‘dialogue’?

APA, Harvard, Vancouver, ISO, and other styles

26

Gutierez, Sally B. "Teacher’s Dialogic Prompts That Scaffold Students’ Participation in Classroom Argumentation: A Case of a Biology Teacher." Asia Pacific Journal of Educators and Education 36, no. 1 (August 25, 2021): 59–73. http://dx.doi.org/10.21315/apjee2021.36.1.4.

Full text

Abstract:

In this qualitative case study, a male biology teacher teaching Bioethics in Senior High School was purposively selected for the documentation and examination of the types and functions of dialogic prompts he used to scaffold his students’ participation in classroom argumentation. Using various data such as classroom transcripts from audio- and video-records, interviews and field notes, these were subjected to microlevel analyses using the constant comparison method. Using an analysis framework with codes from literature that were subsequently merged with data driven codes, thematic analysis yielded three types of dialogic prompts: conceptual, analytical, and reflective with several functions such as providing background information, giving extended ‘think-time’, guiding students to formulate counterarguments, eliciting examples that either support or refute a claim, and asking issue-based questions which were sometimes backed up by stating personal arguments and reiterating students’ responses. Excerpts from video transcripts revealed that these dialogic prompts elicited students’ ideas which resulted to argumentative and collaborative inquiry. Findings of the study suggest that students’ participation to classroom argumentation should be understood together with teachers’ provision of dialogic scaffolding. More than conceptual and factual knowledge, teachers’ dialogic scaffolding for argumentation is a promising method for the gradual enhancement of students’ communication skills and honing of their reasoning skills. Since the results are only conclusive to the case teacher, the study informs the potentials of dialogic scaffolding to support classroom argumentation. It is therefore recommended that for future professional development efforts, both in-service and pre-service teachers should be influenced towards intentionality of harnessing talk inside the classroom as a tool to enhance the implementation of classroom argumentation.

APA, Harvard, Vancouver, ISO, and other styles

27

Safarik, Lynn. "Theorizing Feminist Transformation in Higher Education." Teachers College Record: The Voice of Scholarship in Education 104, no. 8 (December 2002): 1718–59. http://dx.doi.org/10.1177/016146810210400802.

Full text

Abstract:

Over the past several decades, academic feminisms, like other emancipatory knowledges (Bensimon, 1994) that have gained legitimacy in the academy have contributed to a transformation on American campuses that is challenging traditional norms, values, and assumptions across the disciplines in an effort to build communities centered on differences. As a new paradigm for inquiry, feminist scholarship has addressed the relationship between knowledge and its social uses and how patriarchal values have shaped the content and structure of knowledge. Through an in-depth exploration of nine feminists’ worldviews and approaches to teaching and research, this study examined the meaning of transformation for diverse feminists in the setting of a large, urban research institution. Three types of feminism were identified: liberal, critical, and dialogic. Beyond providing rich descriptions of how these different feminists enact a feminist culture, insights about the process of institutional transformation are revealed. The transformative role of internal differentiation and the dialogic process in this feminist community and the significance of an emerging dialogic, feminist discourse have important theoretical implications for understanding how the transformation of an institution is sustained over time.

APA, Harvard, Vancouver, ISO, and other styles

28

Hastings, Bradley J., and Gavin M. Schwarz. "Diagnostic and Dialogic Organization Development: Competitive or Collaborative Focuses of Inquiry?" Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 10662. http://dx.doi.org/10.5465/ambpp.2019.42.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Martineau, Wendy, and Judith Squires. "Addressing the ‘Dismal Disconnection’: Normative Theory, Empirical Inquiry and Dialogic Research." Political Studies 60, no. 3 (February 7, 2012): 523–38. http://dx.doi.org/10.1111/j.1467-9248.2011.00938.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Charteris, Jennifer, and Dianne Smardon. "Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry." Teaching and Teacher Education 50 (August 2015): 114–23. http://dx.doi.org/10.1016/j.tate.2015.05.006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Mayer, Connie, C. Tane Akamatsu, and David Stewart. "A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf." Exceptional Children 68, no. 4 (July 2002): 485–502. http://dx.doi.org/10.1177/001440290206800405.

Full text

Abstract:

The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.

APA, Harvard, Vancouver, ISO, and other styles

32

Burleigh, Dawn, and Sarah Burm. "Doing Duoethnography: Addressing Essential Methodological Questions." International Journal of Qualitative Methods 21 (January 2022): 160940692211408. http://dx.doi.org/10.1177/16094069221140876.

Full text

Abstract:

Duoethnography is a collaborative research methodology that invites researchers to serve as sites of inquiry. Through juxtaposition, the voices of each researcher are made explicit, working in tandem to untangle and disrupt meanings about a particular social phenomenon. We gravitate to duoethnography for its evocative power and the opportunity this methodology provides to engage in meaningful self-study in the presence of another. Yet, we grapple with methodological issues related to the unseen and unspoken enactments of the methodology. This article makes transparent the process of engaging in duoethnography by modeling its polyvocal dialogic nature while simultaneously addressing five essential questions about this collaborative research methodology. In this article, we retrace our collective journey engaging in duoethnography over the past 10 years, reflecting upon how our understanding and engagement with the methodology has shifted and expanded with each new inquiry. We make visible what is often invisible in the process of doing duoethnography, explicitly discussing our process for beginning and concluding a duoethnography, addressing what constitutes duoethnographic data, and the importance of cultivating a trustworthy and safe dialogical space. This article contributes to the existing methodological literature on duoethnography and further substantiates and generates transparency and teachability of this collaborative research approach.

APA, Harvard, Vancouver, ISO, and other styles

33

Kulich, Steve J., Mingjian Zha, Hongling Zhang, and Michael Steppat. "Dynamic Perspectives on the Study of Intercultural Interactions: Proposing a Dialogic & Integrative Approach." Journal of Intercultural Communication & Interactions Research 1, no. 1 (January 1, 2021): 9–24. http://dx.doi.org/10.3726/jicir.2021.1.0003.

Full text

Abstract:

Abstract To introduce, provide the rationale, and set the direction for the new Peter Lang Journal of Intercultural Communication & Interactions Research (JICIR) the editors propose a “dialogic & integrative” Both/And Ampersand (&) approach to intercultural research. Acknowledging the complexity of cultures, the diverse disciplinary origins, the multiple paradigms adopted, and the range of approaches, topics, and desired outcomes, the editors invite a “Both/And” inclusive approach to bring greater focus to the study of the dynamics of cultures in interaction (with special emphasis on the “inter” and “com” aspects). The maturity of the ever-expanding intercultural field is reviewed, emphasizing that with its complexity, multiplicity of approaches, and diverse interpretations or operationalizations of “culture,” an Ampersand (&) dialogic approach can contribute to the growing disciplinary strength and expanded inquiry of the intercultural field(s).

APA, Harvard, Vancouver, ISO, and other styles

34

Hasnunidah, Neni, Herawati Susilo, Mimien H. Irawati, and Hadi Suwono. "Student conceptual and epistemic quality improvement argumenation with scaffolding on argument-driven inquiry." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 2 (November 6, 2022): 189–99. http://dx.doi.org/10.21831/jk.v6i2.48183.

Full text

Abstract:

This study is aimed at comparing the quality of students’ argumentation based on conceptual and epistemic aspects between learnings that implement argument-driven inquiry (ADI) and argument-driven inquiry with scaffolding (ADIS) models. The data were collected through dialogic argumentation observation sheets for the students and audio-visual recordings and were analyzed qualitatively. The study invoved 67 participants in the ADI group and 81 participants in the ADIS group. The quality of student argument with the ADI model differed significantly from the ADIS model. Results show that the students in the ADIS class were are better at providing sufficient data to support claims and coherent causal explanations to explain a certain phenomenon, and at organizing accurate rhetorical references when expressing data.

APA, Harvard, Vancouver, ISO, and other styles

35

Otrel-Cass, Kathrin, and Kristine Andrule. "Ontological Assumptions in Techno-Anthropological Explorations of Online Dialogue through Information Systems." Techné: Research in Philosophy and Technology 19, no. 2 (2015): 125–42. http://dx.doi.org/10.5840/techne201571031.

Full text

Abstract:

With the widespread infusion of online technology there has been an increase in various studies investigating the practices in online communities including also philosophical perspectives. What those debates have in common is that they call for more critical thinking about the theory of online communication. Drawing on Techno-Anthropological research perspectives, our interest is placed on exploring and identifying human interactions and technology in intersectional spaces. This article explores information systems that allow for interchanges of different users. We discuss ontological assumptions that focus on understanding the kind of dialogue that can be captured between different expert groups when they utilize information systems. We present the notion of ‘dialogic’ by Mikhail Bakhtin and contextualize it through an analysis of online dialogue. Dialogic or ‘conversation and inquiry’ is discussed as being mediated through human relationships. Acknowledging the existence of at least two voices the underlying differences between dialogue partners are highlighted.

APA, Harvard, Vancouver, ISO, and other styles

36

Johnson, Neil. "Researching online communities of inquiry through digital ethnography." SHS Web of Conferences 102 (2021): 01006. http://dx.doi.org/10.1051/shsconf/202110201006.

Full text

Abstract:

Research into providing effective online education has suggested an important goal for instructors is the creation of an online community of inquiry (CoI) where social, cognitive, and teacher presence are all important aspects of successful online learning. With reference to a recent reflective practice case study, this paper describes ways that the research on online communities of inquiry may be enriched through the use of digital ethnography. In the target reflective case study, data analysis tasks were designed and presented in an online VoiceThread site, promoting dialogic and multimodal engagement with data from actual research studies that are central to the module theme in teacher education. Interaction around these tasks is coded using the CoI framework. Ethnographic data from the participants was collected and coded using qualitative research protocols to contextualise the interaction data and provide a clearer understanding of how participants had come together throughout the module. The ethnographic data revealed some interesting concerns with online learning, including the use of technology as a barrier to participation.

APA, Harvard, Vancouver, ISO, and other styles

37

Sherman, Brandon J., Kathryn M. Bateman, Sophia Jeong, and Laura Anne Hudock. "Correction to: Dialogic meta-ethnography: troubling methodology in ethnographically informed qualitative inquiry." Cultural Studies of Science Education 16, no. 1 (February 1, 2021): 303. http://dx.doi.org/10.1007/s11422-021-10018-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Powley, Edward H., Ronald E. Fry, Frank J. Barrett, and David S. Bright. "Dialogic democracy meets command and control: Transformation through the Appreciative Inquiry Summit." Academy of Management Perspectives 18, no. 3 (August 2004): 67–80. http://dx.doi.org/10.5465/ame.2004.14776170.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Foehring, Christen, Anna Keefe, Ashley Kliefoth, and Katherine Murphy. "Dialogic Inquiry of Family Conversations in Museum Exhibits Designed for Family Engagement." Literacy Information and Computer Education Journal Special 2, no. 1 (March 1, 2013): 1308–15. http://dx.doi.org/10.20533/licej.2040.2589.2013.0173.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Van Booven, Christopher D. "Revisiting the Authoritative–Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning." International Journal of Science Education 37, no. 8 (April 2015): 1182–201. http://dx.doi.org/10.1080/09500693.2015.1023868.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Wallen, Matthew, and Helen Kelly-Holmes. "Developing language awareness for teachers of emergent bilingual learners using dialogic inquiry." International Journal of Bilingual Education and Bilingualism 20, no. 3 (September 2, 2015): 314–30. http://dx.doi.org/10.1080/13670050.2015.1051506.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Ash, Doris. "Dialogic inquiry in life science conversations of family groups in a museum." Journal of Research in Science Teaching 40, no. 2 (January 16, 2003): 138–62. http://dx.doi.org/10.1002/tea.10069.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Juzwik, Mary M., and Denise Ives. "Small stories as resources for performing teacher identity." Narrative Inquiry 20, no. 1 (October 11, 2010): 37–61. http://dx.doi.org/10.1075/ni.20.1.03juz.

Full text

Abstract:

This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ, (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a veteran English language arts teacher in the Midwestern United States.

APA, Harvard, Vancouver, ISO, and other styles

44

Alozie, Nonye, and Claire Mitchell. "Getting Students Talking." American Biology Teacher 76, no. 8 (October 1, 2014): 501–6. http://dx.doi.org/10.1525/abt.2014.76.8.3.

Full text

Abstract:

Why is it so hard to get students talking in science class? Who is responsible? Are the students unwilling to speak in class? What kinds of supports are helpful for in-the-moment teaching during classroom discussions in science? We present one high school teacher’s facilitation of science discussions while supported by a dialogic discussion structure that was collaboratively developed through professional-development workshops. Our findings provide a real-time teaching tool for teachers working toward integrating inquiry-based science discussions in their classrooms.

APA, Harvard, Vancouver, ISO, and other styles

45

Serfontein-Jordaan, Muriel, and Dawie Bornman. "Dialogic communication management theory and engagement with investors." Communicare Journal for Communication Sciences in Southern Africa 41, no. 1 (August 5, 2022): 63–76. http://dx.doi.org/10.36615/jcsa.v41i1.1396.

Full text

Abstract:

Considering the recent corporate scandals faced by the South African capital market, stakeholders are understandably more sceptical about the accuracy and transparency of information being communicated to them. An integral stakeholder group which forms part of the success of an organisation is its investors. Since investors have increasing demands and specific information needs, it is essential that organisations communicate relevant and useful information by means of investor relations. However, despite its importance, academic research in the field of investor relations, specifically in terms of communication, is lacking and does not correlate with the importance of the function in corporate practice. The aim of this study was to critically evaluate the current IR practices of JSE listed organisations; to determine whether these aforementioned organisations participate in dialogic engagement with investors. This was done by investigating investor relations theory within the broader context of dialogic theory. The research design employed in this study was an interpretive multiple case study qualitative inquiry. The findings are the culmination and outcome of a synthesis of an in-depth literature review, a content analysis of communicative products- and semi-structured interviews with the investor relations officers of the case organisations.

APA, Harvard, Vancouver, ISO, and other styles

46

Loo, Daron Benjamin. "Examining English Teacher Professionalism through Dialogic Narrative Inquiry: A Case from Sabah, Malaysia." 3L The Southeast Asian Journal of English Language Studies 24, no. 4 (December 26, 2018): 171–84. http://dx.doi.org/10.17576/3l-2018-2404-13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Ahmadi, Fatemeh Zahra, Mahmoud Mehrmohammadi, Ali Montazeri, and Jane Vella. "Dialogic health literacy curriculum development for Iranian pre-service teachers: a qualitative inquiry." Curriculum Studies in Health and Physical Education 11, no. 3 (September 1, 2020): 265–81. http://dx.doi.org/10.1080/25742981.2020.1826332.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Beck, Robert J., and Denis Wood. "The dialogic socialization of aggression in a family's court of reason and inquiry." Discourse Processes 16, no. 3 (July 1993): 341–62. http://dx.doi.org/10.1080/01638539309544843.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Pulles, Maaike, Jan Berenst, Kees de Glopper, and Tom Koole. "Text selection proposals in dialogic reading in primary school." Pragmatics and Society 11, no. 4 (November 20, 2020): 591–614. http://dx.doi.org/10.1075/ps.17029.pul.

Full text

Abstract:

Abstract In dialogic reading during inquiry learning in primary school, pupils read, think and talk together about text fragments for answering their research questions. This paper demonstrates from a conversational analytic perspective, how the shared activity of text selection is constructed in a goal oriented conversation and how text selection proposals are used. Two main practices are identified depending on the situation: (1) when all participants are reading the text for the first time, a text selection proposal is constructed with reading-out-loud fragments, and (2) when only one of the participants is reading the text, a text selection proposal is constructed with an indexical text reference and indicative summary of the topic. In both practices, a separate utterance that functions as a proposal is required to accomplish the complete text selection proposal turn.

APA, Harvard, Vancouver, ISO, and other styles

50

García-Carrión, Rocío, Lourdes Villardón-Gallego, Zoe Martínez-de-la-Hidalga, and Jesús Marauri. "Exploring the Impact of Dialogic Literary Gatherings on Students’ Relationships With a Communicative Approach." Qualitative Inquiry 26, no. 8-9 (July 13, 2020): 996–1002. http://dx.doi.org/10.1177/1077800420938879.

Full text

Abstract:

Taking a communicative approach in a qualitative inquiry entails including people’s voices through dialogues that are egalitarian and oriented toward transformation. This approach aligns with the transformative paradigm in the pursuit of ensuring the inclusion of the most vulnerable groups. This article explores the role of the communicative approach when conducting a case study in an elementary school to study the impact of dialogic literary gatherings (DLGs) on students’ relationships, particularly for those students most at risk of being marginalized. For that purpose, dialogic encounters with teachers and students occurred in the school to jointly develop the research. During the DLGs, researchers engaged in egalitarian dialogues with the students, and these dialogues facilitated getting to know each other and building relationships of trust. The communicative approach in this study allowed us to establish a profound dialogue with 9-year-old girls to grasp the transformative impact they experienced in their relationships with others. Students’ voices are considered essential in communicative research to provide socially useful results and to measure transformative social impacts beyond the educational establishment.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!