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Child's understanding and intentions are not always easy to read in drawings. This is particularly evident in the type of drawings we refer to as 'analytical drawings'. In order to understand analytical drawings made by preschool children, it is important to have a dialogue with the young authors. In our study, we examined the ability of students of pedagogy study programmes to interpret an example of a preschooler's analytic drawing where the intentions are not readily apparent. Using the example of an analytical drawing of a six-year-old girl, we designed a questionnaire that was administered to 226 students of the Faculty of Education at the University of Ljubljana. Using the questionnaire, we evaluated the students' ability to interpret the content and the child's intentions expressed in the analytical drawing, as well as their opinions about what they would find most useful to help them to interpret the girl's drawing. The results confirmed our hypothesis that it is impossible to understand, interpret, and evaluate these types of children's analytic drawings without a dialogue with a child. [ABSTRACT FROM AUTHOR]

In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. [ABSTRACT FROM AUTHOR]

Typically enmeshed in the ‘voice’ perspective within children’s participation debates, there are currently sporadic insights into designer–child creative dialogue. Drawing on the findings of a Leverhulme Trust-funded research project, this paper articulates moments of dialogue between architects and children in spatial design processes, whose spatial and symbolic qualities help to understand the interactions and meeting of cultures. Several authors have discussed the transformational potential for adults and children to ‘co-author’ identities in dialogical contexts. The paper builds on this body of research to suggest that design dialogue offers the space, literally and metaphorically, for children and architects to participate together. Identifying the qualities of the dialogic design space as potentially present in children’s and adults’ everyday cultures and interdependent relations, it is proposed that this dialogical framework might diversify architects’ and children’s roles in the design process and enrich practices and perceptions of design participation. [ABSTRACT FROM PUBLISHER]

This study investigated the impact of discussion forum design and facilitative strategies on student participation and cognitive levels of student dialogue. A multiple-case study design was used. Three online classes taught by the same instructor participated (n= 55). Data were collected from observations, discussion transcripts, and teacher interviews. Results from content analysis of the discussion transcripts showed that the teacher’s role in online discussions is influential in student participation and learning. Instructional strategies such as participation requirements and question design were related to an increase in participation and cognitive levels of student dialogue. [ABSTRACT FROM PUBLISHER]

One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, in means and modes of communication, the parasite is an unwanted entity that interferes with what would otherwise be a clear connection between a sender and a receiver. But messages must pass through means and modes of communication, and this necessarily interferes with the message. The noise is therefore a constitutive feature of any form of communication. In this article, I assess the implications of Serres’ theory for Buber’s views on dialogue and for conflict resolution between individuals and communities in conflict. My discussion will be centred on informal education and will make reference to concrete instances of Anti-Semitism in the Middle-Eastern media, and how it affects relations between communities in the region. [ABSTRACT FROM PUBLISHER]

The author reflects on his work with a child patient struggling with affect regulation, loss, and his adoption through a detailed process account of the treatment with a focus on the therapist’s inner dialogue in relation to the child’s play and words—how each affects the other. Drawing from his personal use of clinical theory stemming from multiple theoretical influences, the author shows how his associations, identifications, and tentative formulations inform his work and how the various transference/countertransference matrices influence his inner dialogue. Attention is paid to the movement from the therapist as an object within the patient’s closed system to a system that gradually becomes more open, in which the patient is able to take in the therapist’s own person as they come upon various ways to communicate and build a narrative together. [ABSTRACT FROM AUTHOR]

Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide intervention to pilot new assessment practices was initiated, involving 35 academics across 12 departments. This paper reports on patterns emerging in dialogue about this among academics, and between academics and educational development personnel. Findings suggest that resistance is not a unitary concept, but that different stakeholders under varied circumstances express it differently; and that resistance to assessment change is particularly resilient. Implications are discussed in terms of relevance to current theories of higher education assessment and learning change management, as well as the practical considerations of attempts by institutions to engage in assessment change. [ABSTRACT FROM AUTHOR]

Background: ‘Creative learning conversations’, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England. Sources of evidence: Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and transformation, sought to open space between creativity and performativity to initiate emancipatory educational change. This was undertaken over the course of five years in English primary and secondary schools, prioritising humanising, wise creativity. Purpose: This paper re-analyses data and methodological processes to characterise and theorise creative learning conversations in terms of social spatiality and dialogue. The characteristics are: partiality, emancipation, working from the ‘bottom up’, participation, debate and difference, openness to action, and embodied and verbalised idea exchange. Main argument: This re-analysis theoretically adapts Bronfenbrenner's ecological model (The ecology of human development; Cambridge, MA: Harvard University Press, 1979) to situate layered engagement. Utilising Lefebvre's conceptualisation of lived space (The production of space; Wiley-Blackwell, 1991) and Bakhtin's work (Problems of Dostoevsky's poetics; ed. and trans. Caryl Emerson; Minneapolis: University of Michigan Press, 1984) on open-ended dialogue, the paper theorises creative learning conversations as producing living dialogic spaces. Conclusions: Creative learning conversations are a way of contributing to change, which moves us towards an education future fit for the twenty-first century. From a living dialogic space perspective, a creative learning conversation is the ongoing process without forced closure of those in the roles of university academic, teachers, artists, students co-participatively researching and developing knowledge of their ‘lived space’ together. Given traditional lethargy in the educational system as a whole commitment to changing education for better futures demands active involvement in living dialogic space, where our humanity both emerges from and guides our shared learning. [ABSTRACT FROM AUTHOR]

Since 2004, I have written three plays whose central focus has been the personal narratives of real people. For each play I conducted the interviews that source the plays' content. I wrote the subsequent plays, and in some cases directed and performed in them. This article examines some of the challenges that arose when resituating personal narratives into performance. I examine challenges encountered during writing, rehearsal and performance, especially regarding representation and responsibility (in, for example, the issue of third-party representation). I discuss my method of 'punctuating' the transcribed material dialogue as a kind of free verse in order to try to 'let it breathe' in performance. The aim: to help actors in their delivery of verbatim text. The article draws on a final set of interviews, formal and informal, with the actors themselves - in order further to illuminate my process. [ABSTRACT FROM AUTHOR]

This article documents the shared patterns of private white male discourse. Drawing from comparative ethnographic research in a white nationalist and a white antiracist organization, I analyze how white men engage in private discourse to reproduce coherent and valorized understandings of white masculinity. These private speech acts reinforce prevailing narratives about race and gender, reproduce understandings of segregation and paternalism as natural, and rationalize the expression of overt racism. This analysis illustrates how antagonistic forms of 'frontstage' white male activism may distract from white male identity management in the 'backstage.' [ABSTRACT FROM AUTHOR]

In recent years, elements of reflective practice have been popularized in state school professional development. As reflective practice has moved into the mainstream, dialogic protocols have been developed by numerous organizations to structure discourse for deep understanding, enhance professional practice and advance organizational learning. This case study reports on the use of a dialogic protocol as a tool to advance educator reflective practice. It finds that the protocol significantly alters prevailing discussion patterns to promote the construction of new knowledge. It recommends further exploration of dialogic protocols by practitioners and researchers as a potentially powerful tool to enhance professional learning. [ABSTRACT FROM AUTHOR]

Critical action research is contextualized in a low socioeconomic, multicultural urban school in Auckland, New Zealand. The writers are a university lecturer (mentor) and a school principal (critical action researcher). The research was part of a meta project which aimed to raise the achievement of Maori (indigenous) students. Research processes incorporated Freirean dialogical processes, cross cultural learning and teacher professional development. The research outcomes for students are critically examined. [ABSTRACT FROM AUTHOR]

This article deals with cultural variation in the metaphorical construction of love in the Brazilian and German speech communities, based on 30 interviews held in each culture with subjects 20-30 years of age. Besides similarities, the study revealed significant differences in the conventional use of some complex metaphors, which indicate emphasis given to chosen parts of the target when talking about it, rather than proving the existence or nonexistence of the respective metaphor. Thus, by talking about the target, there is significant evidence for the “CONQUEST,” “EATING/APPETIZING FOOD,” and the “GROWTH/ORGANISM/PLANT” metaphors in the Brazilian corpus. By contrast, in the German interviews, the “ECONOMICAL EXCHANGE,” “FUNCTIONING MACHINE,” and “JOURNEY” metaphors are frequently employed. These findings will be related to the cultural backgrounds of each speech community, arguing for a stronger presence of the passionate ideal of love in the Brazilian one, whereas in the German one, the ideal of romantic love seems to be more accentuated. [ABSTRACT FROM AUTHOR]

In this paper we aim to establish a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students' meaning making. [ABSTRACT FROM AUTHOR]

This study is based on a stage-by-stage dialogue between four geography staff and seven students. Members of staff were asked to identify issues that reflect academically inappropriate behaviour in classes for students at university (as opposed to school) level. Students were then asked to comment on the staff's views. In general, the students felt that staff's comments showed a lack of understanding about what the students were going through in making the transition to tertiary education. Rejoinders from staff were notable for leading to new ideas, reinforcing positions or, in one case, feeling misinterpreted. The dialogue led to reflections on misunderstandings about student transitions to tertiary education. [ABSTRACT FROM AUTHOR]

The relevance of inner speech for psychological life has been recognized in the literature, and several scales and questionnaires have provided evidence. However, evidence coming from direct observation of the phenomena is still rare. The aim of this study was to specify modes of verbalized inner speech as expression of self-consciousness (reflexivity or internal conversation). Eighteen adults (between 19 and 34 years old) were instructed to express aloud their thinking during a task with the Brazilian version of the Raven Progressive Matrices Test. Participants' thinking-aloud verbalizations were submitted to a qualitative analysis based on three reflexive steps of semiotic-phenomenology: description, reduction, and interpretation. Description revealed a structure of verbalized inner speech organized on the basis of three main typifications: visual description, logical reasoning, and dialogue. Reduction recognized dialogical relations as an essential feature underlying verbalized inner speech, characterized by two different aspects of information and communication. Interpretation indicated that an accurate account of the conscious expression of dialogical relations requires understanding the communicative process as a logical relationship with an emphasis on its pragmatic function. The conscious experience of reflexivity is disclosed as both temporal (a marked presence) and spatial (marked as an absence). [ABSTRACT FROM AUTHOR]

We investigated how a listener's perceived meaning of a spoken sentence is influenced by the relative timing between a speaker's speech and accompanying hand gestures. Participants viewed a computer-animated character who uttered the phrase, "Put the book there now." while executing a simple right-handed beat gesture whose location relative to the utterance was precisely controlled in a frame-by-frame fashion. The participant's task consisted of making a judgment about two related aspects of the actor's perceived speech: (a) Which word was emphasized? and (b) How clear was the emphasis? That is, did it make sense? The results revealed that the perceived emphasis was determined by the timing (phasing) of the speaker's hand gesture. Furthermore, the clarity of the perceived emphasis (i.e., meaningfulness) was influenced by the affordances in the immediate environment of the speaker. Discussion addresses the primacy of ostensive specification and gesture in communicative events, the dynamics of speech-hand coordination during both actual and virtual dialogue, and the role of environmental affordances in grounding informative communicative acts in the ecology of organism-environment dynamics. [ABSTRACT FROM AUTHOR]

The article addresses communication in education and how it is affected by the myriad differences that make up "diversity" in U.S. schools of the 21st century. The authors present the Skilled Dialogue approach, describing it as a practical framework to help teachers access the richness of diverse perspectives, build connections, and preserve identity. They focus on strategies that promote respectful, reciprocal, and responsive interactions between and among educators, students, and families.

We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing 1 of 4 vicarious learning conditions: a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a deep-level-reasoning question preceding each sentence, a dialogue with a deep-level-reasoning question preceding half of the sentences, or a monologue. Learners in the condition where a deep-level-reasoning question preceded each sentence significantly outperformed those in the other 4 conditions. Experiment 2 included the same interactive and noninteractive recorded condition, along with 2 vicarious learning conditions involving deep-level-reasoning questions. Both deep-level-reasoning-question conditions significantly outperformed the other conditions. These findings provide evidence that deep-level-reasoning questions improve vicarious learning. [ABSTRACT FROM AUTHOR]

In this article, we examine parenthetical uses of honesty phrases (HPs) such as to be honest and honest to God in mundane domestic telephone calls and, for comparison, police interrogations. Parenthetical uses of HPs express a speaker's stance on the complement to which they are attached. We focus on HPs in two kinds of turn sequences: in framing dispreferred answers in question–answer (Q–A) sequences and in framing assessments. In Q–A sequences, HP+complement structures offer accounts for inability to answer in the form of reports on the speaker's intentional state (what they think, know, prefer, etc.). In assessment sequences, they frame first assessments as personal to the speaker and make relevant subsequent claims for independent, "my-side" assessments by second assessors. Generally, HPs are optional members' methods (among others) of asserting sincerity and independence as the basis of what they are saying on occasions when something functional, normative, or otherwise motivated is expectable. [ABSTRACT FROM AUTHOR]

Dialogue is an encounter between two or more human beings. We will consider how some scientists, philosophers and religious scholars have looked at dialogue and attempt to learn from each tradition while seeing this encounter under the umbrella of ‘Systems theory’, related to thermodynamics and flavored with Buddhist philosophy. The process of dialogue consists of three stages or phases: (1) pre‐dialogue; (2) dialogue; (3) post‐dialogue. Suggestions and techniques are offered for each phase and as to how to synthesize the three stages into a ‘whole’ dialogue. [ABSTRACT FROM AUTHOR]

Focuses on the dialogue between Banquo and Macbeth in the opening scene of the second act of the play "Macbeth" by William Shakespeare. Interpretation on the lines of conversation between Banquo and Macbeth; Answer to the question on the appointment of Macduff by King Duncan to wake him in the morning instead of appointing someone who was going to be sleeping inside the castle; Reason behind Shakespeare's decision to include Macbeth in the scene when the King's body was found.

Discusses ways to resolve conflicts between generations through dialogue in Russia. Details on the axiom of social progress; Changes in the character of the continuity; Discussion of the field of social policy.

In Critical Theory and Classroom Talk (1992), Robert Young argues for 'Discursive' teaching that realises Habermas's Ideal Speech Situation (ISS): for classrooms in which students are actively engaged in dialogue about the subject matter in a strong atmosphere of mutual trust. Other authors have endorsed this, explicitly or implicitly. However, there is a danger in such work of drawing conclusions about learning too readily (for example, from transcript data), and in ignoring both non-verbal communication and interior dialogue, whereby learning might actually be taking place where students seem passive, or even confused. Successful 'target language' teaching, particularly in the early stages of foreign language acquisition (i.e., the practice of teachers using the foreign language all the time in the classroom), poses particular problems for Young's thesis. To the extent that the ISS is truly ideal, it is possible to realise that ideal in classrooms that have, at times, more of the characteristics of Young's 'Guess What Teacher Thinks' than of his 'Discursive' teaching. [ABSTRACT FROM AUTHOR]

We present an integrated discourse recipe-based model (DRM) for dialogue generation and interpretation. Discourse recipes are generalizations of discourse plans. The DRM has been implemented as part of a conversational agent that supports task-oriented dialogue between human and artificial pilots. The design of the DRM has been strongly influenced by its implementation in the Soar cognitive architecture. In the DRM, discourse recipes are acquired as a side effect of dialogue planning. The discourse recipes can be used for generation and interpretation in future situations in place of planning and reasoning from first principles. We describe the motivation for a discourse recipe-based approach and present the design of the DRM. [ABSTRACT FROM AUTHOR]

In order to obtain a better understanding of how headteachers frame their professional lives, a comparative project was set up with a life history approach. A series of open-ended interviews were conducted where headteachers talked about themselves, their work, background, experiences and career. The article focuses on the modes of inquiry used in the study and explores alternative approaches to analysis, especially of content and form. Several methodological issues are discussed, for instance the production of data as an interactive and collaborative process of creating meaning, the central role of the research relations, dialogical analysis and how to move from separate individual stories to an analysis of headteachers' lives across different countries. As the analysis has unfolded, new questions have been posed about the comparative aspect of the project. At the beginning, cross-national similarities and differences were relatively straightforward and were found in the content of interviews. Since then, explorations of the form and structure of the stories have raised more complex juxtapositions. More recently, new questions have begun to emerge, such as about the nature and meanings of 'professional confidence' and its relationship to external accountability in national contexts. [ABSTRACT FROM AUTHOR]

The text takes the form of a dialogue – a series of spoken fragments developed in correspondence by Phelan and Heathfield and written in an interleaved structure. The performance of this dialogue employed slide imagery and a musical score, and the correspondence was pursued through a game of spelling in which the participants gradually chalked out a word on a board. Each letter of the word stands for a thematic concern elaborated in the speaker's writing. Working from various anthropological, psychoanalytic and philosophical discourses on the nature of the gift, the dialogue examines the place of performance within various economies of cultural and personal exchange. Writing letters to one another, the authors move through the intertexts of Beckett, Boltanski, Heidegger, Nabokov and Franko B. The resonance of the act of giving is explored as it is played out in the relations between language and loss, calculation and love, memory and the object, the body and sacrifice, the arts of living and the arts of death. Aside from its conceptual address the presentation explores possibilities within the practice of performative writing and opens the form of the scholarly paper. [ABSTRACT FROM AUTHOR]

Examines dyadic models of material and symbolic exchange. Shift towards reception in theories of exchange; Conditions of communication; Perspectives on the shift from dyadic to triadic models; Implications of the Hawthorne studies; Historical construction of administration, discourse and identity in organizational settings; Foundations of a triadic exchange theory.

Focuses on the pre-observations on the modeling of dialogue. Assumptions that underlie speech act models of dialogue; Identifiability of utterance units corresponding to unit acts; Capacity of the models to model the actual properties of natural dialogue.

Examines the interruptions and the interpretation of conversation based on a panel discussion aired on a public television in San Francisco, California. Reaction of participants to interruptions; Drawbacks of the phenomenological approach to the interpretation of human discourse; Overview on the gestaltist conception of discourse.

The purpose of this paper is to explore, the child's use of language in one social context, the adversative eipsode. Although there is an increase with age in the complexity of interpersonal discourse, by the age of three children have already begun to display socially adaptive, conversational behavior (e.g., Garvey & Hogan, 1973; Mueller, 1972). Yet thus far, little mention has been made of the topic or content of children's discourse, that is, "what do children talk about together?" How do children interact to accomplish an objective-to perform a social task? [ABSTRACT FROM AUTHOR]

Studies of adults' speech to language-learning children indicate that children hear a language sample which is probably well suited to their developing linguistic needs How to characterize the relationship between adult speech and child language development remains, however, an unsettled issue. This study proposes one important function for adult-child dialogues in the developmental process The dialogue provides the child with opportunities to participate with adults in creating linguistic relationships of which he/she would be incapable alone. This proposal is similar to the "zone of proximal development? discussed by Vygotsky and reviewed here. Data for the study come from dialogues between mothers and their children between the ages of 20 and 32 months. As a reflection of another proposal, that dialogue can only be adequately described in terms of discourse level relations, the specific area of investigation was the discourse level relation ellipsis. Dialogues were coded with categories of ellipsis and in terms of the sequential order of speakers. Results indicate that: 1) Categories of ellipsis develop in an orderly manner simultaneously with the development of syntax (as measured by mean length of utterance); 2) Categories of ellipsis emerge in between-speaker sequences; 3) Children participate in elliptical relations before they have developed syntax; 4) Mothers use all types of ellipsis in within-speaker speech, regardless of their children's linguistic level, but their between-speaker use of ellipsis is adjusted to child's level of language by virtue of th? rules of ellipsis; and 5) The dialogue per se changes as the child develops. [ABSTRACT FROM AUTHOR]

Studies a 'perspective display sequence' that attempts to cast its recipient into the role of supporter of the speaker's proposal before that proposal has been made. Preliminary strategies speakers may employ to preempt disagreement; Techniques upon which altercasting relies; Relation of self and self presentation.

Studies the nature of accounts for problematic events. Summary of how accounts are understood in some conversation analysis; Definition of accounts which elaborates on the conversation analytic approach to accounts; Four facets of accounts in problematic events; Application of approach to common problematic events.

Studies the procedures and strategies used by participants in a phone-in radio program to show their agreement or disagreement with prior talk units. Use of three agreement strategies; Significance of repetition; Verbal and non-verbal feedback.

Work psychologists have introduced a concept, in which dialog design is a part of task design. A set of criteria of user-oriented dialog design is presented here. These criteria are consistently integrated into a control concept. Empirical investigations on some of these criteria are then described. In an experiment to prove the criterion transparency, a desktop interface (high transparency) and a conventional menu selection interface (low transparency) were compared. The main result is the clear superiority of the user interface with direct manipulation over the conventional user interface with menu selection. Support is another of the criteria of user-oriented dialog design that was empirically investigated. The advantages of goal- and task-oriented help messages are also described here. To make the criterion flexibility and the criterion user-definability practicable, the implementation of a dialog handler for user-tailorable systems is introduced. The criterion participation was investigated in field studies. It will be shown that in projects with active participation the costs were exceeded to a lesser degree than in projects with passive participation and to a much lesser degree than in projects without participation. [ABSTRACT FROM AUTHOR]