Background: School health services are important tools for health promotion among schoolchildren, but little is known about their effects. This article addresses the effects of dialogues with school health nurses among schoolchildren who were victims of bullying. Study population and methods: Cross-sectional and school-based survey, the Danish…

Critical dialogue skills are a beneficial tool for reflective educational practice. Pre-service teachers can learn to examine underlying biases and assumptions that influence many important aspects of educational practice. Critical dialogue skills are thus of particular importance for work with diverse students and their families. This paper…

Caregiver use of dialogic reading (DR) strategies in home, preschool, and daycare settings has been shown to facilitate development of oral language and emergent literacy skills in toddlers and preschool age children. Training in the use of DR strategies may be provided "live" or via videotape. Using a randomized, control group, repeated measures…

The ideas of Vygotsky [Vygotsky, L. S. (1987). "Thinking and speech." In "The collected works of L. S. Vygotsky," (Vol. 1). New York: Plenum. (Original work published 1934.)] have been increasingly influential in accounting for social-environmental influences on the development of social understanding (SU). In the first part of this article, I…

This study examined children's dialogue about tasks in grades 1 through 6. Sentences produced by 14 children who were rated as having high or low self-direction by their teachers were observed and coded for dialogue features, task features, and emotional tone. Dialogue features included: (1) initiation, which was spontaneous or elicited; (2) mode,…

While the term "intersubjectivity" has become widely used to mean something like "shared experience," it is, paradoxically, poorly understood. This review of the theoretical foundations of intersubjectivity argues that the problem lies in the developmental starting points of the theories. Either subjective experiences are seen…

Describes a method which uses the language laboratory to help the teacher correct individual students' pronunciation and which assists the student in memorizing dialogues. (AM)

Describes a study to determine if the initial advantage of listening to first language dialogs while reading second language scripts (i.e., reversed subtitling) would hold up over time and if a combination of coordinated dialogs and scripts both in the second language would gain effectiveness through usage. (SED)

This paper describes research conducted at the 2005 AHRD research conference. A qualitative case study is developed with the purpose of capturing new learning that occurs within the conference and how new learning is created. In support of the research, a three-pronged conceptual framework including communities of practice and learning…

This manual was developed to help community members conduct a dialogue on race. When people explore perspectives and ideas, they discover how much they share and learn to appreciate their differences. The nature of the dialogue process can motivate people to work toward change. Sections of the manual explore: (1) "Characteristics of Community…

Analyzes excerpts from eighteen of Robert M. Krauss's dialog transcripts in order to characterize the sequential and structural relations between naming and describing. Specifically, investigates how a referential description is shortened into a name through use, and what parts of antecedent descriptive phrases are selected to form the consequent…

A 5-week cross-age tutoring program involved 14 11-year-olds and 13 7-year-olds. Measures of self-esteem and analysis of verbal interactions indicated that tutors gained in self-concept and self-esteem, tutees in self-esteem. Verbal interactions showed significant increases in use of math words, strategic dialog, and praise. (Contains 61…

The dominant paradigm of adult and community education is fixated on quantification and technique. Approaches for adult educators include engagement in dialog to examine assumptions of the paradigm, guerilla action (direct confrontation), or networking with others facing similar problems. (SK)

Dialogue skills of 18 management students in a collaborative online activity were assessed using written reports summarizing dialogues and rubrics of dialogue-based behaviors. Students clearly exhibited the behaviors of information gathering, clarifying, checking understanding, personal connecting, and arriving and shared understanding. (SK)

Describes a computer-mediated communications (CMC) system called CoSy that performs conferencing and mail functions, and reports on its use at the Open University. Results of a questionnaire that focused on student expectations suggest that the lack of social rules for controlling the flow of dialogue requires attention. (LRW)