The purpose of this study is to investigate whether and how three teachers’ ways of verbally asking questions and following up student’s utterances either create opportunities or hinderances for dialogue about religious related topics for grades 5-6. This study answers these questions: 1. What types of questions does the teacher ask in the classroom? 2. What types of response does the teacher give to the students’ answers? 3. Do the questions create opportunities or hindrances for dialogue in the classroom? The method used for this study is qualitative observations which were done in three different classes. Each class was observed three times. The theories used are Michail Bakhtin’s dialogic theory and Olga Dysthe’s theories about the monologic and dialogic classroom. Dysthe’s dialogic classroom is categorized into authentic questions, follow-up and positive assessment. IRE and IRU communication patterns are also used. The result differs in each class. Teacher A created opportunities for dialogue by asking authentic and closed questions, following up the students’ answers and giving a positive assessment. A reason for this could be that she sat down together with the students while initiating interaction and showing interest in students’ experiences. Teacher B created hinderances for dialogue by only asking closed questions and giving responses that indicated if students’ answers were right or wrong. Teacher C had possibilities to create dialogue by asking open questions. Instead, they hindered dialogue because the teacher gave a response that indicated if the students’ answers were right or wrong.

Orientador: Karylleila dos Santos Andrade / Resumo: O tema dessa tese é a criação da identidade regional do estado mais jovem da Federação, o Tocantins, por meio da análise das letras de canções dos compositores Genésio Tocantins, Juraildes da Cruz e Dorivã. Para que esse tema fosse desenvolvido, tivemos como objetivos: analisar as razões pelas quais os compositores selecionados consideram-se regionais e/ou pioneiros do Tocantins; identificar se há a presença de um discurso pautado no regionalismo e se existe uma representação (identificação) do povo tocantinense nessas canções. Acredita-se que a construção dessa identidade esteja pautada no resgate de tradições e costumes advindos da sociedade agropastoril desenvolvida no Brasil, nas regiões litorâneas que migraram para os sertões e hoje é a base econômica do estado do Tocantins. Para que pudéssemos conhecer a história da criação do estado do Tocantins, inicialmente, foi necessário que se fizesse uma pesquisa considerando-se o espaço maior, o Brasil, a partir de sua invasão pelos portugueses no século XVI. Dessa forma, esses estudos foram pautados pelas artes que trabalham de modo imprescindível para a constituição da identidade nacional, ou seja, a literatura e as canções aqui difundidas que traçaram um percurso que marca a historicidade do Brasil e, posteriormente, do Tocantins. Os tipos de pesquisa utilizados foram: bibliográfica de acordo com os preceitos de Eva Maria Lakatos e Maria de Andrade Marconi (2003) e de campo de acordo com Milliam Soares dos Santos (2013) e, co... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis’ theme is the creation of the regional identity of the youngest state of Brazilian Federation, Tocantins, through an analysis of song lyrics from the songwriters Genésio Tocantins, Juraildes da Cruz e Dorivã. In order to develop this theme, we had as objectives: to analyze the reasons why the selected songwriters consider themselves as regional and/ or, pioneers of Tocantins; identify whether there is the presence of a speech based on regionalism, and if there is a representation (identification) of Tocantins’ people in these songs. As the hypothesis, we believe the construction of this identity is based on the rescue of traditions and customs from agropastoral society developed in Brazil, in the coastal regions that migrated to the countryside and today it is the economic basis of Tocantins state. In order to know the history of the creation of Tocantins state, initially, it was necessary to conduct a research considering the major space, Brazil, since the Portuguese invasion in the XVI century. Thus, these studies were guided by arts which work in a crucial way to constitute the national identity, i.e., the literature and the songs propagated here traced a path that marks Brazil’s historicity and, afterward, Tocantins’. The research types used were: bibliographic, according to the definitions by Eva Maria Lakatos and Maria de Andrade Marconi (2003) and field study according to Milliam Soares dos Santos (2013) and, with structured interviews for the songwriters a... (Complete abstract click electronic access below) / Doutor

This study explores how a dialogic approach toward professional development could be used to improve early literacy teaching in multilingual pre-primary contexts. Consequently, the purposes of the research were a) to develop an effective professional development (PD) model for pre-primary teachers that exposes them to research based early literacy texts and dialogic teaching practices for diverse language populations, b) to engage teachers in face-to-face and online dialogic learning, and c) to create on-going networks of teachers engaged in reflective practices for improving early literacy teaching. The theoretical framework, based on Vygotsky’s (1978) and Bakhtin’s (1986) theories, was used as an analytical lens to highlight the centrality of situated language learning and use within a socio-cultural context. The main question of the study is, “How might professional development, using a dialogic approach, transform teaching beliefs and practices for pre-primary teachers from diverse language backgrounds?” The study used a mixed methods research design to document participants’ reflections during focus group discussions, interviews, classroom observations, and in online forum discussions. Purposive sampling techniques were used to select a sample of 33 participating pre-primary teachers. The DeFord (1985) Theoretical Orientation toward Reading Profile (TORP) was administrated to pre-primary teachers selected from two education regions of Namibia before and after the PD. The qualitative data analysis, using Grounded Theory (GT) coding and Critical Discourse Analysis (CDA) yielded emergent themes that include: a) English second language (ESL) knowledge, b) pedagogical approaches (PA) for teaching and learning, and c) authoritarian discourse (AD). The quantitative pre/post-test results revealed no significant difference in overall TORP scores, but some significant changes on key pre/post-test individual items were noted. The overall results support the hypothesis that targeted PD can modify/change teacher’s beliefs about the relative value of teaching isolated phonics and reading skills versus a focus on opportunities for rich talk, interaction, and having an impact in a cultural moment. The study’s contributions toward knowledge are captured in how to engage pre-primary teachers in dialogic training that may transform held didactic beliefs to acquire ESL knowledge and skills to overcome early literacy teaching challenges in multilingual contexts. / Thesis (PhD)--University of Pretoria, 2017. / Early Childhood Education / PhD / Unrestricted

4 Abstract Forgiveness and reconciliation as a manifestation of dialogic relationship Suffering and disease belongs to human life as well as death. They may have a specific culprit, but there are also crosses, which themselves can not be avoided. Taking the correct attitude in recognition of its own share of guilt, forgiveness of one another, but the adoption of forgiveness restores interpersonal dialogic space. It depends only on the personal decision of whether a person has for himself or for another love or hate. The proces sof healing relationships with oneself and the other person is not instantaneous, but takes place gradually. The correct concept of God from the biblical Revelation, who is dialogical himself, that Love itself, leads to a liberating faith and full life. By recognizing thein own guilt and desire to remedy the relationship of neighbour and God forgiveness and confidence in the celebration of the sacrament of recontiliation is open space for a new beginning. Eternal life is loneliness, while a man staggering out of isolation into a true unity with all our brothers. The encounter with Christ is meeting with his whole body. Keywords suffering, disease, death, guilt, forgiveness, reconciliation, dialogic, Christ

Det är vår uppgift som lärare att skapa en verbal klassrumsinteraktion som främjar elevers inlärning och kunskapsutveckling. Det här examensarbetet grundar sig i tanken om att lärare behöver redskap för att kunna analysera sin egen undervisning i ämnet svenska och därmed främja klassrumsinteraktionen. Syftet med föreliggande studie är därför att med hjälp av analysredskapet Dialogic Inquiry Tool, DIT, dels identifiera i vilken omfattning dialog förekommer i fyra lärares svenskundervisning, dels synliggöra på vilket sätt DIT kan stödja lärarna i att utveckla den verbala interaktionen i klassrummet. Examensarbetet tar sin ansats i ett sociokulturellt perspektiv om lärande med fokus på Zone of Proximal Development, ZPD, och mediering. Studien genomförs med kvalitativa metoder i form av observationer och semistrukturerade intervjuer. Resultatet visar att lärarna föredrar en dialogisk undervisning men att det är svårt att komma ifrån den IRE-struktur som sedan länge dominerat klassrummen. Lärarna diskuterar hur ett klassrumsklimat där eleverna vågar dela med sig av sina tankar och åsikter påverkar interaktionen i klassrummet. Balansgången mellan att låta eleverna utveckla sina tankegångar och tiden kan vara en problematisk faktor eftersom lärarna måste hålla sig inom tidsramen för den föreliggande lektionen. Sammanfattningsvis ser lärarna analysredskapet DIT som ett tämligen enkelt sätt att kritiskt granska sin egen praktik. Genom DIT får lärarna bland annat en chans att uppmärksamma och bli medvetna om rådande interaktionsmönster, hur feedback och respons ges och hur de som lärare kan påverka graden av dialog i klassrummet.

As leaders must increasingly find ways to include and engage others in a power-with approach to competently meet today’s complex challenges, the problem occurs when they find themselves stuck within pre-existing systems structured for exclusion and power-over others. These conventional structures are a source of systemic conflict. This participatory action research/cooperative inquiry case study focuses on the topic of leading organizational change collaboratively in the space between formal hierarchical structures and informal human dynamics using a qualitative methodology. The purpose of this study is to understand how a newly developed Liberating Structures Problem Solving (LSPS) model of facilitation helps participants of a contract manufacturing firm navigate this space through a collaborative dialogic organization development (OD) approach to change within a hierarchical organization structure. The theoretical underpinning of this research is a dialogic OD approach to change using Lipmanowicz and McCandless’s liberating structures group processes grounded in complexity science and social constructionism. The methodological approach is cooperative inquiry, a form of radically participative action research. Triangulation of data was employed using video-recordings, observations, reflections and interviews. The study involved 21 participants from different functions and levels within the organization. Findings demonstrate the importance of including diverse participants in dialogic events; improved communication and relationships; reduced tooling costs; and a modified organizational macrostructure to be more inclusive. Implications of this study suggest the LSPS model was instrumental in helping this organization shift from conventional leadership structures towards a shared leadership approach that helped ignite transformational change.

Studiens syfte är att undersöka vilka föreställningar förskollärare har kring högläsning och de frågeställningar som kommer att besvaras är; hur planerar förskollärare för högläsning, vilka eventuella utmaningar ser förskollärare med högläsning och vilka metoder använder sig förskollärare av för att göra högläsningen språkutvecklande. Studien bygger på en kvalitativ forskningsmetod där sex semistrukturerade intervjuer genomförts som sedan transkriberats, kodats och genomgått en tematisk analys för att strukturera resultaten. Resultatet av studien visar på hur förskollärare använder högläsning som en stimulerande och utvecklande aktivitet för barns språk. Resultatet var att förskollärarna främst arbetade med dialogic book reading eller som det på svenska kallas för dialogiskt läsande samt hur de tillämpade de olika stöttningsstrategier som finns för att samtala kring böcker. Förskollärarna ansåg att aktivt deltagande var av vikt för högläsningen och utmaningen var intresset både från pedagogens sida och barnens och detta för att möjliggöra högläsningen. Slutsatsen är att förskollärare anser att högläsning är en språkutvecklande aktivitet som de arbetar med kontinuerligt på ett dialogiskt sätt för att främja barns språkutveckling.

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