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Journal articles on the topic 'Dialogic method'

Author: Grafiati

Published: 8 September 2021

Last updated: 29 July 2025

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1

Murphy, Patrick D. "Ground, Pivot, Motion: Ecofeminist Theory, Dialogics, and Literary Practice." Hypatia 6, no. 1 (1991): 146–61. http://dx.doi.org/10.1111/j.1527-2001.1991.tb00214.x.

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Ecofeminist philosophy and literary theory need mutually to enhance each other's critical praxis. Ecofeminism provides the grounding necessary to turn the Bakhtinian dialogic method into a critical theory applicable to all of one's lived experience, while dialogics provides a method for advancing the application of ecofeminist thought in terms of literature, the other as speaking subject, and the interanimation of human and nonhuman aspects of nature. In the first part of this paper the benefits of dialogics to feminism and ecofeminism are explored; in the second part dialogics as method is de

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Kirzhaeva, Vera, and Elizaveta Maslova. "Fruitful Inspiration: Fresh View on Bakhtinian Dialogism in Some Fields of the Humanities." Dialogic Pedagogy: An International Online Journal 9 (March 11, 2021): R1–6. http://dx.doi.org/10.5195/dpj.2021.436.

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A review of Matthias Freise (ed.), 2018., Inspired by Bakhtin: Dialogic Methods in the Humanities, Boston: Academic Studies Press, 2018. This review provides an analysis of a collection of articles that demonstrate the possibilities of applying dialogic methods in various fields of the humanities. The authors of these articles show how Bakhtinian dialogism functions in the history and theory of literature, sociology and design, in the study of Platonic dialogues, the image of the Other in contemporary cinema and in the practice of psychoanalysis. The reviewers emphasize that the bo

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Виноградова, Наталья, and Natalya Vinogradova. "Role Play As a Method for the Development of Creative communicative Activity of a Primary School Child." Primary Education 7, no. 4 (2019): 3–7. http://dx.doi.org/10.12737/article_5d6399761a3ab6.92929800.

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The article discusses the problem of the formation of creative communicative activity in elementary school students, describes the conditions for the development of students’ ability to enter into a role dialogue. Examples of dialogical role plays that provide the formation of dialogue skills among junior schoolchildren, as well as brief monological statements as part of dialogic speech, are given.

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Виноградова, Наталья, and Natalya Vinogradova. "Role Play As a Method for the Development of Creative communicative Activity of a Primary School Child." Primary Education 7, no. 5 (2019): 3–12. http://dx.doi.org/10.12737/article_5daffedf009060.26065757.

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The article discusses the problem of the formation of creative communicative activity in elementary school students, describes the conditions for the development of students’ ability to enter into a role dialogue. Examples of dialogical role plays that provide the formation of dialogue skills among junior schoolchildren, as well as brief monological statements as part of dialogic speech, are given.

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Lobashev, V. D. "ASPECTS OF DIALOGIC METHOD OF TEACHING." Integration of Education 18, no. 3 (2014): 115–20. http://dx.doi.org/10.15507/inted.076.018.201403.115.

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Sharon, Aviv, Lihi Telem, and Einat Heyd-Metzuyanim. "How Learners Perceive Inter-Disciplinary Dialogic Science Related Learning Experiences: A Mixed-Method Study." Scientia in educatione 15, no. 1 (2024): 59–79. http://dx.doi.org/10.14712/18047106.3183.

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Well-designed, dialogic, and interdisciplinary learning opportunities in science related disciplines can promote many educational goals. The difficulty lies in providing these opportunities in schools. Can out-of-school focus days fill the void? Here, we performed a mixed methods study to discover how middle school learners perceive focus days that included dialogic, interdisciplinary activities in mathematics, science, and philosophy, all around socio-scientific dilemmas. We also sought to understand the experiences’ impact on learners’ self-perceived dialogic engagement in the school classro

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White, E. Jayne. "a Bakhtinian homecoming." Journal of Early Childhood Research 7, no. 3 (2009): 299–323. http://dx.doi.org/10.1177/1476718x09336972.

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Dialogic research, building on the dialogic philosophy of Mikhail Bakhtin, is fundamentally concerned with the social, discursive nature of language. This article describes an application of dialogic research methods in a pilot study conducted in an Education and Care setting in Wellington, New Zealand focusing on an 18-month-old toddler and his teacher. The purpose of this exploratory study was to ‘operationalize’ dialogic research within this early childhood education context, in preparation for a larger investigation. Approaching the field through this dialogic research method offered an al

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Ramazanov, T., A. Akhmet, and A. Shormakova. "THE LINGUISTIC AND CULTURAL NATURE OF DIALOGUE IN A LITERARY TEXT." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 3 (September 30, 2023): 38–55. http://dx.doi.org/10.55808/1999-4214.2023-3.03.

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The article analyzes the linguistic and cultural nature of dialogic discourse in a literary text. The research work provided for the consideration of linguistic and cultural criteria of dialogue at the semantic level. Having studied the speech ethics of a person through language, we can trace the mentality of the nation, religious views, customs, national culture. For this reason, language researchers have recently been particularly interested in the language of the addressee, the relationship between the addressee and the addressee. This conclusion underlines the main relevance of the researc

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Shpilnaya, Nadezhda N. "Dialogic concept of textual motivation." Sibirskiy filologicheskiy zhurnal, no. 2 (2025): 220–32. https://doi.org/10.17223/18137083/91/17.

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The present paper introduces the dialogical concept of textual motivation. The establishment of textual motivation as an independent academic discipline is predicated on epistemological and ontological foundations. Epistemological underpinnings facilitating the text motivology identification as a distinct scientific discipline are examined, focusing on the prerequisites for studying textual motivation as an independent phenomenon. The originality of our method for analyzing textual motivation stems from our redefinition of its object and our argument that textual motivation is inherently dialo

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Janhonen, Sirpa, and Anneli Sarja. "Data analysis method for evaluating dialogic learning." Nurse Education Today 20, no. 2 (2000): 106–15. http://dx.doi.org/10.1054/nedt.1999.0370.

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Burkart, Thomas. "Dialogic Introspection—a Method of Investigating Experience." Human Arenas 1, no. 2 (2018): 167–90. http://dx.doi.org/10.1007/s42087-018-0027-5.

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Nielsen, Richard P. "Dialogic leadership as ethics action (praxis) method." Journal of Business Ethics 9, no. 10 (1990): 765–83. http://dx.doi.org/10.1007/bf00383275.

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Osiadla, Tetiana. "FORMATION MODEL OF PERSIAN SPEAKING COMPETENCE IN INTERPRETERS’ DIALOGUES IN THE SPHERE OF SAFEGUARDING OF STATE SECURITY." Scientific Journal of Polonia University 53, no. 4 (2022): 90–100. http://dx.doi.org/10.23856/5311.

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The article defines the purpose creation of a linguistic didactic model, which consists in outlining the logical sequence of educational actions of the teacher and cadets, which correspond to the developed system of exercises. Six content modules for performing preparatory exercises are outlined, independent preparation for dialogic speech using the Case study method, actual practice in dialogic speech using the role-play method; each cycle is dedicated to teaching one type of dialogue – questioning, agreement, discussion, which forms Persian speaking competence and dialogical speech of future

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Mayasari, Eka. "Reconceptualizing Communication for Moral Education in Islam through Dialogic Engagement." Feedback International Journal of Communication 2, no. 2 (2025): 107–15. https://doi.org/10.62569/fijc.v2i2.179.

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Moral education in Islam emphasizes the development of akhlaq (Islamic character), yet pedagogical strategies to internalize these values often rely on monologic instruction. This study explores dialogic engagement as a transformative communication model for Islamic moral education. Using a qualitative library research method, this study analyzed classical Islamic texts, contemporary moral education theories, and recent empirical studies on communication and character development. Content and thematic analysis were applied to synthesize key concepts and pedagogical practices. Findings indicate

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А.А., Каримова, Хасанова О.В. та Хасанова Ф.И. "ОРГАНИЗАЦИОННО-МЕТОДИЧЕСКИЕ УСЛОВИЯ СОВЕРШЕНСТВОВАНИЯ НАВЫКОВ ДИАЛОГИЧЕСКОЙ РЕЧИ У УЧАЩИХСЯ СТРАШИХ КЛАССОВ ПОСРЕДСТВОМ ИСПОЛЬЗОВАНИЯ ТЕХНОЛОГИИ «ДЕБАТЫ» НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА". Журнал "Вестник Челябинского государственного педагогического университета", № 1 (28 лютого 2018): 118–29. https://doi.org/10.25588/cspu.2018.01.12.

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Введение. В статье обосновывается актуальность использования технологии «Дебаты» в качестве инструмента совершенствования навыков диалогической речи и необходимость учета организационно-методических условий использования технологии «Дебаты» на уроках английского языка. Авторами выдвигается гипотеза, согласно которой, соблюдая организационно-методические условия при проведении дебатов на уроках английского языка в старших классах, уровень владения навыком диалогической речи качественно повышается. Материалы и методы. Основным методом исследования является анализ научной литературы, посвященной

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Juuti, Kalle, Anni Loukomies, and Jari Lavonen. "Interest in Dialogic and Non-Dialogic Teacher Talk Situations in Middle School Science Classroom." International Journal of Science and Mathematics Education 18, no. 8 (2019): 1531–46. http://dx.doi.org/10.1007/s10763-019-10031-2.

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AbstractPrevious research has shown that dialogic teacher talk not only supports students’ understanding but also raises their interest. However, there is little, if any, research on the connection between dialogic talk and student interest in classroom situations. To investigate this connection, we collected video observations and experience sampling data. In total, 87 middle school students aged 14 to 16 participated in the study. Data were collected from the classes of six science teachers, and three lessons were video recorded in each teacher’s classroom. During the lessons, students were

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VIDRASCU, Raluca. "The Use of Dialogic Principles of Romanian Crowdfunding Platform Communication on Facebook." Journal of Media Research 13, no. 3 (38) (2020): 55–69. http://dx.doi.org/10.24193/jmr.38.4.

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This study examines how the Romanian crowdfunding platform sprijina.ro is using social media, specifically Facebook, in order to create a dialogic context for consumers, as defined by the five dialogic principles issued by Kent and Taylor (1998). To determine if dialogic communica- tion was occurring between the organization and its followers, the content analysis method was applied to the Facebook page (posts, comments and reactions) of sprijina.ro crowdfunding platform over a 2 years span (2017– 2019). The study attempts to answer the question of whether Romanian crowdfunding platform spriji

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Vakulenko, L., L. Badogina, O. Obolonska, A. Riznyk, and S. Samsonenko. "INNOVATIVE METHODS IN TEACHING PEDIATRICS TO STUDENTS OF HIGHER MEDICAL EDUCATION IN V AND VI YEARS: DIALOGUE TEACHING." Neonatology, Surgery and Perinatal Medicine 14, no. 2(52) (2024): 23–27. http://dx.doi.org/10.24061/2413-4260.xiv.2.52.2024.4.

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The article substantiates the need to fi nd and implement the latest learning technologies for students of higher medical education in the context of modern circumstances in Ukraine, which have caused the situation that a certain part of teaching is conducted remotely. This reduces the possibility for students to acquire the competencies defi ned by the discipline program. The principles of teaching with the use of dialogue technology were analyzed according to the literature. The positive eff ects of dialogue training on the development of communicative skills, the ability to express one’s th

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Ra'noxon, Maxsudaliyeva. "WAYS OF TEACHING DIALOGIC SPEECH IN FOREIGN LANGUAGE LESSONS USING INTERACTIVE METHODS." INNOVATIVE RESEARCH IN SCIENCE 2, no. 10 (2023): 30–34. https://doi.org/10.5281/zenodo.8435073.

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This article presents research on teaching dialogic speech in foreign language lessons using interactive mehods and its ways of teaching in the classroom. The paper analyzes a part of the results of a research oriented to reaffirmation of monologic method in accordance to contemporary teaching needs and achievements of pedagogy as well as other sciences. The emphasis of the interdisciplinary research is not to reveal new teaching methods; it is rather to offer a new didactic grounding of the existing teaching method, referring to finding and the standards enabling efficient implementation of d

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Sultan, Simon. "The dialogic teaching in the light of the competence approach." Annual of Konstantin Preslavsky University of Shumen, Faculty of mathematics and informatics XXIII C (2022): 63–70. http://dx.doi.org/10.46687/triu3119.

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The article revolves around the influence of the «dialogic teaching», as a method, on the realization of the competence approach in mathematics training. The article presents a reference overview on the given issues, ideas for pedagogical study of the influence of «dialogic teaching» on students' motivations are presented. The ability to apply «dialogic teaching», both on the part of the teacher and on the part of the student, is regarded as competence.

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Kuznetsova, Halyna, Alona Panasenko, Liubov Luchkina, Tetiana Zenchenko, and Iryna Danylchenko. "Dialogic learning as means of forming the communication skills of higher education students." Eduweb 17, no. 2 (2023): 101–15. http://dx.doi.org/10.46502/issn.1856-7576/2023.17.02.9.

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The research aims to establish a pattern of promoting the introduction of dialogic learning as a means of forming the communicative abilities of higher education students. This can be achieved by surveying students on the Internet to determine the ability of educational institutions to form communicative competence in higher education students. The study revealed that the method of modeling situations in educational activities (9 8.3%), intellectual games (94.1%), communicative games (93.8%), the method of dialogic interaction (92.4%), the case method (89.8%), and the educational discussion (8

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Staines-Díaz, León. "Participatory Action Research for Urban Connectivity: Bridging Inequality in Metropolitan Monterrey." IJAR – International Journal of Action Research 19, no. 3-2023 (2024): 218–37. http://dx.doi.org/10.3224/ijar.v19i3.09.

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This paper argues for participatory action research as a potent method for urban connectivity, surpassing government or expert-led methods. It introduces two approaches: integrating dialogic interviews to foster reflexivity and adopting an Ecosystem mappingbased approach encompassing social, economic, physical, and cultural dimensions. Dialogic interviews promote inclusivity by enabling diverse perspectives to shape research outcomes. Ecosystem mapping visually captures intricate connectivity dynamics. By combining participatory action research, dialogic interviews, and Ecosystem mapping, a ro

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TSYPINA, A. V. "CRIMINAL PROCEDURAL COMMUNICATION OF PARTICIPANTS IN CRIMINAL PROCEEDINGS." Law Gazette of the Kuban State University 16, no. 3 (2024): 108–14. http://dx.doi.org/10.31429/20785836-16-3-108-114.

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The study is devoted to a comprehensive description and analysis of criminal procedural communication of participants in criminal proceedings. The author examines the influence of lexicon, pragmaticon and thesaurus on the formation and functioning of the linguistic personality of participants in criminal proceedings, in particular the linguistic personality of a professional communicant. For successful dialogical interaction, a professional communicant must have not only deep knowledge of the law, but also highly developed communicative competencies. The purpose of this study is to propose way

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Schulz, Friedemann. "Gestalt couples therapy." British Gestalt Journal 27, no. 1 (2018): 21–30. http://dx.doi.org/10.53667/ukna7012.

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"Abstract: Couples therapy is often described as a more active, or even as a more directive form of psychotherapy, and is frequently written about with a focus on technique. This paper argues that Gestalt therapists can work with couples dynamically while remaining collaborative and dialogic in their approach. Four foundational theoretical assumptions are discussed and subsequently connected to four aspects of their application to couples therapy. In particular, the Buberian dialogic method is offered as the heart of Gestalt couples therapy, and various clinical vignettes are presented to illu

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Pavlova, Nataliya Hristova. "Flipped dialogic learning method with ChatGPT: A case study." International Electronic Journal of Mathematics Education 19, no. 1 (2024): em0764. http://dx.doi.org/10.29333/iejme/14025.

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This article presents a case study and ideas to flip classical dialogic learning method. Some possibilities of using ChatGPT to stimulate the active role of the student in the dialogic teaching method are shown. Data from observations of students training to be teachers of mathematics and informatics in their work with artificial intelligence (AI) are presented. A model for the application of the flipped dialogue in the education of students is proposed. An example of dialogue is given. The study concludes that that the main advantages of using flipped dialog learning with AI are easy access t

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Yontef, Gary, and Friedemann Schulz. "Dialogue and experiment." British Gestalt Journal 25, no. 1 (2016): 9–21. http://dx.doi.org/10.53667/rpae1714.

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"Abstract: This paper discusses the compatibility of Martin Buber’s dialogic method and active Gestalt therapy interventions, which are called experiments. The authors trace a brief history of the distinction between different psychotherapy systems which focus on the therapeutic relationship on the one hand or on active behavioural interventions on the other. They submit Gestalt therapy as a modality that integrates these seeming polarities, and they discuss the theoretical and practical consistency between the dialogic method, Gestalt therapy’s change theory (‘the paradoxical theory of change

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Yermolenko, Anatoliy. "The practical philosophy of Hryhorii Skovoroda in the light of our experience." Filosofska dumka (Philosophical Thought) -, no. 4 (2022): 7–26. http://dx.doi.org/10.15407/fd2022.04.007.

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The article deals with the practical philosophy of Hryhorii Savych Skovoroda from the point of view of the leading trends of modern philosophical thought: the «rehabilitation of practical philo- sophy» and the communicative turn in philosophy, the components of which are the neo-Socratic dialogue, the philosophy of communication, and the ethics of discourse. The interpretation of Skovoroda’s philosophy is carried out not only in accordance with the principle «know yourself» as a method of knowledge, but primarily in the dimension of the Socratic dialogue, when the methods of morals and elencti

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 Shpilnaya, N. N. "THE IMPLEMENTATION TERMS OF THE INTENTION TO SHARE IN TECHNICALLY MEDIATED COMMUNICATION (GENDER ASPECT)." Culture and Text, no. 55 (2023): 162–72. http://dx.doi.org/10.37386/2305-4077-2023-4-162-172.

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The article examines the conditions for the implementation of the intention to share in technically mediated communication. The main research methods are as follows: interview method, descriptive method, quantitative method. The subject of the study is gender-marked conditions for the implementation of the intention to share in a person-centered format of technically mediated communication. There are identified the following terms for the original message replication in a person-centered communication format: the replicated message falls into the zone of the emotive reflection, the dialogic mo

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Pankratova, S. A. "The Dialogical Nature of Localized Filmonyms." Bulletin of Kemerovo State University 21, no. 3 (2019): 830–38. http://dx.doi.org/10.21603/2078-8975-2019-21-3-830-838.

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The article introduces readers to the problem of localization of English filmonyms as exemplified by a subgroup of film titles with a dialogic nature. The research features the phenomena of mass communication discursivity based on film titles with a dialogic nature in modern Russian film distribution. The method of typological synchronous comparison (juxtaposition) allowed the author to compare filmonyms and their translations in order to discover their functional peculiarities, similarities, and differences. The material shows that modern cinematography, unlike film industry abroad, makes an

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Khoiriyah, Khoiriyah, and Rafika Rabba Farah. "DIGITAL DIALOGIC READING IN CLIL PROGRAM FOR EFL MUSLIM PRIMARY SCHOOL LEARNERS." Jurnal Pendidikan (Teori dan Praktik) 9, no. 1 (2024): 54–66. https://doi.org/10.26740/jp.v9n1.p54-66.

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Dialogic reading has been valued by number of researchers to accellerate young learners’ literacy skills. This study aims to explore the implementation of dialogic reading method with Islamic content to students at Islamic primary school. Six-meeting teaching practices followed with a survey research was employed in this study. Results reveal that majority of students perceived positively toward the use of dialogic reading book with Islamic content as it enhances their engagement, comprehension, and vocabulary retention. Furthermore, their engagement and enjoyment are sourced in the dialogue u

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M. Ilić, Katarina. "ENGAGEMENT RESOURCES IN ESP RESEARCH ARTICLE ABSTRACTS." Филолог – часопис за језик књижевност и културу 13, no. 25 (2022): 240–64. http://dx.doi.org/10.21618/fil2225240i.

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This paper investigates engagement resources employed in research article abstracts in the field of English for Specific Purposes. Engagement resources comprise rhetorical strategies by which authors allow for or dismiss alternative viewpoints. Excluding the dialogic space for alternative opinions is termed dialogic contraction, while opening up the possibility for dialogic alternatives is dialogic expansion. These strategies are described within Appraisal theory of Systemic Functional Linguistics. We conducted a corpus-based qualitative analysis on 50 ESP abstracts using Martin and White’s an

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Petrisia, Korifanny, Rose Mini Agoes Salim, and Luh Surini Yulia Savitri. "Dialogic Reading untuk Mengembangkan Pemahaman Empati Anak Usia 3-4 Tahun." Jurnal Ilmiah Psikologi Terapan 6, no. 1 (2018): 1. http://dx.doi.org/10.22219/jipt.v6i1.5212.

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Abstrak. Meningkatnya jumlah anak-anak sebagai pelaku beberapa tindak kejahatan memperlihatkan bahwa anak membutuhkan empati sebagai penyangga perilaku. Pemahaman empati akan membantu anak memahami apa yang dirasakan oleh orang lain sehingga akan peka saat melakukan sebuah perilaku. Penelitian ini bertujuan untuk melihat efektivitas dialogic reading untuk mengembangkan pemahaman empati anak usia 3-4 tahun. Alat ukur yang digunakan dalam penelitian ini adalah Empathy Scale for Children (ESC). Disain penelitian ini adalah one group pre-test-post-test design. Dialogic reading merupakan metode pem

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Faisal, Abdul Haris, Dadang S. Anshori, Andoyo Sastromiharjo, and Yeti Mulyati. "The Impact of Dialogical Learning Approach on Enhancing Students' Speaking Skills in Senior High Schools." Dirasat: Human and Social Sciences 52, no. 6 (2025): 6937. https://doi.org/10.35516/hum.v52i6.6937.

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Objectives: This study investigated the impact of dialogic learning approach on improving speaking skills among senior high school students in Indonesia. The study involved 84 students from senior high schools located in Tangerang City, Banten Province randomly. Students were assigned into one control group and two experimental groups and with the same number of students in each class (n=28). Information relating to the equality of student ability between the three groups was confirmed by the results of the speaking test according to the assessment provisions in the Indonesian curriculum and t

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Holt, Yolanda, and Elijah Asagbra. "Implementing Dialogic Reading Intervention Through Community-Based Participatory Research: A Tutorial." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 4–15. http://dx.doi.org/10.1044/2020_lshss-19-00100.

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Purpose This work describes community-based participatory research (CBPR) to support language and literacy development with Pre-K and kindergarten African American boys. Method The aim and goals of the project were designed using the CBPR model. Interventionists were trained with researcher-designed videos. Interventionist fidelity to training was assessed. Pre- and posttests of child language were completed after the 12 weeks of dialogic reading intervention. Results The CBPR team learned the dialogic reading protocol from the video trainings and provided the lessons with fidelity. Children's

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Weigand, Edda. "Identity as a dialogic concept." Constructing and Negotiating Identity in Dialogue 5, no. 1 (2015): 7–22. http://dx.doi.org/10.1075/ld.5.1.01wei.

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Identity has been investigated from different perspectives and there are therefore numerous ways of interpreting this concept. Basically it seems to be a method of categorizing people. We are however not only a slot in a bureaucratic system but social and dialogic human beings. As social individuals we can think about social consequences, and as dialogic individuals we can demonstrate our own supposed identity and evaluate the alleged identity of our fellow human beings in dialogue. ‘The side we are on’ leaves its mark not only on how we evaluate actions and events but also on how we refer to

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Isusi-Fagoaga, Rosa, and Rafael Fernández-Maximiano. "Contribución a la adquisición de competencias con tertulias musicales dialógicas." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 13, no. 4 (2022): 1–10. https://doi.org/10.37819/revhuman.v13i4.1146.

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This work focuses on dialogic and communicative action between people with the intention of improving their education. For this, the format of dialogical literary gatherings has been adapted to the content of musical works. The main objectives have been: to develop communicative, linguistic and musical skills through interactive dialogue; increase the degree of motivation and increase the musical culture of future teachers towards classical music. A qualitative and quantitative methodology and the research-action method are combined. The sample has been 136 students, future teachers in trainin

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Lemberger, Dorit. "Bakhtin and Wittgenstein on Dialogue as a Methodological Concept and Theme." Journal of Dialogue Studies 6 (2018): 37–54. http://dx.doi.org/10.55207/rvto2437.

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The concept of dialogue is a central element of Bakhtin’s writings, whereas Wittgenstein’s references to dialogue are generally in the negative vein. However, there does not seem to be another modern philosopher who has actually employed the dialogic method. But Wittgenstein’s dialogic texts also include monologic aspects, such as sensation and private transition. Bakhtin, by contrast, sometimes blurs the boundaries between dialogue in language and dialogue as a criterion for literary value. The article shows how Wittgenstein helps clarify the role of the monological in Bakhtin’s dialogic appr

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Chen, Xuping, and Wuzhen Shi. "Dynamic Interactive Bimodal Hypergraph Networks for Emotion Recognition in Conversations." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 2 (2025): 1256–64. https://doi.org/10.1609/aaai.v39i2.32114.

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The advancement in multimodal research has increased focus on Emotion Recognition in Conversations (ERC), targeting accurately identifying emotional changes. Methods based on graph convolution can better capture the dynamic changes of emotions and improve the accuracy and robustness of emotion recognition. However, existing methods do not distinguish the interaction patterns of a conversation, which results in limiting their ability to model contextual emotional relationships. In this paper, we propose a Dynamic Interactive Bimodal HyperGraph Convolutional Networks (DIB-HGCN), which creatively

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Kathard, Harsha, Daisy Pillay, and Mershen Pillay. "A Study of Teacher–Learner Interactions: A Continuum Between Monologic and Dialogic Interactions." Language, Speech, and Hearing Services in Schools 46, no. 3 (2015): 222–41. http://dx.doi.org/10.1044/2015_lshss-14-0022.

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Purpose Teachers and learners must be able to shift flexibly along the continuum of monologic and dialogic interactional repertoires to advance learning. This article describes how teachers and learners interacted during whole-class instruction along the continuum between monologic and dialogic interaction in primary school classrooms in Western Cape, South Africa. Method A video-observation method was used to analyze teacher–learner interactions (TLIs) across 15 lessons in intermediate-phase classrooms. TLIs were analyzed in relation to indicators such as authority, questions, feedback, expla

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Elembilassery, Varun, and Shreyashi Chakraborty. "Dialogue in management education and development: a conceptual framework." Journal of Management Development 40, no. 5 (2021): 404–17. http://dx.doi.org/10.1108/jmd-07-2020-0220.

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PurposeThe experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of this paper is to create a framework of dialogic approach, as a method of experience-based learning, which can be used for transforming the experience into learning.Design/methodology/approachThis paper uses analytical abstraction and conceptual integration to develop the framework of dialogic approach. Evidence from prior research studies is used as the theoretical background to support the framework.FindingsD

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Steinberga, Roberta. "MONOLOGIC AND DIALOGIC METHOD IN THE PROCESS OF SOCIAL SCIENCE STUDIES." Education Reform: Education Content Research and Implementation Problems 1 (December 21, 2023): 75–93. http://dx.doi.org/10.17770/er2023.1.7349.

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Higher education, faced with many of today's global challenges, focuses on innovative approaches to the organization of the study process, which will be able to professionally prepare and develop students' thinking. It is important for social science students, especially future social science professionals, to develop a holistic experience. Therefore, the purpose of the article is to analyze monological and dialogic methods in the study process. Studies based on verbal text knowledge transfer develop the working memory of a social science professional, but the ability to navigate and work in r

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Millet, A., A. Abi Akle, and J. Legardeur. "From the Definition of Colours Attributes to Build a Semantic Space: Application to a Sport-Health Dialogical Context of Use." Proceedings of the Design Society 2 (May 2022): 2137–46. http://dx.doi.org/10.1017/pds.2022.216.

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AbstractThe integration of user perception into the design process has become necessary to provide the best experience to users. All methods focusing on the interpretations of products are based on the same principle: identifying relationships between a semantics and physical attributes of products within a product domain. Sometimes this domain makes the definition of these relations more complex as for a dialogic context of us due to the lack of existing product. We propose in this paper a method to define a semantics directly from products attributes in regards with a dialogic product domain

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Ramasamy, Sheila Adelina, and Azlin Zaiti Zainal. "Teachers’ Professional Development and Pedagogical Shift towards Dialogic Teaching in Malaysian Lower Secondary ESL Classrooms." International Journal of Learning, Teaching and Educational Research 22, no. 7 (2023): 371–87. http://dx.doi.org/10.26803/ijlter.22.7.20.

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This study reports on teachers’ pedagogical changes upon attending a professional development programme. In supporting learners of a second language (L2), dialogic teaching was emphasised as an intervention programme in Malaysian lower secondary ESL classrooms. Dialogic teaching is a pedagogical approach that focuses on the importance of classroom talk in constructing knowledge collectively (Alexander, 2018). This study explored the perceptions of four rural L2 teachers who were participants in a professional development on dialogic teaching and investigated their classroom practices using the

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Gutierez, Sally B. "Teacher’s Dialogic Prompts That Scaffold Students’ Participation in Classroom Argumentation: A Case of a Biology Teacher." Asia Pacific Journal of Educators and Education 36, no. 1 (2021): 59–73. http://dx.doi.org/10.21315/apjee2021.36.1.4.

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In this qualitative case study, a male biology teacher teaching Bioethics in Senior High School was purposively selected for the documentation and examination of the types and functions of dialogic prompts he used to scaffold his students’ participation in classroom argumentation. Using various data such as classroom transcripts from audio- and video-records, interviews and field notes, these were subjected to microlevel analyses using the constant comparison method. Using an analysis framework with codes from literature that were subsequently merged with data driven codes, thematic analysis y

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Stratyner, Barbara. "Memory Books: A Method of Dialogic Retrospection in the Gallery." Journal of Museum Education 20, no. 2 (1995): 7–9. http://dx.doi.org/10.1080/10598650.1995.11510291.

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Creamer, Elizabeth, and Cherie Edwards. "Embedding the dialogic in mixed method approaches to theory development." International Journal of Research & Method in Education 42, no. 3 (2019): 239–51. http://dx.doi.org/10.1080/1743727x.2019.1598357.

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Yanti, Fitra, and Zelfeni Wimra. "DAKWAH DIALOGIS-BERKEARIFAN TERHADAP PURIFIKASI DAN SINKRETISASI TRADISI BAKAR KEMENYAN DAN BALIMAU." TATHWIR: Jurnal Pengembangan Masyarakat Islam 12, no. 2 (2021): 125–35. http://dx.doi.org/10.15548/jt.v12i2.3444.

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This article discusses the dynamics of purification and syncretization of the tradition of burning incense and balimau in the Minangkabau community. The aim is to explain how the dialogic-wise pattern of da'wah is against local traditions or wisdom. The method used is critical discourse analysis of the dominance of purification and syncretization discourses in da'wah. The temporary conclusion is that the pattern of preaching which should be dialogic-wise is still interpreted as a stage of purification of practices that are claimed to be syncretic. The implication is that dialogic-wise preachin

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Palomino, Mª del Carmen Pegalajar, Diana Amber Montes, and Estefanía Martínez Valdivia. "Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire." International Journal of Instruction 18, no. 1 (2025): 619–34. https://doi.org/10.29333/iji.2025.18134a.

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Higher Education must assume the commitment to provide quality education, as proposed by the UN in the 2030 Agenda. In this sense, dialogic learning stands out as a methodological strategy that promotes participation, communication and autonomous learning. This work aims to describe the design and validation process of an instrument that analyzes the university student's assessment of educational experiences based on dialogic learning. Taking the principles of dialogic learning as a reference for the design of the instrument, its content validity has been ensured by a panel of experts (n=9) th

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Ihsan Ullah Khan and Dr. Abdul Hamid Khan. "Effect of Dialogic Teaching on Pedagogy at Intermediate Level in District Bannu." sjesr 3, no. 1 (2020): 210–16. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(210-216).

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This study aims at finding the effect of dialogic teaching on pedagogy. Dialogic teaching is based on Bakhtin’s concept of ‘Dialogism’. Data were obtained from an experimental study that was conducted on 12th- grade students of a public sector college in District Bannu. The researcher reflected back on the interaction with the students, whose philosophies brought major changes in language pedagogy, that is why Coia and Taylor’s (2009) “Self-study method of Co/autoethnography” was referred to as the reference in the study. Data revealed that valuable addition was made to the researcher’s langua

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Brueggemann, Walter. "Futures in Old Testament Theology: Dialogic Engagement." Horizons in Biblical Theology 37, no. 1 (2015): 32–49. http://dx.doi.org/10.1163/18712207-12341293.

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No one knows about the future of study in Old Testament theology. Two things seem clear. First, we are likely to be surprised by new emerging methods and perspectives, new critical judgments, and new interpretive extrapolations. If we think back to about 1990, Old Testament theology had reached what seemed to be dead end; and then in the next decade, to some great extent due to the influence of Brevard Childs, we witnessed a great revival of study in new directions. I anticipate that we might, at any time, witness the same sort of newness among us the shape of which we cannot foresee. Second,

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