Statistics on the success of transformational change efforts within and across organizations consistently indicate a high level of failure, something we can little afford in today's complex world. Transformative learning offers potential for improvement through the practice of intentional dialogue. The purpose of this research study was to develop…

This chapter provides a general overview of dialogue and the potential dialogue holds for enhancing leadership education. The chapter discusses the value of dialogue and its important principles, process requirements, and human considerations.

The aim of this study was to investigate the effects of narrative anatomy education and traditional anatomy education on academic achievement. The study included 64 students who were randomly divided into two groups. The two groups were (n = 32) control (Group 1) and (n = 32) experimental (Group 2). The pretest scores of the two groups were 36.40…

This article examines the importance of integrating culturally responsive teaching practices in classrooms for students who are culturally and linguistically diverse (CLD) with emotional and behavioral disorders (EBD). It highlights strategies supported by empirical research that amplify student voices through dialogue circles and flexible…

This study contributes to discussions on facilitating students' sense-making in science by analyzing the utterances of high-achieving students in dialogues during practical work and identifying characteristics of their language use and learning processes. The context of the study is a general science course at an upper secondary school in Norway.…

The 1960s and 1970s witnessed the formation of multiple school students' unions in England, accompanied by a rich print culture. Young people retained absolute editorial control, even as they formed their work in dialogue with spaces constructed as belonging to the "adult" world. This article contends that youth-authored literature…

Large language model (LLM)-based conversational agents (CAs), with their advanced generative capabilities and human-like conversational interfaces, can serve as reading partners for children during dialogic reading and have shown promise in enhancing children's comprehension and conversational skills. However, there is limited research on the…

Generative AI systems like chatbots are increasingly being introduced into learning, teaching and assessment scenarios at universities. While previous research suggests that users treat chatbots like humans, computer systems are still often perceived as less trustworthy, potentially impairing their usefulness in learning contexts. How are…

Greek literature prior to Plato featured two conceptions of education. Learning takes place when people encounter "teacher-guides"--educators, mentors, and advisors. But education also occurs outside of a pedagogical relationship between learner and teacher-guide: people learn through painful experience. In composing his dramatic…

The identification and the evaluation of arguments are fundamental elements of critical thinking. However, the explicit promotion of these elements is virtually absent from university science courses. Much of the reason for this is that in most universities, across nearly all disciplines, instructors are required to see the conceptual content…

The present work examines the role of reflection in supporting the development of argument skill. Participants who engaged in argumentation practice with additional reflective activities outperformed a control group who only engaged in the argumentation practice. The experimental group showed greater gains in developing argument skill --…

The paper first reviews how conventionalized uses of dialogue in the language classroom have facilitated a neoliberalist agenda, mainly by positioning learners in a reproductive, consumer role, and teachers as deskilled operatives of scripted interactions. It then discusses three other conceptualizations of the role of dialogue which may offer an…

This work proposes an analysis of pedagogical experiences developed in the context of university teacher education in dialogue with two different chronotopes: habitual face-to-face teaching modality and exceptional non-face-to-face teaching modality due to the COVID lockdown. We consider here two cases of Language and Literature teacher education…

The article analyses in detail two lessons that were part of a larger research project on English teaching in Canada, England and Scotland. It considers whether the two English lessons are by their nature both dialogic and formative in practice. The research undertaken was carried out using arts-based criticism. It found that Eaglestone's notion…

Cohorts are student groups who begin and complete a course of study together over time. Though cohorts have been linked to positive outcomes, researchers note that many students report negative experiences, including scapegoating, irreconcilable conflicts, and strained relationships resulting in unlearning. This paper describes using arts-based…