This thesis examines what it is that enables postgraduate student teachers to promote the recently introduced curriculum innovation, dialogic talk, in primary classrooms. Drawing on literature relating to the way talk has been enacted in English classrooms for the last thirty five years, it suggests that patterns of verbal interaction have continued to prove resistant to change, despite policy imperatives and university courses. Adopting a collaborative action research approach, data were collected in three cycles over three years to investigate the perceptions of three successive cohorts of postgraduate students of the role of talk in learning, and the place of the teacher in developing it. Using a sociocultural lens, students’ conceptual and pedagogic understanding of dialogic talk, and their ability to promote it, is examined in depth through nine case studies, as are the factors which the participants themselves identify as enabling or inhibiting engagement with innovation. It is suggested that the lack of a commonly agreed definition, and of readily available theoretical guidance, has reduced dialogic talk to just another label. As such, it can play no significant part in developing practice beyond rapid question-and-answer routines of ‘interactive teaching’ and the potentially reductive IRF (Initiation, Response, Feedback) script recorded by researchers (Mroz et al, 2000; Myhill, 2006) before, and after the inception of the National Literacy Strategy (1998a). Turning to the role of the university, it questions the place of the ‘demonstration lesson’ and whole cohort lectures, urging that significant changes need to be made to the role of the teaching practice tutor, and the nature of ‘partnership’ between schools and university departments. Finally, it speculates that without a significant change in the way university departments examine, and address, the values, attitudes and memories of talk that student teachers bring with them from their own primary classrooms, there will continue to be replication of practice.

On July 8th, 1980, Raymond Carver wrote an impassioned letter to his editor, Gordon Lish, begging him to cancel the publication of what would soon become Carver’s minimalist masterpiece, What We Talk About When We Talk About Love. Carver argues in his letter that Lish’s heavily-edited versions of his original stories were bound to cause Carver's death. Despite his anxieties, Carver’s authorial demise didn’t come until 2009, 21 years following his physical death, when the unedited versions of the What We Talk About stories appeared in a posthumous collection called Beginners. Beginners excises Lish’s excisions, exposing a Raymond Carver at odds with his minimalist identity. The “restored” text also displaces Carver as the sole author of his work. We learn from Carver’s effacement that any cultural construction of an author is an erroneous effigy. Beginners exemplifies how textual restorations deflate cultural myths as they work with original texts to enrich our understanding

Thesis advisor: Curt Dudley-Marling / This qualitative dissertation, informed by sociocultural theory (Gee, 1996; Vygotsky, 1978), examines how a fourth grade teacher and his students learned to participate in Shared Inquiry, a discussion practice where students learn how to build an evidential argument, including a claim that is supported by evidence and justified by a warrant (Toulmin, 1969). Students also learn how to weigh the merits of opposing arguments and how to modify their initial opinions as evidence demands. Over the course of ten weeks, the fourth grade teacher implemented Shared Inquiry as part of the Junior Great Books (JGB) program, offered as a supplement to a district mandated reading program. The teacher was observed while using the JGB program and while providing instruction through the mandated reading program. He participated in action research (Stringer, 2007) to examine how to make Shared Inquiry most successful. This dissertation describes how the teacher's action research enabled his students to become successful with Shared Inquiry, after they initially struggled with the practice. Over time, they learned a new way of engaging, not only with literature, but also with fellow classmates. This dissertation also describes how the fourth grade students learned a different set of literacy practices through the mandated reading program. The argument is made that Shared Inquiry has the potential to be a far more substantively engaging (Nystrand, 2006; Nystrand & Gamoran, 1991, 1997) literacy practice compared to the mandated reading program. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

O presente trabalho situa-se na convergência interdisciplinar entre a Análise do Discurso de linha francesa e os estudos da mídia na pós-modernidade. Nele pretende-se demonstrar, com base na observação de 10 episódios de um programa popular da televisão brasileira (o Programa do Ratinho), como existe no gênero uma tendência crescente de dispersão de identidades, poderes e saberes. Embora limitados por regras discursivas que determinam sua produção e exibição, esses programas se caracterizam pela constante negociação e redefinição dos limites de poder dos diferentes sujeitos envolvidos - apresentadores, convidados leigos e especialistas, público da platéia e audiência doméstica. Propõe-se que tal tendência à dispersão está ligada ao fenômeno marcadamente pós-moderno da dispersão dos sentidos, promovida por sua vez em grande parte pela multiplicidade de vozes que se fazem ouvir, com níveis desiguais de poder, nos formatos da mídia contemporânea. No programa popular brasileiro em questão, observa-se uma aparente contradição no que diz respeito à construção de poderes e saberes. Por um lado, a multiplicação potencial das diversas vozes no programa sugere uma situação mais ou menos caótica, na qual os discursos circulam sem uma hierarquia nítida ou estável. Por outro lado, há uma valorização visível das narrativas da experiência pessoal dos participantes, experiência essa que tende a desbancar a autoridade do discurso oficial da ciência - o discurso especializado dos psicólogos, advogados e médicos - e a assumir o status de parâmetro de autenticidade. Nesse sentido, a autenticidade do conhecimento (e também do poder) torna-se maior quanto melhor construída e articulada no espaço concreto do programa popular, ainda que isso implique em uma maximização do elemento performático, que nesse contexto se equivale à verdade autenticada. / This dissertation is situated in the interdisciplinary convergence between the French approach to discourse analysis and the Media Studies in postmodernity. We set out to demonstrate, based on the observation of 10 episodes of a popular Brazilian TV program (Programa do Ratinho), how the genre is marked by a growing tendency towards the dispersion of identities, power and knowledge. Despite being restrained by discursive rules which determine their production and exhibition, these programs are characterized by constant negotiation and redefinition of the limits of power of the different subjects involved - hosts, lay and expert guests, and the audiences at home and in the studio. We propose that such tendency towards dispersion is associated with the markedly postmodern phenomenon of the dispersion of meanings, which in turn is grounded partly on the multiplicity of voices which are heard, at unequal levels of power, in the contemporary media formats. On the Brazilian popular broadcast in question, we observe an apparent contradiction regarding the construction of power and knowledge forms. On the one hand, the potential multiplicity of voices on the show points to a rather chaotic situation, in which discourses circulate without a distinct or stable hierarchy. On the other hand, there is a clear emphasis on the participants\' narratives of personal experience, of the kind that tend to debunk the authority of the official discourse of science - the expertise discourse of psychologists, lawyers and doctors - and to take on the status of parameters of authenticity. In this connection, the authenticity of knowledge (and also of power) becomes all the greater the better it is constructed and articulated within the concrete space of the popular broadcast, even if this implies a maximization of the performative element, which in this context is equivalent to authenticated truth.

Det undersökta området för denna studie behandlar klassrumsdiskussioner kring ett matematiskt innehåll utförda av elever i två klasser i år 6 som är nivågrupperade. Dessa två grupper består övervägande av lågpresterande respektive övervägande av högpresterande elever. Denna studie är ett undervisningsförsök med syfte att undersöka hur metoden som innefattar medvetna strategier i form av ”talk-moves” fungerar i dessa klassrumsdiskussioner. Skillnader och likheter under nämnda klassrumsdiskussioner jämförs mellan nämnda grupper. Studien är begränsad till att behandla samspelet mellan elevernas prat och tankar under berörda klassrumsdiskussioner. Till största delen består metoden som används för denna studie av videoinspelningar som sedan observerades. Dessa ”talk-moves” innebär att läraren får verktyg att bjuda in samtliga elever att delta i klassrumsdiskussioner.  Läraren kan också använda dessa verktyg till att möjliggöra för eleverna att bygga sin egen kunskap. Detta innebär i sin tur en möjlighet för eleverna att komma förbi utantillinlärning. / The area of subject of this study is classroom discussions in mathematics. The purpose of the study is to investigate how the method called “talk-moves” functions in two ability grouped classes of year six. Each group consists mainly of low-level ability students and high-level ability students. During these clasroom discussions differencies and similarities are compared between these two groups. The limitation of the study consists of the connections between the students´ talk and thoughts. The main part of the method of this study are videorecordings which were later observed. The teacher is able to use “talk-moves”  as tools which are used to invite all students of the class to participate in mentioned classroom discussions. It is also possible for the teacher to use these tools to enable the students to build their own knowledge. This means in turn a possibility for the students to overcome learning by heart.

Thesis (Ph.D.) -- University of Western Sydney, 2001. / Thesis presented in fulfilment of the requirements of the Doctorate of Philosophy (Applied Communications), University of Western Sydney, 2001. Bibliography : leaves 452-498.

The purpose of this study was to investigate empirically the political talk show phenomenon in Taiwan. Specifically, the study examined the perceived influence of political talk shows on the Taiwanese audience themselves (first-person effect) and others (third-person effect), the attitudinal antecedents of the perceived influences, and attitude toward restrictions on political talk shows. Data were collected from a convenient sample of 1053 adult Taiwanese citizens via an online survey. The results supported the hypothesized relationships between attitude toward political talk shows and perceived influence of the shows on self and others. Results also supported the looking glass perception hypothesis whereby the perceived influence of political talk shows on oneself was projected onto that of others. The perceived influences on self and others were unrelated to attitude toward restrictions, however.

O presente trabalho situa-se na convergência interdisciplinar entre a Análise do Discurso de linha francesa e os estudos da mídia na pós-modernidade. Nele pretende-se demonstrar, com base na observação de 10 episódios de um programa popular da televisão brasileira (o Programa do Ratinho), como existe no gênero uma tendência crescente de dispersão de identidades, poderes e saberes. Embora limitados por regras discursivas que determinam sua produção e exibição, esses programas se caracterizam pela constante negociação e redefinição dos limites de poder dos diferentes sujeitos envolvidos - apresentadores, convidados leigos e especialistas, público da platéia e audiência doméstica. Propõe-se que tal tendência à dispersão está ligada ao fenômeno marcadamente pós-moderno da dispersão dos sentidos, promovida por sua vez em grande parte pela multiplicidade de vozes que se fazem ouvir, com níveis desiguais de poder, nos formatos da mídia contemporânea. No programa popular brasileiro em questão, observa-se uma aparente contradição no que diz respeito à construção de poderes e saberes. Por um lado, a multiplicação potencial das diversas vozes no programa sugere uma situação mais ou menos caótica, na qual os discursos circulam sem uma hierarquia nítida ou estável. Por outro lado, há uma valorização visível das narrativas da experiência pessoal dos participantes, experiência essa que tende a desbancar a autoridade do discurso oficial da ciência - o discurso especializado dos psicólogos, advogados e médicos - e a assumir o status de parâmetro de autenticidade. Nesse sentido, a autenticidade do conhecimento (e também do poder) torna-se maior quanto melhor construída e articulada no espaço concreto do programa popular, ainda que isso implique em uma maximização do elemento performático, que nesse contexto se equivale à verdade autenticada. / This dissertation is situated in the interdisciplinary convergence between the French approach to discourse analysis and the Media Studies in postmodernity. We set out to demonstrate, based on the observation of 10 episodes of a popular Brazilian TV program (Programa do Ratinho), how the genre is marked by a growing tendency towards the dispersion of identities, power and knowledge. Despite being restrained by discursive rules which determine their production and exhibition, these programs are characterized by constant negotiation and redefinition of the limits of power of the different subjects involved - hosts, lay and expert guests, and the audiences at home and in the studio. We propose that such tendency towards dispersion is associated with the markedly postmodern phenomenon of the dispersion of meanings, which in turn is grounded partly on the multiplicity of voices which are heard, at unequal levels of power, in the contemporary media formats. On the Brazilian popular broadcast in question, we observe an apparent contradiction regarding the construction of power and knowledge forms. On the one hand, the potential multiplicity of voices on the show points to a rather chaotic situation, in which discourses circulate without a distinct or stable hierarchy. On the other hand, there is a clear emphasis on the participants\' narratives of personal experience, of the kind that tend to debunk the authority of the official discourse of science - the expertise discourse of psychologists, lawyers and doctors - and to take on the status of parameters of authenticity. In this connection, the authenticity of knowledge (and also of power) becomes all the greater the better it is constructed and articulated within the concrete space of the popular broadcast, even if this implies a maximization of the performative element, which in this context is equivalent to authenticated truth.

Today’s society stresses the importance of written communication. Therefore the picture book seems less important to the public. As soon as one has learnt to read, the literary sphere changes radically and the picture book is often forgotten. But there are many benefits of working with picture books in education even after the pupils have learnt to read. Working with young students poses the problem of making sure they all have the opportunity to display their knowledge to the teachers and to share and develop it with the class. One way of doing so is through book talks. But there are different views of what a good book talk is. My aim is to identify and discuss some of the benefits of the picture book in everyday schoolwork. I discuss the benefits of book talks around picture books for both students and teacher. To do this I have conducted a descriptive literature study in which I consider relevant research. On the basis of my literature study and engagement with previous research, I find that book talks about picture books may have a positive impact on education the teacher is well pepared and open to the students own reflections.

The purposes of this study were to examine the (a) attentional focus strategies used by high school distance runners, (b) changes in attentional focus across four laps in three 1.6 km runs, and (c) effects of a pre-performance intervention using motivational and instructional self talk on the attentional focus strategies used by and performance of high school distance runners. Participants (N = 42) completed a background and demographic questionnaire, the Cross Country Attentional Focus Inventory (CCAFI), a motivational and instructional statement survey, and the Self-Motivation Inventory. A series of oneway ANOVAs revealed significant differences in the types of attentional strategies used by each group, as well as fluctuations in use of strategies. The experimental group associated more during the each of the 1.6 km trials, whereas the control group dissociated more throughout each trial. A significant group by week interaction was found, with the experimental group maintaining their performance and the control group slowing from week one to week three.