In this paper, we present a synchronous text-based communication tool, referred to as Adaptive Communication Tool (ACT), which provides capabilities for adaptation and personalization. ACT supports both the free and the structured form of dialogue. The structured dialogue is implemented by two types of Scaffolding Sentence Templates (SST); i.e.…

Exploring ontological, epistemological, and conceptual questions of his work, the author discusses three essential issues: interpreting meaning, the interpretive paradigm and the generalizability of findings, and instruction versus assessment. (MD)

Analysis of interaction between pairs of deaf and hearing preschoolers indicated that both roles in dialogue (speaker-initiator and speaker-responder) were used by dyads, but their pattern of performance was different. Deaf speaker-initiators displayed a narrower range of complexity in their utterances while deaf speaker-responders were less…

Examines relations between educational practice and learner experience/knowledge, including positivism, empiricism, identity politics, and dialog. Suggests that pedagogy that fails to examine the discursive production of experience is conservative. (SK)

Elaborates some of Freire's ideas that support radical adult education: critical, dialectical perception of reality; conception of teaching and learning as related processes within each person; dialog; and confrontation of the oppressor within. (SK)

Appreciative inquiry is a form of organizational development based on principles of constructivism, poetics, anticipation, and simultaneity. The model has four phases: discovery, dream, design, and delivery. (SK)

Discusses the debate about conversation and dialog in distance education, based on the premise that if a course consistently represents a communication process that has the characteristics of a conversation, then the students will be more motivated and more successful than if it has an impersonal textbook character. (LRW)

Research has identified a number of dimensions along which speakers modify referring expressions. The study discussed here aimed to determine and describe the actual relationship existing between these production characteristics and corresponding measures of listener comprehension. (Author/VWL)

In 2004 the Finnish Universities Act was amended to include a third strand as an essential part of research and teaching. This paper focuses on relationship building to explore whether this approach would be helpful in developing university-community relationships and educational public relations. By means of a dialogic community relations model…

This paper explores the important relationship between dialogue and cognitive and metacognitive development in young children. The characteristics of dialogue are identified and a case is presented for involving young children in talking to think through philosophical discussion. The paper provides a theoretical context for kinds of metacognitive…

Classroom conversations designed to foster mutual understanding encourage students to listen in a way that is receptive, open, and self-eclipsing. Such an emphasis on tolerance makes these conversations vulnerable to relativism and cynicism. I argue that dialogical philosophical inquiry diminishes such threats, as it fosters mutual appreciation of…

Purpose: This pilot study examined the extent and nature of associations in the linguistic complexity used by child and clinician within conversational interactions. Method: Correlation analyses focused on semantic and morphosyntactic language sample measures from an experienced speech-language clinician and 29 children with language impairment.…

Dialogical storybook reading is a technique that supports the language skills competencies of children. With this study the dialogical storybook reading technique is introduced to Turkish parents. Accordingly, the purpose of this study was to examine the Turkish parents' experiences with dialogical storybook reading technique. The data were…

This paper presents an overview of what has come to be known as the "Interaction Hypothesis," the basic tenet of which is that through input and interaction with interlocutors, language learners have opportunities to notice differences between their own formulations of the target language and the language of their conversational…