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Reed, Julian. "Promoting collaborative dialogue in the immersion classroom". Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.
Pełny tekst źródłaMoffitt, Gordon L. "Dialogue journals in the science classroom, a case study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ62138.pdf.
Pełny tekst źródłaHillman, Barbara E. "Dialogue journals in the science classroom, a case study". Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/746.
Pełny tekst źródłaWalker, Anthony William. "Language Diversity and Classroom Dialogue : Negotiation of Meaning by Students in an Internationalised Postgraduate Classroom". Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367748.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Georgii, Glorianne. "Dialogue and participation : A study on communication in the classroom". Thesis, Halmstad University, School of Teacher Education (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5664.
Pełny tekst źródłaSchool is a preparation for pupils’ active participation in society. According to the school curriculum (Lpf 94) every pupil should be able to influence, take responsibility and participate in the schools educational programme. In order to do this there has to be a good communication between the teachers and pupils in the classroom. (Maltén 1995:210)
The aim of this observational study was to describe and analyze communication between the teacher and pupils in the classroom. The study was conducted by observing five teachers and twenty two pupils in one class, in the classroom.
The results suggest that even though there was enough pupil participation in active learning, there was not enough pupil participation in the planning of the lessons.
Maurer, A. Caroline. "Peer dialogue at literacy centers in one first-grade classroom". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211984125.
Pełny tekst źródłaDobson, Warwick. "Truth in dialogue : a knowledge-centred approach to drama in education". Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321344.
Pełny tekst źródłaOrr, Karen Collette. "Games-based learning environments in the classroom : attitudes, dialogue and thinking". Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557887.
Pełny tekst źródłaFoster, Meghan E. "Blogging in the Writing Classroom: A move Toward Dialogue, Design, and Citizenship". VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/754.
Pełny tekst źródłaBiln, Taigita Michaella. "The classroom and the polis : political action, dialogue and the project of pedagogy". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23739.
Pełny tekst źródłaMatic, Jennifer. "Exploring the relationship between classroom dialogue and individual generative creativity : a case study". Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681052.
Pełny tekst źródłaDu, Preez Petro. "Dialogue as facilitation strategy : infusing the classroom with a culture of human rights". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/19516.
Pełny tekst źródłaENGLISH ABSTRACT: In this dissertation the proposals made by the Department of Education towards the infusion of a culture of human rights and using dialogue as a facilitation strategy are problematised. It is argued that the lack of professional development programmes to assist educators in dealing with these proposals is one of the reasons why the infusion of a culture of human rights and dialogue as a facilitation strategy have not transpired as desired. Another apparent reason for the non-realisation of these ideals is that the classroom is not generally seen as an ethical community that has the propensity to anthropomorphise the ideal of infusing a culture of human rights through dialogue. The main focus of this enquiry was therefore to propose a normative theory of dialogue as a facilitation strategy as constitutive to the infusion of a culture of human rights in the context of an ethical community, aiming towards applying this theory in the form of an intervention research programme for selected in-service educators in the Mafikeng/Mmabatho area. The application assisted in determining the viability of the programme, specifically in terms of its theoretical underpinning, and the possibility of further developing it for the purpose of professional development of in-service educators beyond the scope of this target group. The theoretical underpinning of the intervention research programme consisted of a normative theory of dialogue as facilitation strategy characterised by: providing a dialogic stimulus, allowing for moments of deconstruction, critique and reconstruction, and finishing with debriefing and reflection. With regard to the human rights components, the focus was more on the infusion of a culture of human rights on a moral level than on an epistemological level. The intervention research process revealed how diverse groups of educator-participants responded to the intervention research programme. In addition, the research process demonstrated how and why the intervention research process could serve as a possible methodological framework for the design and development of professional development that is inclusive to a variety of education stakeholders. From this study it seems that the participating educators approved of and assimilated the intervention research programme and its underlying theory, albeit in different stages of the research process and with different concerns in mind. The work presented in this dissertation contributes firstly to a refined understanding of dialogue as a facilitation strategy in the South African context and secondly to an understanding of the frequently used notion of infusing the classroom with a culture of human rights in terms of its moral significance. Finally, it also focuses on and addresses the challenge of educator development and the organisation of facilitation strategies that are required to prevent human rights from being assimilated in inept educational paradigms.
AFRIKAANSE OPSOMMING: Hierdie proefskrif poog om die voorstelle van die Departement van Onderwys rakende die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie te bevraagteken. Daar is geargumenteer dat die tekort aan professionele ontwikkelingsprogramme ter ondersteuning van onderwysers om hierdie voorstelle te implementeer een van die redes is waarom die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie nie tot sy reg kom nie. Die feit dat die klaskamer meestal nie gesien word as ʼn etiese gemeenskap wat oor die potensiaal beskik om die ideaal van die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie te verwesenlik nie, is nog ’n rede waarom hierdie voorstelle oënskynlik geen effek het nie. Die hooffokus van hierdie ondersoek was dus om ʼn normatiewe teorie ter ondersteuning van dialoog as fasiliteringstrategie wat bevorderlik is vir die infusie van ʼn kultuur van menseregte in die konteks van ’n etiese gemeenskap te ontwikkel. Hierdie teorie is toegepas in die konteks van ’n intervensie-navorsingsprogram vir geselekteerde indiens-onderwysers in die Mafikeng/ Mmabatho-omgewing. Die toepassing het gehelp om vas te stel wat die praktiese waarde van die program is, veral ten opsigte van die program se teoretiese onderbou. Die moontlikheid om die program verder te ontwikkel as ’n professionele ontwikkelingsprogram vir indiens-onderwysers buite die bereik van die studie, is sodoende ook ondersoek. Die teoretiese onderbou van die intervensie-navorsingsprogram het bestaan uit ʼn normatiewe teorie van dialoog as fasiliteringstrategie wat gekenmerk word deur ’n dialogiese stimulus, wat ruimte laat vir oomblikke soos dekonstruksie, kritiek en rekonstruksie, asook vir ontlonting en refleksie. Met betrekking tot die menseregtekomponent, was die fokus meer op die morele infusie van ʼn menseregtekultuur as op die epistemologiese infusie daarvan. Die intervensie-navorsingsproses het openbaar hoe diverse onderwyser-deelnemers op die intervensie-navorsingsprogram reageer. Die navorsingsproses het ook gewys hoe en waarom intervensie-navorsingsprosesse kan dien as ʼn moontlike metodologiese raamwerk vir die ontwerp en ontwikkeling van professionele ontwikkelingsprogramme wat ʼn verskeidenheid van onderwysbelanghebbendes in ag neem. Van die resultate kon daar afgelei word dat die deelnemende onderwysers die intervensie-navorsingsprogram en onderliggende teorie goedgekeur en geassimileer het. Dit was egter duidelik dat elke groep deelnemers die program verskillend geassimileer het en dat hul verskillende probleemareas ervaar het. Die werk wat in hierdie proefskrif weergegee word het eerstens ʼn bydrae gemaak tot die begrip van dialoog as fasiliteringstrategie in die Suid-Afrikaanse konteks, en tweedens tot die verstaan van die idee rakende die infusie van ’n menseregtekultuur in die klaskamer waarna telkens verwys word. Laastens het dit ook gefokus op die uitdaging van onderwyserontwikkeling en die organisering van fasiliteringstrategieë wat benodig word om te verhoed dat menseregte geassimileer word in paradigmas wat onvanpas is vir die onderwys.
Howell, Steven J. "Implications of Classroom Writing Instruction Emphasizing Imagination, Creativity, and Dialogue: A Case Study". Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1301496875.
Pełny tekst źródłaEgendoerfer, Lisa. "CHALLENGING A TRADITIONAL SOCIAL NORM IN A SECOND GRADE MATHEMATICS CLASSROOM". Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2688.
Pełny tekst źródłaM.Ed.;
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education
Yngvesson, Tom, i Maria Levander. "Diversity and inclusion in the game development classroom : Creating a Game to Initiate Dialogue". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18716.
Pełny tekst źródłaOakley, Jennifer L. "Understanding emotional climate : interaction rituals and cogenerative dialogue in a beginning science teacher's classroom". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/102493/1/Jennifer_Oakley_Thesis.pdf.
Pełny tekst źródłaSong, Yu. "An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/270630.
Pełny tekst źródłaHughes-Tafen, Denise C. "Throwing Black women's voices from the Global South into an Appalachian classroom". Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125437397.
Pełny tekst źródłaScott, 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.
Pełny tekst źródłaDashwood, Ann, i n/a. "Third Turn as a Teachable Moment in Foreign Language Pedagogy". Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060810.092724.
Pełny tekst źródłaDashwood, Ann. "Third Turn as a Teachable Moment in Foreign Language Pedagogy". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366529.
Pełny tekst źródłaThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
Lundin, Mia. ""Två hjärnor tillsammans ger mer kunskap än en!" : En kvalitativ studie utifrån fyra lågstadielärares tankar och erfarenheter gällande den muntliga kommunikationen i klassrummet". Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27652.
Pełny tekst źródłaDodson, Melissa M. "Dialogue and interaction in computer-mediated communication : how undergraduate students socially construct knowledge through classroom discourse /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaHed, Frida. "Socrates and Rossetti : An analysis of Goblin Market and its use in the classroom". Thesis, Växjö University, School of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1450.
Pełny tekst źródłaABSTRACT
This essay concerns Christina Rossetti’s poem Goblin Market and its use in a Swedish upper secondary classroom. The purpose of this essay was to analyse the poem through a Marxist perspective and investigate how both the analysis of the poem and the poem itself could be used when teaching English to an upper secondary class.
This was done in two stages; firstly by analysing the Victorian society’s effect on Rossetti’s poem through a Marxist criticism perspective and secondly by using a specific pedagogic method called the Socratic Dialogue method when analysing the use of the analysis and the poem in the classroom.
When analysing the poem and how it has been affected by its contemporary society, it becomes clear that the poem provides a critique in several ways towards consumerism and social ideals of Victorian Britain. Concerning the use of the poem and the analysis in the upper secondary English classroom it is evident that the poem and the literary analysis combined provides an interesting view on Victorian Britain for the pupils to discuss while having Socratic seminars.
Nylin, Therese, i Maria Sjödin. "Kan glasspinnar skapa ett dialogiskt klassrum? : En kvalitativ undersökning om det slumpmässiga urvalet kan skapa dialog i de samhällsorienterade ämnenas klassrum i årskurs 4-6". Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41101.
Pełny tekst źródłaBlackmore, Ashley. "If Humour be the Food of Learning, Joke on: Perspectives of Several Italian and Swedish Upper-Secondary School Students on Humour and Dialogic Classroom Interaction". Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21765.
Pełny tekst źródłaJarvis, Janet. "Female teachers' religious and cultural identities and gender equality in classroom practice / Janet Jarvis". Thesis, North-West University, 2013. http://hdl.handle.net/10394/9507.
Pełny tekst źródłaThesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013
Pihlgren, Ann S. "Socrates in the Classroom : Rationales and Effects of Philosophizing with Children". Doctoral thesis, Stockholm : Department of Education, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7392.
Pełny tekst źródłaOlamijulo, Christianah. "An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020149.
Pełny tekst źródłaLemay, David. "The effect of lesson characteristics on dialogue duration in classroom discourse and class content learning outcomes on multiple-choice tests". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95180.
Pełny tekst źródłaIl a été proposé que les formes de dialogues (Keegan, 1993) correspondent différentiellement à la connaissance de la matière possédé par l'étudiant, et aux rôles assumés par l'enseignant et les étudiants dans ces dialogues. Une lecture de la littérature socio-constructiviste propose qu'un apprentissage maximal se produit dans des situations d'apprentissage qui sont authentiques, significatives, et qui impliquent activement les étudiants dans la construction de leurs savoirs (Loyens & Gijbels, 2008). Il a été démontré (Alexander, et al., 1994) que l'intérêt et la connaissance antérieure interagissent avec la maîtrise d'une matière. Ainsi, l'hypothèse était que des formes différentes de dialogue produisent des résultats d'apprentissage variables pour la classe (comprise dans son ensemble) parce que l'intérêt et la connaissance antérieure influent sur les occasions pour l'approfondissement de l'encodage (Bradshaw & Anderson, 1982). Cette étude est basée sur un cours d'introduction à la psychologie de l'éducation pour des étudiants en formation professionnelle d'enseignement. Le cours était basé sur des principes socio-constructivistes de l'apprentissage. Cette étude exploratoire et séquentielle de méthodologie mixte (Creswell, 2007) comptait un modèle de l'analyse du discours (1998, 2002) pour explorer les effets du topique et des formes de dialogue sur la durée des dialogues et les résultats d'apprentissage par topique. Un effet multivariable pour les formes de dialogue ainsi qu'une interaction fut identifiés entre les formes de dialogues et la durée des dialogues. L'analyse qualitative introduit deux nouveaux variables, le Topique curriculaire, et la Responsabilité pour le dialogue. La deuxième analyse quantitative identifia des différences significatives entre les topiques curriculaires et la responsabilité pour le dialogue sur les résultats d'apprentissage pour la classe. Ces résultats indiquent qu'une analyse i
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.
Pełny tekst źródłaMindedal, Annika. "Texter i NO - finns de? : En studie om textanvändning och textrelaterade samtal i ett fysiktema i skolår 5". Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54727.
Pełny tekst źródłaStinson, Anthony B. "An Autoethnography:A Mathematics Teacher's Journey of Identity Construction and Change". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/43.
Pełny tekst źródłaKostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study". Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.
Pełny tekst źródłaPinney, 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.
Pełny tekst źródłaGustavsson, Lennart. "Language taught and language used : dialogue processes in dyadic lessons of Swedish as a second language compared with non-didactic conversations". Doctoral thesis, Linköpings universitet, Tema Kommunikation, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-35339.
Pełny tekst źródłaAhmed, Farah. "Pedagogy as dialogue between cultures : exploring halaqah : an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children's shakhsiyah (personhood, autonomy, identity) in a pluralist society". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278513.
Pełny tekst źródłaLindberg, Clara. "Voices on Apartheid - A Minor Field Study on Teaching and Learning in the South African Reconciliation Process". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27979.
Pełny tekst źródłaSchindler, Ann-Kathrin [Verfasser], Christina [Akademischer Betreuer] Seidel i Barbara [Akademischer Betreuer] Drechsel. "A teacher intervention on students‘ higher-order learning in classroom dialogue : How teachers learn and perform, how students engage and perceive / Ann-Kathrin Pehmer. Gutachter: Christina Seidel ; Barbara Drechsel. Betreuer: Christina Seidel". München : Universitätsbibliothek der TU München, 2015. http://d-nb.info/1075858224/34.
Pełny tekst źródłaWestergren, Cecilia. "”Det är ju lättare sagt än gjort ju…” : En intervjustudie om lärares strategier för att främja matematiska samtal". Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50887.
Pełny tekst źródłaCorapi, 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.
Pełny tekst źródłaEngagement 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.
Au, Mei-yan Florence, i 歐美恩. "Gender in textbook dialogues: textual analyses and classroom practices". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30399804.
Pełny tekst źródłaHalvarson, Britton Thérèse. "Studiebesök i religionskunskapsundervisningen : Elevers tal om islam före, under och efter ett moskébesök". Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34495.
Pełny tekst źródłaBaksidestext Studiebesök är en metod i religionskunskapsundervisningen som förefaller vara uppskattad av både lärare och elever. Trots det visar det sig att det är relativt få lärare som verkligen gör besök, vilket delvis kan bero på en osäkerhet vad som händer ur ett elevperspektiv i mötet med en ny kontext. Den här studien har undersökt religionsdidaktiska utmaningar och möjligheter som aktualiserats genom ett moskébesök. Empirin utgörs av gymnasielevers yttranden om islam i loggar, elevintervjuer, klassrummet och under ett moskébesök. Analysen visar bland annat att elevernas tal under besöket påverkas av en ”artighetsgenre” som både kan underlätta och försvåra för eleverna. Vidare framkommer det att elever i större utsträckning under och efter besöket speglar det de möter i moskén i sina egna livstolkningar. Analysen visar också hur elever uttrycker att deras inställning till islam påverkas på olika sätt av besöket. Några religionsdidaktiska områden som aktualiserats av besöket och diskuteras är frågor om religioners representation, hur trosrepresentanten ska behandlas som källa samt olika sätt att ställa frågor till representanten.
Ringbom, Sanna. "Dialogen och lärandet : en kvalitativ studie om hur lärare arbetar med dialogen i sin undervisning". Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5284.
Pełny tekst źródłaWolfe, Sylvia Carol. "Teaching and learning through dialogue in primary classrooms in England". Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612852.
Pełny tekst źródłaReed-Wright, Karen. "A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1833.
Pełny tekst źródłaBrady, John E. "Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346.
Pełny tekst źródłaO'Boyle, Aisling. "The dialogic construction of knowledge in university classroom talk". Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534596.
Pełny tekst źródłaFerreira, Nayane Oliveira. "Leitura dialógica: a experiência da tertúlia literária em sala de aula". Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1604.
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Esta investigación tiene como objeto la práctica de la lectura dialógica en el aula y como objetivo general analizar la experiencia de la tertulia literaria como un espacio para la promoción de la lectura dialógica en clase. Tuvo como objetivos específicos evaluar la práctica de la lectura dialógica durante las clases de lengua portuguesa de un 7º año de la enseñanza fundamental, verificar la posibilidad de trabajo con la literatura clásica a partir de la lectura dialógica y analizar los saberes que son accionados en la realización de esta lectura. Se buscó incluso responder a algunas cuestiones, de entre ellas: ¿qué saberes son accionados para realizar la lectura de los clásicos en la tertulia literaria dialógica? ¿Es posible leer en la escuela? ¿En una clase con alumnos que todavía leen con mucha dificultad, sería la lectura dialógica una posibilidad de lectura? ¿Hay espacio para la lectura de la literatura clásica en clase regular a partir de la lectura dialógica? ¿A los alumnos no les interesa la lectura o la lectura hecha en la escuela nos es capaz de despertarles el interés? El universo de la investigación fue una escuela estadual ubicada en la periferia de la zona sur de São Paulo y sus sujetos fueron 36 alumnos con edades entre doce y quince años. La investigación se analizó a lo largo de los 16 encuentros, en los cuales los alumnos podrían relacionar las obras leídas a sus vidas y prácticas, incluso evaluar lo que estaban viviendo, y como procedimiento de colecta de dados se utilizó la grabación de audios de los encuentros y registros escritos por los propios alumnos. Como referencial teórico se utilizó principalmente Freire (1994, 1996, 2006, 2015), Lerner (2006), Petit (2010, 2013), Manguel (2002), Girotto y Mello (2012), Candido (2004), Machado (2002), Calvino (2007) y Dubet (1994, 2003). Los resultados mostraron transformaciones significativas en los sujetos, una vez que se sintieron más confinantes para hablar y reivindicar sus derechos, principalmente el derecho a una educación de calidad y humanizada.
This research object is the practice of dialogic reading in the classroom and its general aim is to analyze the experience of literary lecture as a space for the promotion of dialogic reading in the classroom. The specific purposes of this study were: to evaluate the practice of dialogical literary discussion during the Portuguese language classes for the 7th grade of elementary school; to verify the possibility of working with the classical literature from the dialogic reading and; to analyze the knowledge that is triggered in the accomplishment of this reading. As part of these purposes, it was also attempted to answer some questions, such as: What kind of knowledge is activated to carry out the reading of the classics in the dialogical literary lecture? Is it possible to read at school? In a classroom where students still read with a large difficulty, would the dialogic reading be a tool for reading? Is there room for reading the classic literature in the usual classroom from the dialogic reading? Aren’t the students interested in reading or does not the fact of reading at school get their interests? The research universe took place in a state school located in the outskirts of the south zone of São Paulo and its subjects were 36 students aged between twelve and fifteen years old. The research was conducted during the 16 meetings, in which the students could relate the works read with their lives and practices, as well as evaluate what they were experiencing, and used as a procedure for data collection the recording audios of the meetings and the written registers by students themselves. This work was based on Freire (1994, 1996, 2006, 2015), Petit (2010, 2013), Manguel (2002), Girotto e Mello (2012), Candido (2004), Machado (2002), Calvino (2007) and Dubet (1994, 2003). The results demonstrated significant transformations in the subjects, since they felt more confident to speak and claim their rights, mainly the right to a quality and more humanized education.
Esta pesquisa tem como objeto a prática da leitura dialógica em sala de aula e como objetivo geral analisar a experiência da tertúlia literária como um espaço para a promoção da leitura dialógica em sala de aula. Teve como objetivos específicos avaliar a prática da tertúlia literária dialógica durante as aulas de língua portuguesa de um 7º ano do ensino fundamental, verificar a possibilidade de trabalho com a literatura clássica a partir da leitura dialógica e analisar os saberes que são acionados na realização desta leitura. Buscou-se também responder a algumas questões, entre elas: Que saberes são acionados para realizar a leitura dos clássicos na tertúlia literária dialógica? É possível ler na escola? Numa sala de aula com alunos que ainda leem com muita dificuldade, seria a leitura dialógica uma possibilidade de leitura? Há espaço para a leitura da literatura clássica na sala de aula regular a partir da leitura dialógica? Os alunos não se interessam pela leitura ou a leitura feita na escola é que não é capaz de despertar-lhes o interesse? O universo da pesquisa foi uma escola estadual localizada na periferia da zona sul de São Paulo e seus sujeitos foram 36 alunos com idades entre doze e quinze anos. A pesquisa foi sendo analisada ao longo dos 16 encontros, nos quais os alunos podiam relacionar as obras lidas com suas vidas e práticas, assim como avaliar o que estavam vivenciando, e utilizou como procedimento para coleta de dados a gravação de áudios dos encontros e registros escritos pelos próprios alunos. Como referencial teórico, utilizou-se principalmente Freire (1994, 1996, 2006, 2015), Lerner (2006), Petit (2010, 2013), Manguel (2002), Girotto e Mello (2012), Candido (2004), Machado (2002), Calvino (2007) e Dubet (1994, 2003). Os resultados mostraram transformações significativas nos sujeitos, uma vez que se sentiram mais confiantes para falar e reivindicar seus direitos, principalmente o direito a uma educação de qualidade e humanizada.
Hegedus, Katalin. "Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29929.
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