The topic of this essay is core value issues, how they are mediated in school and how they are practiced. I am investigating a problem concerning the existential worth of the core values-content for children, or in other words, the difficulty of reconciling the theory of the core values and their practice. This problem is portrayed by two stories. The aim of this work is to investigate how to combine the core values theory with its practice, in other words, make it meaningful. In my essay, I turn to recent research in the field to provide a background to my issue, and hereby further point to my problem. To further deepen the understanding of the problem, I use the professor and educator Eugene Matusov´s theory of dialogic pedagogy. Matusov, much inspired by Bahktin, asserts that all human communication is inherently dialogic. Based on this thesis I have tried to understand my problem and examine what possible solutions Matusov can contribute with. What I have found is that core values practice, here illustrated by my stories and current research, is problematic because it very much is program-based. This tends to lead to correcting children's behavior through actions and prevention against bullying and abusive actions. This becomes the core values practice. Instead I argue based Matusov´s theory, that the core values practice ​​should rather have a broad democracy and community focus where norms, societal discourses and structures are examined in a joint effort. I also argue that meaning making and learning can, and aught to, be promoted through dialogic pedagogy.

This case study examined what happened when a novice teacher worked from a critical, dialogic stance to explore difference in his secondary English classroom. The study focused on a second-year teacher, employed at a suburban middle school, who had been trained in dialogic pedagogy during his teacher preparation program. Methods included lesson planning sessions, daily observations of the participant's classroom instruction, and participant interviews. Multiple data sources, including recordings of planning sessions, interview transcripts, classroom observation field notes, and analytical memos were generated and analyzed to establish new understandings about how dialogic practice affected his and his students' classroom experiences. These understandings suggested that the participant's efforts to enact a dialogic stance both benefited and complicated his practice. Insights generated by this study offer implications for teacher educators seeking to guide teacher candidates towards the translation of pedagogical theory into successful classroom practice in field placements and early-career classrooms. / Doctor of Philosophy / This case study examined what happened when a novice teacher worked from a critical, dialogic stance to explore difference in his secondary English classroom. The study focused on a second-year teacher, employed at a suburban middle school, who had been trained in dialogic pedagogy during his teacher preparation program. Methods included lesson planning sessions, daily observations of the participant’s classroom instruction, and participant interviews. Multiple data sources, including recordings of planning sessions, interview transcripts, classroom observation field notes, and analytical memos were generated and analyzed to establish new understandings about how dialogic practice affected his and his students’ classroom experiences. These understandings suggested that the participant’s efforts to enact a dialogic stance both benefited and complicated his practice. Insights generated by this study offer implications for teacher educators seeking to guide teacher candidates towards the translation of pedagogical theory into successful classroom practice in field placements and early-career classrooms.

The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction-integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality. For the TCDP testing, participants were randomly assigned to one of three conditions: Thematically Connected Texts (TC), Thematically Connected Texts with Dialogic Support (TCDS), or a Control. Results from testing were analyzed to compare performance on outcome measures for reading comprehension and ability to make connections between texts. These comparisons suggest that the interventions do not affect either outcome measure significantly, though the data highlight the need for a nuanced approach to reading intervention and the development of adolescents' ability to use textual evidence. The findings drawn from the data point to implications for English educators, teacher educators, and administrators in the areas of assisting adolescents in making meaning from texts at a level that facilitates applying that knowledge in effective ways in order for them to fully participate in social, civic, and economic matters. / Doctor of Philosophy / This quantitative study focused on the effect of reading support for adolescents centered on a dialogic pedagogy in an effort to improve reading comprehension outcomes and the ability of adolescents to make connections across texts. The study involved an experimental research design in which participants enrolled in 9th and 10th grade English classes in the southeastern United States were randomly assigned to one of three test conditions. Performance on outcome measures for reading comprehension and participant ability to make connections between texts were compared between conditions. These comparisons suggest the interventions do not affect either outcome measure significantly, though the data highlight the need for further support for adolescent readers with implications for English educators, teacher educators, and administrators in supporting adolescent reading comprehension and intertextuality to promote full social, civic, and economic participation for future generations.

This thesis is the outcome of a PhD CASE Studentship funded by the ESRC and British Telecom. It presents an exploration into the teaching of collaborative talk. The study was conducted in three phases: exploratory, development and implementation. During the exploratory phase, observations and interviews were conducted in authentic workplace settings to gain an understanding of workplace collaboration and collaborative talk. During the development phase, a teaching unit for the teaching of collaborative talk at GCSE was devised, informed by understandings gleaned during the preceding phase. During the implementation phase, the teaching unit was taught by two teachers in their secondary English classrooms. Both participating classes were arranged into groups of 4: 8 groups in School 1 and 7 in School 2. For the duration of the 3 week teaching unit, groups were recorded via camera and audio recorder, and the data later synchronised. Both teachers wore an audio recorder to capture interactions with groups and the whole class. To complement the core data set, students were interviewed for their views on their learning. Student booklets provided a means of collecting both group and individual reflections and evaluative comments. The data was analysed to explore the development of students’ collaborative talk. The role of the teacher in implementing the teaching unit and supporting students’ development was also examined. The findings provide an insight into the realities of implementing successful collaborative talk in the ‘real’ secondary classroom. It contributes to conceptualisations of collaborative talk and its development. It makes links between the role of emotional engagement and dialogic interactions in supporting that development. It proposes teaching strategies which challenge perceived notions of ‘good’ talk and encourages the development of meta-language to support self-evaluation and the development of collaborative talk.

Yes / Students of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this vacillation as part of a moral journey may support better understanding of what it means to engage with a different pedagogy.

Students' connections to place are important to bring into the classroom to help them make meaning. This multimethod study investigated the overarching research question: What is the influence of a place-based curriculum on high-performing, rural students as writers? This was broken into two sub-questions: (a) What is the effect of treatment condition on students writing ability, writing self-efficacy, and concepts of community and place and (b) In what ways do students reference place in their writing? In particular, this study examined students' writing ability, writing self-efficacy, connections to community/place, and references to place in students' writing. Working from a larger data set from the Promoting PLACE (Place, Literacy, Achievement, Community, and Engagement) in Rural Schools grant, students' pre- and post-test writing tasks, self-report writing self-efficacy, and community and place scales were analyzed using quantitative and qualitative approaches to explore the ways the curriculum supported students as writers. The sample included treatment and control students, randomly assigned at the district level. The treatment group access to the Promoting PLACE curriculum and the control group received the typical services their district provided. Quantitative analysis gave rise to more questions regarding sample size, gifted identification methods, and modes of instruction. Qualitative analysis gave insight into the importance of connecting to place in the classroom, so students can explore the richness of their rural places. Using a dialogic stance, with place-based pedagogy can provide students with opportunities to critically examine their places and the experiences they have in those places. / Doctor of Philosophy / This study explored how a dialogic, place-based curriculum influences high- performing rural students as writers. The sample included treatment and control students, randomly assigned at the district level, totaling 199 students across both groups. Through quantitative and qualitative analysis, the researcher examined student pre- and post-test writing tasks and self-report writing self-efficacy and community and place scales. Findings suggest that adopting a stance that in the classroom that values students’ lived experiences provides opportunities for students to make meaning using what they know and have experienced and critically examining their experiences as members of their local communities. This study provides insight into writing classrooms that embraces student experience and view students as valuable members of their communities.

Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.

Objetiva-se, neste trabalho, refletir sobre a alteridade e o diálogo inter-religioso presentes na interação como fundamentos de procedimentos pedagógicos em aulas de Ensino Religioso (ER), em interface com políticas públicas relacionadas a este componente curricular e em interlocução com diferentes autores sobre dialogicidade em educação. A pedagogia dialógica é examinada em conexão com a dinâmica das expressões religiosas, sobretudo brasileiras, e buscando entender como educadores/as podem tirar proveito pedagógico dessas manifestações de espiritualidade no espaço escolar, em Ensino Religioso (ER). Os enfoques conceituais verificados na pesquisa bibliográfica são feitos de modo integrado e em conexão com resultados de uma pesquisa de campo realizada numa escola da rede privada da região metropolitana de Porto Alegre RS. No primeiro capítulo, mostram-se os resultados da pesquisa empírica, que verifica uma metodologia de ensino baseada na alteridade e na interação e suas implicações na construção da espiritualidade do/a discente. No segundo capítulo, reflete-se sobre religião e pós-modernidade, buscando entender o que significa ser religioso neste contexto social. Verifica-se como acontecem as expressões religiosas brasileiras e como o capital simbólico religioso tem sido oferecido no contexto pós-moderno. Observa-se o cenário religioso plural, identifica-se a diversidade e a mobilidade religiosas e examina-se o diálogo inter-religioso em suas perspectivas e possibilidades, sobretudo no Brasil. No terceiro capítulo, discorre-se sobre o Ensino Religioso frente ao contexto multifacetado e complexo atual, observando a realidade escolar plural. Buscam-se conceitos de interação, alteridade e espiritualidade, apresentando-se perspectivas de uma pedagogia dialógica. O ER é verificado em seu processo histórico, no Brasil, e analisado em termos epistêmico-pedagógicos, sendo a pedagogia dialógica examinada em suas possibilidades de aplicação neste componente curricular, em sua atual configuração. / The goal of this paper is to reflect about the otherness and inter-religious dialog which are present in interactions as foundations for pedagogical procedures in Religious Education classes (ER), in interfaces with public policies related to this curricular component and in interlocutions with different authors about dialogism in education. Dialogic pedagogy is examined in connection with the dynamic of religious expressions, specifically the Brazilian ones, and seeking to understand how educators can gain pedagogical benefits from these manifestations of spirituality in the school space, in Religious Education (ER). The conceptual foci verified in the bibliographic research are made in an integrated way and in connection with the results of a field research carried out in a school of the private network of the metropolitan region of Porto Alegre RS. In the first chapter the results of the empirical research are presented, which verify a methodology of teaching based on otherness and on interaction and its implications on the construction of the spirituality of the student. In the second chapter the reflection is on religion and post-modernity, seeking to understand what being religious means in this social context. The plural religious scenario is observed, religious diversity and mobility are identified and the inter-religious dialog in its perspectives and possibilities, specifically in Brazil, is examined. In the third chapter, the discourse is about Religious Education in the face of this multifaceted and complex current context, observing the plural school reality. Concepts of interaction, otherness and spirituality are sought, presenting perspectives of a dialogic pedagogy. ER is studied in its historic process, in Brazil, and analyzed in pedagogical-epistemological terms, thus examining dialogic pedagogy in its possibilities of application in this curricular component, in its current configuration.

Made available in DSpace on 2016-06-02T19:36:01Z (GMT). No. of bitstreams: 1 6735.pdf: 3313695 bytes, checksum: 3bb02623d8694d553cb49e1198c7d1dc (MD5) Previous issue date: 2015-02-26 / Financiadora de Estudos e Projetos / The expression educate and educate yourself, committed to a liberating education, is based on the understanding that education is not realized in action to educate someone, but to educate yourself in a respectful sharing process of knowledge. Dance experienced in the context of Popular Culture is, in this thesis, the driver element of chance to educate and educate themselves in communion . In this sense , this study aims to understand how people involved in the social practice of popular cultures dances educate and educate themselves in relation to the different ways of being in the world. For this purpose, sought to reveal the contributions of educative processes generated in this practice, in Brazil and Mozambique, for the construction of a pedagogical practice based in the affirmation of differences and valuing diversity. The construction of this thesis and praxis involved in interventions is based on the theoretical frameworks that are articulated around the studies of Human Motricity, the Dialogic Pedagogy and South Epistemologies. The relationship of these references brings up an ontological perspective based in the transcendence of the human being, in other words, in its ability to transform and change the world, his vocation to be more. The universe of transcendence or the vocation to be more are related, especially the possibilities of overcoming oppressive and dehumanizing realities, of objectification of human beings. The research field consists of two moments of insertion, one in Brazil and another in Mozambique, in which were offered the experience of dances of popular cultures to groups of children and adolescents, comprising the historical, social context and the educative processes inherent in such practice. The data presented comprise the registers in field diaries, whose analysis was performed from phenomenological inspiration. Launching in defense of the educational potential of manifestations of popular cultures, this thesis presents between the results obtained performing dances as favorable to the construction of intersubjectivity spaces and dialogical postures in the process of educate and educate themselves, in communion, in relation to diversity. Among the educative processes generated in the dances of popular cultures we can observe that indicate the different ways of being in the world as constituent parts of a community and an essential condition of its existence. / A expressão educar e educar-se, comprometida com uma educação libertadora, fundamenta-se no entendimento de que a educação não se realiza na ação de educar alguém, mas de educar-se em um processo de compartilhamento respeitoso de saberes. A dança vivenciada no contexto das culturas populares é, nesta tese, o elemento condutor da possibilidade de educar e educar-se em comunhão. Nesse sentido, este estudo tem como objetivo compreender como as pessoas envolvidas na prática social das danças das culturas populares educam e se educam na relação com as diferentes formas de ser e estar ao mundo. Com esse propósito, buscou-se desvelar as contribuições dos processos educativos gerados nessa prática, no Brasil e em Moçambique, para a construção de uma práxis pedagógica pautada na afirmação das diferenças e valorização da diversidade. A construção da presente tese e da práxis implicada nas intervenções realizadas tem como base os referenciais teóricos que se articulam em torno dos estudos da Motricidade Humana, da Pedagogia Dialógica e das Epistemologias do Sul. A articulação desses referenciais traz a tona uma perspectiva ontológica pautada na transcendência do ser humano, ou seja, na sua capacidade de transformar-se e transformar o mundo, sua vocação para ser mais. O universo da transcendência ou a vocação para ser mais estão relacionados, sobretudo às possibilidades de superação de realidades opressoras e desumanizantes, de objetificação do ser humano. O campo de pesquisa é constituído por dois momentos de inserção, um no Brasil e outro em Moçambique, nos quais foram propostas a vivência de danças das culturas populares à grupos de crianças e adolescentes, compreendendo o contexto histórico, social e os processos educativos inerentes a tal prática. Os dados apresentados são constituídos pelos registros em diários de campo, cuja análise foi realizada a partir de inspiração fenomenológica. Lançando-se em defesa do potencial educativo das manifestações das culturas populares, esta tese apresenta entre os resultados obtidos a realização das danças como favorável à construção de espaços de intersubjetivação e de posturas dialógicas nos processos de educar e se educar, em comunhão, na relação com a diversidade. Entre os processos educativos gerados nas danças das culturas populares podemos observar os que indicam as diferentes formas de ser e estar ao mundo como partes constituintes de uma comunidade e condição essencial de sua existência.

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