Discusses the author's thoughts prior to, during, and after a literacy workshop for parents. Argues that parents want and need to play a stronger role in their children's education, and that educators and researchers need to find a different kind of language to communicate better with parents. (JAD)

Investigated the role of talk in peer collaborations using a computer-based scientific reasoning task. Analysis of children's talk showed that talk dyads produced more talk overall and more interpretive types of talks than talk-alone subjects. Results suggest the importance of peer collaborations as a social context that supports interpretive…

Describes methods for engaging a large number of students simultaneously in Socratic dialogue. (JRH)

Describes the Human Communication Research Centre Dialogue Database. The database consists of over 700 transcribed and coded dialogues from pairs of speakers aged from 7-14. The speakers are recorded over 2 years while tackling cooperative problem-solving tasks, and the same pairs of speakers are recorded over 2 years tackling 10 different…

Discussion of evaluation of learning focuses on a constructivist approach to evaluation based on a constructivist learning model. Topics addressed include comparing traditionalist and constructivist views; traditional evaluation of learning; and constructivist evaluation strategies that include one-sentence summaries, concept maps, annotated…

Compares the quantity of characteristics of negotiation by second-language learners in interlanguage talk in two approaches that encourage information exchange. One approach is guided by explicit cues and is introduced by dialogs that demonstrate language functions as they occur in discourse settings, and the other is based on information exchange…

Instructors preparing students to be adult educators can have them keep journals as tools to develop the habits of intentional reflection on practice and as a form of professional dialogue through which the instructor can serve as mentor. (SK)

Describes an approach to the design of interactive multimedia materials being developed in a European Community project called ILDIC (Integrated Learning Design in Interactive Compact Disc). The dialog that is needed between technologists and teachers is discussed; and the generic model for learning design used in the project is explained. (11…

Explores the power of collaborative inquiry to allow students to engage in the important intellectual activity of dialog. Describes collaborative inquiry projects that allow students to transcend the limits of their personal knowledge while drawing on it at the same time. Provides analysis of several student groups. (HB)

Discusses the role that language plays in education, with particular focus on the importance of dialog in learning and teaching. Suggests that while there is need for agreement about the outcomes to be aimed for, and genuine concern for equity and improvement in standards, a full recognition of the value and problems of diversity and acceptance of…

Examines the relational view of the person in Martin Buber's philosophy of dialog. Shifts toward the relational are considered in the context of human development, gender studies, psychotherapy, and family therapy. A dialogical approach in which partners are encouraged to move toward a more collaborative, empathetic relationship of "I and…

Reports on the implementation of a group project whose goal was to write a dialogue that explores one area in which advances in biochemical research give rise to ethical and societal considerations. Reports that the project was regarded highly by students. (Author/MM)

A competency-based approach to medical education emphasizes training over education and limits development of broader perspectives. A more learner-centered approach and a return to dialogue with the discipline of medicine and with teacher-practitioners are advisable. (Contains 30 references.) (SK)

Describes in detail three informal learning strategies used to facilitate spiritual development: mentoring, self-directed learning, and dialogue. Suggests that these strategies are interrelated and incorporate segments of each other. (SK)

Describes a method for analyzing learning that takes place through dialogue, which requires voice analysis and attention to the connection between speaker and speech and between speech parts and whole. Presents three stages of analysis: limiting the object of discussion, analyzing utterances, and identifying individual self-realization. (SK)