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Christian, Jeff M. "Preaching as character-forming discourse." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p050-0159.
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Mann, Steve. "The development of discourse in a discourse of development : a case study of a group constructing a new discourse." Thesis, Aston University, 2002. http://publications.aston.ac.uk/14811/.
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This thesis is a qualitative case study drawing on discourse analysis and ethnographic traditions. The aim of the study is to provide a description of the discourse consciously constructed by a group of six TESOL professionals in the interests of their own development. Once a week, the group met for one hour and took turns to act as 'Speaker'. The other five individuals acted as Understanders. The extra space given to the Speaker allowed a fuller articulation of a problem or focus than would normally be possible in other professional talk. The Understanders contributed moves to support this articulation. The description covers a two-year period (1998-2000) of this constructed discourse. Data, collected during this period, are drawn from several different sources: recordings, interviews, diaries and critical incident journals. The main recordings are of the actual Group Development Meetings (GDMs). Discussion of six transcribed GDMs demonstrates which discourse choices and decisions were important. In particular, the study looks at the key role played by 'Reflection' in this process. It is argued that Reflection is the key element in supporting the Speaker. The analysis of Reflection, which is considered from four perspectives (values, purpose, form and outcomes) draws on data from the featured cases. Issues relating to the transfer to other groups of this discourse-based approach to professional development are considered.
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Dart, Alison M. "A conversation analysis of the discourse of group supervision." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42782.
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This thesis is a conversation analytic study of how people talk in clinical group supervision sessions. The study sought to describe and elucidate patterns of discourse by which group supervision members talk the institution of supervision ‘into being’ (Heritage, 1984:290). The data comprise a core of 21 audio recorded sessions. The recordings were made in a British University’s Practice-Based Counselling and Psychotherapy Research Clinic. All recordings are of one supervision group comprising of an experienced supervisor and three counsellors. The counsellors also all worked as clinicians in the clinic’s counselling agency. The recordings cover fortnightly supervision sessions over the course of one year. The thesis presents a detailed analysis of communications amongst the participants. In particular the thesis will show how they begin the business of supervision, with an ‘business-opening’ activity phase, which functions as an interim stage between small talk and getting down to business and orients the interactional activity to ‘feelings talk’. It shows how participants co-ordinate the presentation of case studies in a sequentially managed way. The thesis will also show how the use of ‘modelling talk enactments’ by the supervisor is responded to as advice-giving and shows how the interactants negotiate and align to the enactment with reference to an inference regarding ‘who knows what’ and ‘who knows most’. And finally, the thesis demonstrates how interactants organise laughter for negotiating the ‘tricky’ aspects of professional consideration, such as ‘liminal’ ethical aspects; appointing or accepting ‘responsibility’ for institutional problems and for negotiating where delicate matters between group members may be incipient. The study contributes to conversation analytic knowledge regarding CA literature on institutional interaction, particularly on therapeutic discourse and opens up directions for further CA research. The study also offers the findings to supervision research comprising a rare study into the ‘real-life’ interactions in group supervision.
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Romney, Jessica M. "Group identity, discourse, and rhetoric in early Greek poetry." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687266.
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This dissertation asks how individual Greek poets of the seventh and sixth centuries interact with and manipulate the group identities shared with their audiences. By employing a framework derived from Critical Linguistics and Critical Discourse Analysis, I a~alyze these poems both as instances of discourse (,language in use') and as pieces of 'literature'. I ground my analysis in the socio-political context for the Archaic period, during which time intra-elite conflict dominated, and in the performance context of the συμπόδιον, the all-male elite drinking party. I begin with Tyrtaeus, Alcaeus, and Solon in a targeted analysis of their poetry. I examine how each body of work interacts with social, political, and martial identities in the context of Archaic Sparta, Mytilene, and Athens respectively. The three poets, though the identities they present to their audience depend on the particular conditions of πόλις and socio-political situation, use a common set of rhetorical strategies to make their concepts of groupness appealing to their audiences. The fourth chapter examines the body of seventh- and sixth-century monodic poetry, where I found that the same set of rhetorical strategies are fairly consistent across the corpus. These rhetorical strategies work underneath the surface of the poetic text to support the identities and behaviour suggested by the more overt devices of allusions to Homeric heroes, insults, narratives, and so forth. The literary and rhetorical methods for encouraging sameness with the poet/speaker thus complement one another as the poetic text delivers a social message along with its cultural or literary one. This thesis demonstrates that sympotic poetry is 'group poetry' that served to negotiate a group's sense of shared sameness, whether in periods of crisis or not. It presents an analysis of how group identities operate within sympotic poetry along with the methodology for doing so.
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Davies, Derek. "Exploring group learning in higher education using discourse analysis." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/exploring-group-learning-in-higher-education-using-discourse-analsysis(3eff5fe5-10ce-4874-83ac-e5edb3652d4b).html.
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For some considerable time, group activity has been an accepted feature of teaching and learning practice in Higher Education (HE) (Tennant, 1997). This exploratory study has the broad aim of investigating group learning on a Communication Skills course unit of a Foundation Year programme at the University of Manchester. Alongside the aim of identifying evidence for learning in groups, the study is also concerned with developing new understandings related to research methodology in the area of group learning. The study first sets the unit under investigation in the context of relevant current national and institutional policies that have played an important role in shaping the development of university teaching over the last 20 years, particularly with regard to supporting economic development through the provision of an appropriately skilled workforce. The aims of such policies are considered as well as empirical research carried out into cooperative learning in education generally, and group work activity in HE institutions in particular. There are two main elements to the empirical inquiry: (i) discourse analysis of verbatim transcriptions of student group talk, and (ii) content analysis of student group interviews and tutor discussions. Particular emphasis is given to the discourse analysis element as a means of critiquing the effectiveness of group work in facilitating learning. To this end, two specific approaches to discourse analysis are utilised: ‘Idea Framing’ (Tan, 2000/ 2003) and sociocultural discourse analysis (Mercer, 2005). These approaches to uncovering evidence of learning in group talk are critiqued and the findings reported. These finding are then considered alongside the data that emerged from the staff and student discussions. The investigation revealed methodological insights in researching group work in the HE classroom as well as new understandings about what ‘learning’ means in this context. Firstly, in terms of methodology, the inquiry suggests that the combination of the two approaches to discourse analysis adopted provide an effective means of identifying instances of learning as well as insights into the group environment that influence such occurrences. Secondly, with regard to group learning in the HE context, the data highlight (i) the importance of social aspects of group activity for students, and (ii) the link between evidence for learning and the nature of the task they were asked to perform. However, in terms of acquiring ‘transferrable’ or ‘employability’ skills, the data reinforce many of the reservations voiced in the literature about the potential for developing such skills. The implications of these findings for task design are highlighted and suggestions provided in terms of how the course unit may be adapted. In addition, the wider applicability of the findings are considered in terms of improving understanding of aspects of group processes as they occur in the context of undergraduate HE. The study concludes with reflections on the impact of doctoral study on my professional development and practice, and suggestions for further research.
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Fu, Lai-fan, and 傅麗芬. "Characterizing the discourse patterns of collaborative knowledge building." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197113.
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This study aimed to develop a holistic understanding of knowledge-building discourse supported by Knowledge Forum among primary-and secondary-school students in Hong Kong. It is argued that prior studies of knowledge building did not adequately address the important question of how ideas are progressively improved because these studies employed cognitively oriented approaches that discarded the sequential, structural, and situational information about the process of group interactions. To better understand this question, the author applied methods from qualitative traditions to the study of knowledge-building discourse.
The study was part of a five-year professional development project, “Developing a teacher community for classroom innovation through knowledge building”. The author and other project members collaboratively analyzed more than hundreds of Knowledge Forum views to gain an initial understanding of productive group interactions. The selection of data set for the study utilized purposive sampling. The author evaluated the online discourses of several dozens of classes, with the criteria of productive group interactions. Three classes from different schools were selected: Grade 5 Science, Grade 10 Liberal Studies, and Grade 10 Visual Art. These classes offered diverse examples to enhance the transferability of the findings. The data set comprised 764 Knowledge Forum messages, which were examined in great detail by a four-stage qualitative method.
The first stage was a thematic analysis at the thread level to pre-process the online discourses for the subsequent analyses. The second stage was a qualitative coding at the action level to characterize the discourse components of the threads. The coding utilized 7 main codes that were adapted from van Aalst (2009): community, information, question, idea, linking, agency, and meta-discourse. This coding scheme formed a foundation of the data analysis, and this study extended the scheme in two ways. First, it gave the main codes a more theoretically solid foundation by conducting a literature review to further conceptualize or re-conceptualize the main codes. Second, it went beyond conducting the qualitative coding to seek for general patterns of interactions in the third-stage analysis. The third stage was a narrative analysis at the episode level to identify discourse patterns. Eleven patterns were identified to demonstrate productive and unproductive group interactions. The findings from the three stages of analysis were then interpreted to provide a comprehensive profile of the class discourses in the final-stage analysis. The relationship between the discourse profiles and idea improvement was explained. Finally, a validity check was conducted and the findings suggested that the discourse patterns could be used as a heuristic device to provide a basis for understanding other discourses.
The implications of this study are threefold. Methodologically, the study has identified eleven discourse patterns that can be conceived as an extensive classification scheme allowing researchers to understand different types of group interaction in asynchronous online discussion forums. Theoretically, the discourse patterns contribute to the literature concerning the process of computer-mediated group interactions. Pedagogically, it is hoped that the discourse patterns can be used as conceptual tools for scaffolding students toward productive group interaction and can be used in teacher professional development.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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De, Vos Grace Afton. "Gendered positions in a church youth group: a discourse analysis." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/3907.
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Magister Artium - MAThis research is a discourse analysis of a christian “coloured” youth group, from the area of Mitchell‘s Plain, Cape Town. The aim of the analysis is to explore the ways in which the interlocutors construct their identities and gender positions and how they are able to affirm, challenge and perpetuate dominant discourses. The role of this context, namely the social and religious context is pivotal to shaping this interaction. The analysis of the data uses the appraisal framework particularly the attitudinal and engagement systems to analyse how the interlocutors strategically communicate their attitudes, evaluations, feelings and judgements. Ultimately, this research shows how the males and females use language to negotiate identities and socially position themselves. In addition, the research indicates that the male interlocutors in most instances exert a strong influence on the discussions, which result in females showing tendencies to allow for the male ideologies to dictate, thus perpetuating the dominant ideologies about male and female behaviour
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Lee, Kham Chuan. "Language and discourse use in group-based acceptance and commitment therapy." Thesis, City University London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650268.
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This portfolio comprises three sections: an empirical research project, an extended client study and a publishable paper. Each contributing to a specific DPsych training requirement during my t raining as a Counselling Psychologist. The portfolio provides a unique avenue to demonstrate my critical thinking, reflexivity, clinical skills and research competence at a doctoral level. It also calls for my knowledge and exposure within the field of psychology to be expanded beyond clinical work alone. In view of the interrelated nature of mental health care, personal wellbeing and psychological theory, this portfolio created opportunities to establish potential linkage and synthesis with other professions in t~e service of the individuals that required care. Embracing the pluralistic attitude of Counselling Psychology, and appreciating the intersubjectivity and contextual setting that we practice in, this portfolio comprised of an extended client study that revisits the fundamentals of psychotherapeutic approaches, an empirical research that explored the discursive aspects of a predominantly positivist approach, and an innovative proposals calling for the success achieved in clinical population through Acceptance and Commitment Therapy to be extended to 'healthy' population, in the service of improving wellbeing and strategic preventative care.
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Williams, Donald A. "The Nature of Discourse in Small Group Discussions During Reflective Teaching /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382449356.
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Yoon, Susan A. "Group structuring effects on gender-specific discourse interactions within knowledge-building communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ45492.pdf.
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Aloraini, Abdullah Abdulrahman A. "Argumentation and poetry : a pragmatic literary study of the Diwan Group's poetic discourse." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21208.
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This study seeks to consider argumentative discourse in poetry, and to attempt to detect the arguments in the poetic discourse of the Diwan Group in the light of their principles, trying to present a different insight into the examination of modern Arabic poetry by exploring its ability to persuade and influence. The study applies the argumentation theory to the Diwan Group’s poetic output by attempting to answer the question of how the three members of the Diwan Group imbued their poems through the process of argumentation. The study aims to reveal the effectiveness of argumentation in the structure of the group’s poetic discourse considering the presuppositions. This means that the concept of poetry and critical works of the three members of the Diwan Group could be presupposed to be ‘ideal’ and any poetic analysis is made in the light of this concept. In other words, the study highlights the argumentative process in order to illustrate how the Diwan Group’s trend towards the romantic rebelled against the Classical school. By applying the theory of argumentation to the poetic output, it would essentially mean that the poem seeks to create a special meaning through language in the communicative process between the poet and the reader. This process is the essence of the theory of argumentation: to persuade the reader of the argument and to reach the desired result through justification and evidence. As the meaning of each of the selected poems is significant and considerable, this study relies on the pragmatics method, where argumentation itself is an essential branch of pragmatics. The pragmatic approach examines how the purposes of the writer (or speaker) are detected by the receiver. It considers literary works as essential verbal works that have been expanded to encourage the addressee to full persuasion. It can be seen that pragmatics is based on the study of the meaning that the speaker or writer wants to communicate and the listener or reader explains. It is worth noting that both the pragmatic approach and the theory of argumentation endeavour to throw light on the characteristics and implications of literary discourse in different genres, based on communication between two parties. As the title suggests, this study is designed coherently in three parts: The Foundation, the Structure of Argumentation and the Structure of Poetry respectively. Part I includes two chapters; the introductory chapter and the background of both the Group and Theory which considers the dialectic of Argumentation and Poetry. Chapter Three, the first in part II, discusses the Constituents of Argumentation by studying three aspects; the bonds of convergence between Argumentation and Romanticism, repetition and finally, poetic dialogue. Chapter Four covers the Patterns of Argumentation, which are: Syllogism, Fallacy, and thirdly, Argumentation by Example. Chapter Five, the first in part III, conducts a deeper analysis into the common-places where arguments are found, which are Love, Meditation and Nature. Each poetic theme is divided into related arguments. Chapter Six examines Argumentative Images through a theoretical preface concerning the link between imaginary and argumentation, following by the Sources of Argumentative images through Human being, Nature, Religion and Philosophy. Finally, the Functions of images of Wisdom and comparison are examined. Chapter Seven presents the Conclusion, which summarises the most important points deduced from the study and the recommendations made. Finally, as I have studied the group’s poetic material, I have found that one of them can simultaneously be regarded as a poet, writer and critic; and that argumentation was the ideal way for the poets to disseminate their ideas and principles. Moreover, it can concluded that the poetic discourse of the Diwan Group’s focus concerns two aspects: the critical and the poetic. The critical element relies on the poets’ critique (especially that of the revival poets), that clarifies the nature of poetry, and the impact of emotion on it, as well as portraying both Life and Self in various aspects. The poetic discourse that was formed in the first fruits of the 'new poetry' was an attempt to replace Classical poems with another focus that was related to emotion and Romanticism.
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Edens, Zackary R. "Conversational Dynamics: Decision Making as Discourse." UKnowledge, 2014. http://uknowledge.uky.edu/management_etds/7.
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This dissertation examines decision making as discourse to capture subtle characteristics and processes within top management team discussions and examines their influence on decision outcomes. Additionally, this approach allows for exploration of decision making processes in real time by utilizing audio analysis techniques that can provide a more dynamic and integrative view of conversations and discussions as they relate to the dialogue and debate that goes on within top management teams, as well as providing an alternate pathway of study for top management team and group research, decision making studies, and the fields of communication and conversational analysis.
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Marchesi, Silvia. "The natural mother : Discourse and representation of motherhood in an Italian Facebook group." Thesis, Linköpings universitet, Tema Genus, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148473.
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Nature still plays a prominent role in shaping social expectations about the tasks of parents, especially mothers. The transition from the previous model of mothering and the contemporary one in Italy is definitely characterized by a revival of what is perceived as the ancient way of childrearing. At the same time, nature is also used to establish ideas about women and motherhood that are socially constructed. The gender inequality that characterizes maternity is somehow justified as part of an inevitable process where it is only or mainly the mother who has to stay home and provide care for children. The belief is well-established in Italian society and many women embrace it without any questioning. This research seeks to understand the appeal that the concept of the natural mother exercises today on many women. Empirically, the focus is on the Italian context. Departing from questions coming from the personal experience of motherhood, the author carried out an investigation of a Facebook group that provides support and information about a natural approach to motherhood. Ecofeminist and intersectional theory have been used in order to address the thorny relationship between women and nature. With the aid of discourse analysis and online ethnography methods, the author tried to disclose contemporary use of nature in the cultural representation of maternity. The study reveals the role that breastfeeding plays in present-day Italy in modeling a natural approach to motherhood. More precisely, breastfeeding is the core for understanding the idea of the natural mother. The significance of the research is that it highlights how breastfeeding raises the contradiction of the natural motherhood approach: on the one hand, it claims a stronger voice for women’s needs and expectations of their pregnancy and maternity experiences; on the other, it supports a conservative rhetoric about gender roles.
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Li, Yue E. "The operation of repair in L2 learner conversation, group work and classroom discourse." Thesis, Aston University, 1992. http://publications.aston.ac.uk/14829/.
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The present study is an empirical investigation into repair in spoken discourse, specifically focusing on L2 learner conversation, group work and teacher-fronted classroom interaction. The core of the investigation concentrates on identification of the problem type, classification of repair strategies and examination of interaction in the repair process. A comparison between Conversation (CS), Group Work (GW), and Teacher-fronted classroom interaction (CR) suggests that more repair is undertaken in CS. The results of the study suggest that the fundamental differences between CS, GW and CR are of two types: in the frequency of repair and in the nature of the repair itself. It has been found that other-initiation for production problem repair occurs mainly in CR, other-completion is characteristic of GW and self-repair is most frequent in CS. Factors affecting the occurrence of repair in CS, GW and CR are related to content and social and communicative features of context. Importantly, the study shows the frequency of repair in GW falls between that of CS and CR in most of repair strategies. This result lends support to the argument that group work can assist L2 learners to develop their communicative competence. It is suggested that the analysis of the repair process in CS, GW and CR can be useful in throwing light on the intricacies of spoken discourse in general and can be exploited by applied linguists for both theoretical and pedagogical purposes.
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Eliasson, Johanna. "The H&M Group: Enabling the Future : An anthropological discourse analysis of The H&M Group Sustainability Report 2016." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339565.
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Initiatives in Corporate Social Responsibility (CSR) are getting more pronounced than we as a society are used to, and spurs confusion over the perceived dichotomy between corporate ethicising and profitability. H&M is a company engaging in these initiatives, and their manifest of CSR will be analysed for discourse content. Themes such as social institutions, contrasted groups, individuality and collectivism and agency emerge within the pages of the H&M group’s sustainability report.
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Aiello, Giorgia. "Visions of Europe : the semiotic production of transnational identity in contemporary European visual discourse /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/6206.
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Martinez-Roldan, Carmen Maria. "The power of children's dialogue: The discourse of Latino students in small group literature discussions." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289185.
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This study examines the discourse of second grade bilingual students participating in small group literature discussions over one academic year. The main research question is "What is the nature of the talk in which second-grade bilingual Spanish/English students engage as they discuss children's literature in small groups?" The study is based on a qualitative research design, using methods and techniques from ethnography and case study research, and was conducted in a collaboration with a teacher researcher. It describes the conversations of 21 Latino students, Mexican American children from working-class families, during 19 literature discussions. Each literature discussion consisted of four small groups of students for a total of 75 literature circles. Ten students were English dominant, and 11 were Spanish dominant. The students were sometimes grouped by language dominance, but most of the time they were heterogeneous groups where both English and Spanish dominant students talked with each other about the same self-selected book. Nine students and 11 literature circles were chosen as case studies to examine in depth the range of the students' responses to literature. Data gathering methods included field notes from participant observation, audiotapes, transcripts, videotapes of 75 literature circles, and samples of the students' written responses to literature. Through a detailed description and analysis of the children's responses to literature, this study documents how young bilingual children can have sophisticated literary responses and meaningful discussions of texts given opportunity and an appropriate context. Small group literature discussions, informed by Rosenblatt's reader-response theory, are proposed to be a crucial component of an intellectually challenging curriculum, especially in facilitating various forms of talk about text. This study shows that the small groups created a collective zone of proximal development for students' meaningful discussions. The findings of this research illustrate that there is no need for delaying children's development of critical thinking until they first learn to decode, emphasizing skills at the expense of content and thoughtfulness. A collaborative approach to research where the classroom teacher participates in the study is also proposed as an effective research model aimed toward educational change.
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Eckardt, Patricia N. "Teacher and student supportive academic discourse while engaged in small group fourth-grade literacy lessons." Thesis, Fordham University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632088.
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This hypothesis-generating study initially sought to understand teacher and student supportive interactions within a literacy classroom. The researcher began with a thorough examination of three reading instructional methodologies that purported to be based on teacher support. Questioning the Author, Reciprocal Teaching, and The Scaffolded Reading Experience were reviewed, because the researcher had anticipated witnessing such scaffolds within literacy lessons. Data were then gathered in a small group, fourth-grade, reading class. Following data collection and analyses, however, the researcher recognized supportive instructional interactions derived from teacher and student academic discourse rather than predetermined reading programs purporting to be based upon foundations of teacher scaffolds. Due to this finding, the researcher narrowed the study's focus and questioned the nature of student and teacher supportive interactions, namely academic discourse, while engaged in fourth-grade small group literacy time. Four episodes from this reading lesson were intensively investigated. Exploratory talk and presentational discourse were two primary talk types evidenced. Based on transcript analysis and triangulation of data, findings from this qualitative study generated two hypotheses that addressed classroom concerns. Analyses of data suggested supportive academic discourse may enhance student inquiry when reading challenging texts in class, and classrooms in which exploratory talk is prompted may lead to increased conceptual learning. The researcher proposes altering the nature of a traditional and hierarchical academic discourse pattern to one based upon democratic principles. A less structured discourse pattern consisting of the sequence inquire, wait, think, and share may offer students authentic learning opportunities that intrinsically inspire inquiry.
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Roe, Jasper. "A Corpus-Assisted Discourse Analysis of the representation of the Rohingya minority group in Myanmar." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322531.
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This paper explores the representation of the Rohingya minority group in Rakhine State, Myanmar, through the methods of corpus-assisted discourse studies. The research is based on the NOW Corpus, curated and designed by Mark Davies at Brigham Young University. On the basis of concordance and collocation analysis, this paper draws several important conclusions, arguing that online media have in general depicted the Rohingya people as a homogenous, passive group of victims, while minimizing agency of the Myanmar Security Forces and Government of Myanmar, their persecutors. In addition, the data reveals that the representation of the Rohingya people focuses heavily on depicting them as Muslims and creating a sharp dichotomy between Muslims and Buddhists in Myanmar. This in turn neglects opportunities for Buddhist and non-minority supporters of the Rohingya people to be heard. This suggests that more should be done to counteract the homogenous representation of the Rohingya people, and provide more well-balanced online journalism which accepts the divisiveness of creating such religious dichotomies.
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Hartung, Kyle John. "The Effects of Academically Productive Talk in Group Discourse in a Virtual Internship for Engineering." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112695.
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Skills associated with collaborative problem solving (CPS), especially in STEM-related disciplines, are increasingly regarded as essential for success in work and life. In the last decade, simulation-based games have emerged as rich environments for the situated learning of such skills, and are instrumental in the study of CPS because they provide rich data for detailed analysis of discourse and social interaction. One type of social interaction, Academically Productive Talk (APT), has been found to support collaborative activity, encourage knowledge integration, and promote academic gains for individuals. However, little is known about the relationship between APT and how groups develop complex STEM thinking. Additionally, despite evidence that students’ attitudes affect social interaction during collaborative activity, little is known about how collaborative social interaction may affect students’ attitudes.
The primary goals of this study were to examine CPS discourse in order to: 1) investigate the relationship between the qualities and characteristics of how groups talk and what groups talk about; and 2) understand whether how groups talk effects a change in students’ attitudes. To meet these aims, this study paired conversation analysis with an innovative analytical methodology, Epistemic Network Analysis (ENA), to study groups’ endogenous use of APT and its relationship with substantive qualities of group discourse in the virtual simulation of professional practice in engineering, Nephrotex.
This study presents empirical evidence that, (1) specific APT-style contributions were effective for introducing critical, domain-specific evidence into student discourse, and (2) more use of APT in group discourse resulted in better knowledge integration of human-centered design constraints (i.e., their client’s needs; their consultants’ interests) and data analysis. These findings varied in terms of how, when, and what type of, integration occurred. No evidence was found to suggest that students’ participation in groups that engage in more APT affects a positive change in their attitudes. A better understanding of the effects of APT in a simulation-based game environment can be used to inform the ongoing research and development of technologies capable of shaping and observing discourse as it occurs in virtual environments for learning, and that support students’ development of CPS skills.
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Mo, Yanxian. "“Top” overseas talent as a distinguished social group : a policy study using critical discourse analysis." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57885.
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To reverse “brain drain”, the Chinese governments have deployed various mechanisms, including preferential policies, to recruit ethnic Chinese individuals from abroad who are considered top talent urgently needed in China. This study looks at how Chinese overseas recruitment policies contribute to the construction of overseas talent as a distinguished social group, thereby entrenching stratification in the Chinese society. Theoretically, the thesis is informed by Bourdieu’s theory of social class and by Levinson et al.’s perspectives on policy function. The main focus is the Thousand Talent Plan (TTP), which is the China’s most influential policy for recruiting top-notch talent from abroad. My study starts with a historical overview of talent policies in China, giving special attention to the social and economic context of the changes. Critical discourse analysis is then employed as a methodological approach to examine how such policies ideologically differentiate the “best from the rest.” I argue that Chinese overseas recruitment policies have the formative power to construct and impose a legitimate vision of “top” overseas talent as a distinguished social group: a minority privileged with cultural capital, advantageous economic capital, privileged social capital, and honourable symbolic capital. Study limitations and implications for policy and practice are discussed.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Blatter, Janet. "Drawing inferences : drawing, discourse, and spatio-motor representation in an animation storyboarding activity." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85131.
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A case study of collaborative storyboarding in an animation studio grounded this investigation of visual discourse---discourse about and with visual displays. The focus was on a problem occurring during a 40-minute task between the head storyboard artist and his junior colleague in reviewing a rough, conceptual storyboard. The research investigated the role of different semiotic modalities produced by the artists', i.e., speech, gesture, and drawing, in mediating spatial (frames of reference) and motion (action and path) representations and inferences from the storyboard. One aim was to determine if particular modalities were used to represent particular spatial and motion ideas.Both qualitative discourse and quantitative analyses were undertaken to associate the individual discourse modality in co-occurring external representations (speech, gesture, or drawing), with spatial and motion ideas required to understand the storyboard. The results showed that (a) most modalities did not consistently or uniquely represent specific types of spatial and motion ideas, (b) representations frequently demonstrated a mismatching between spoken and gestured or drawn ideas, (c) spatial representation in particular required the artists to represent specific goal domains as contexts that determined the frame of reference and local sense of the representation, and (d) a more complex drawing style was used at the beginning of the problem than in the latter solution stages.
These findings are discussed in terms of the artists' (a) flexibility needed to traverse between 2-D and 3-D imagined worlds requiring the representation of different spatial coordinate systems, (b) handling of the modalities in visual discourse as supporting this flexibility, and (c) strategic use of drawing styles to assist inferring 3-D dynamic action from an incomplete, 2-D, static storyboard. The study demonstrates the importance of considering activity goals and interacting semiotic modalities as contributing to the knowledge needed to represent and infer space and motion. These findings are significant to research on the knowledge and tools used to infer space and motion from static visual displays in authentic collaborative design activities, and have implication for research on technologies and environments supporting collaborative visual thinking in design settings.
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Williams, Val. "Being researchers with the label of learning difficulty : an analysis of talk in a project carried out by a self-advocacy research group." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247042.
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Holzer, Boris. "Transnational subpolitics and corporate discourse : a study of environmental protest and the Royal Dutch/Shell Group." Thesis, London School of Economics and Political Science (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393577.
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Heenan, Mary Colleen. "The application of discourse analysis to a feminist psychodynamic psychotherapy group for women with eating disorders." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361972.
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Lack, Brian S. "Student Participation in Mathematics Discourse in a Standards-based Middle Grades Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/11.
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The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students’ ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the socio-cognitive capacity needed to succeed in learner-centered, discussion-intensive mathematics classrooms. A multiple case study design was used to examine the nature of participation in mathematics discourse among two low- and two high-performing sixth grade female students while solving rational number tasks in a standards-based classroom. Data collected through classroom observations, student interviews, and student work samples were analyzed via a multiple-cycle coding process that yielded several important within-case and cross-case findings. Within-case analyses revealed that (a) students’ access to participation was mediated by the degree of space they were afforded and how they attempted to utilize that space, as well as the meaning they were able to construct through providing and listening to explanations; and (b) participation was greatly influenced by peer interactional tendencies that either promoted or impeded productive contributions, as well as teacher interactions that helped to offset some of the problems related to unequal access to participation. Cross-case findings suggested that (a) students’ willingness to contribute to task discussions was related to their goal orientations as well as the degree of social risk perceived with providing incorrect solutions before their peers; and (b) differences between the kinds of peer and teacher interactions that low- and high-performers engaged in were directly related to the types of challenges they faced during discussion of these tasks. An important implication of this study’s findings is that the provision of space and meaning for students to participate equitably in rich mathematics discourse depends greatly on teacher interaction, especially in small-group instructional settings where unequal peer status often leads to unequal peer interactions. Research and practice should continue to focus on addressing ways in which students can learn how to help provide adequate space and meaning in small-group mathematics discussion contexts so that all students involved are allowed access to an optimally rich learning experience.
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Abrahamse, Petra. "A needs assessment of a group of at-risk youth in Mitchell's plain a discourse analytic approach." University of the Western Cape, 2000. http://hdl.handle.net/11394/8348.
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Philosophiae Doctor - PhDThis study focused on determining and understanding the needs of a group of at-risk youth in Mitchell's Plain in order to identify the social competencies and basic life skills they require to enable them to cope with their life circumstances. The first phase of this study, which adopted a qualitative framework to identify the needs of these at-risk youth, was a review of the relevant literature. This review revealed that not only is there a need to understand the transitional stage that youth find themselves in; just as important is the necessity of being aware of the political, economic and social contexts which impact on them. Focus group interviews, which are recognised as encouraging participants to reveal more than in individual interview situations, were then used to obtain the data. Thereafter, both discourse analysis and systems theory were employed to analyse the data. Thus, not only were the utterances. of the participants subjected to rigorous linguistic analysis in order to discover the subtext of what they were saying; the researcher also took cognisance of the wide range of systems which impact on youth, from the macro socio-economic levels to the micro family and school levels. these at-risk youth began to emerge. These, in turn, highlighted those affective, cognitive and behavioural skills needed by at-risk youth to optimise their future development. The analysis of the data also served to validate the assumptions contained in the working hypotheses, namely that the youths' discourses would reveal their most dominant needs. In this respect, it became apparent that socio-economic deprivation, poor educational opportunities, problematic peer and family relationships as well as intra-community violence are all underpinning issues, which contribute to the youth being vulnerable to becoming at risk. As such, these issues require urgent addressing. Furthermore, the effects of racism in post -apartheid South Africa became evident as the youths revealed the inadequacies of their current situation. The youths' discourses, thus, highlighted the economic disparities that are highly visible within their community, despite the political transformation within South Africa. The study concludes by suggesting that if a meaningful way forward is to be found, it lies in improving our understanding of how preventative intervention can effectively take place in the structural, social and interpersonal domains to provide a national programme of action for youth.
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Wong, On-wing, and 黃安穎. "Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50605859.
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This study aims to investigate the automated question detection and classification methods to support teachers in monitoring the progression of discussion in Computer-Supported Collaborative Learning (CSCL) discourse of Hong Kong students. Questioning is an important component of CSCL. Through the analysis of question types in CSCL discourse, teachers may probably get a general idea of how an inquiry is constructed. This study is an attempt to take up this time-consuming task of question classification with the techniques developed from machine learning. In general, the performance of machine learning algorithms will improve by increasing the amount of empirical data for training. The amount of training data is a determining factor for the performance of machine learning algorithms. The machine learning based question classification algorithms may not able to detect those question types with a small amount of training data. In order not to miss out those questions, an extra step to detect the occurrence of all question types might be needed.
One Chinese and one English datasets are collected from an online discussion platform. These datasets are selected for comparing the performance of question detection and classification in the two languages, and a sentence is defined as the unit of analysis. Question detection is a process to distinguish questions from other types of discourse act. A hybrid method is proposed to combine the rule-based question mark method and machine-learning-based syntax method for question detection. This method achieves 94.8% f1-score and 98.9% accuracy in English question detection and 94.8% f1-score and 93.9% accuracy in Chinese question detection. While question detection focuses mainly on the identification of questions, question classification concentrates on the categorization of questions. The literature showed that the tree kernel method is almost a standardized method for question classification. The classification of English verification and reason questions using tree kernel method can both attained f1-score above 80%. Though the precision of Chinese question classification using the same settings remains at a similar level, the recall drops greatly. This result indicates that the syntax-based tree kernel method may not be appropriate for classifying questions in Chinese languages. In order to improve on the Chinese question classification result, Case-Based Reasoning (CBR) is introduced. CBR is a method to retrieve example case(s) which shares the maximum percentage of similarity with the test case from a database. In this study, the similarity is measured by the lexemes that composed a question. Although the implementation of the CBR method can improve the recall, it also causes the great drop of precision. Considering the high precision of tree kernel method and wide coverage of CBR method, a hybrid method is proposed to combine the two methods. The experiment result shows that f1-score of the hybrid method for multi-class classification surpasses the tree kernel and CBR methods. This indicates that the implementation of hybrid method can generally improve the result of Chinese question classification.published_or_final_version
Education
Master
Master of Philosophy
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Schofield, Sally. "Group art therapy for people with Parkinson's : a qualitative study." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/group-art-therapy-for-people-with-parkinsons-a-qualitative-study(1e37dc4c-34cd-4636-b324-6f5d563e95f8).html.
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This thesis explores the effects of art-making in group art therapy sessions for people affected by Parkinson's Disease. It examines their experience of self through active engagement with art materials. It also draws on the experience of family caregivers and of professionals providing other therapeutic support for these patients. The research methodology is based on feminist, post-structuralist epistemological thought, situating the research as a political, reality-altering endeavour shaped by, and interpreted through, the researcher's particular ideological lens. The thesis emphasises the importance of developing a critical overview of the research context and considering how dominant discourses have shaped both the individual patient's experience of Parkinson's and the service approach to ways of improving their quality of life. A medical model is viewed as determining a narrow understanding and experience of the condition. Broadening the focus of the work to attend to how Parkinson's is culturally and socially embedded provides new understandings of its effects on patients and their wider needs. The research design has a strong participatory component drawing on the support of a consultancy group of six people affected by Parkinson's and three family caregivers, all seen as experts through their personal experience of the condition. The researcher defines her position as researcher-near using her background as artist, art therapist and her experience of working with people affected by Parkinson's at the research site. The research design is inspired by group art therapy practice, and takes research as praxis for theory building. Social science qualitative interviewing was used with four focus groups, and in ten semi-structured individual interviews which involved participant selected examples of their group therapy artwork. Nine audio-recordings of group art therapy sessions were collected. The researcher used art-making throughout the research process to create visual researcher diaries, and 'response' art as a way of exploring the material gathered for analysis. Besides providing an opportunity to consider the role of visual expression to complement verbal, this English language thesis uses data collected in Spanish and Catalan. Translation across languages (spoken, written and visual) and cultures became a method through which to consider interpretation, explore nuances and question assumptions. The dilemmas faced in translation enhanced researcher reflexivity and facilitated exploration of the space between art and language. This thesis offers an understanding of the potential contribution of group art therapy within six themes: 'Self-construction and discovery'; 'Material action'; 'Aesthetic group movement'; 'New perspectives'; 'Artwork as legacy'; and 'Physical transformation of issues'. These themes support the view that group art therapy acted as a catalyst for well-being and better functioning for participants, and that it can be modelled as a continuous process of embodied enquiry for those affected by Parkinson's. The triangular therapeutic relationship is explored and the terms 'creator' - 'artwork' - 'audience' are proposed to recognise the flexibility in the art-maker's position between creator and audience of their artwork. That artwork is conceptualised as an active meaning generator in the group art therapeutic encounter and the artistic intersubjective matrix is explored in relation to therapeutic factors specific to group art therapy. Implications for working with other related chronic, life changing conditions are elaborated.
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Choi, Kwan-yee, and 蔡君儀. "Developing knowledge building discourse in Chinese language and culture for senior high school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30156749.
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Litster, Kristy. "The Relationship Between Small-Group Discourse and Student-Enacted Levels of Cognitive Demand When Engaging with Mathematics Tasks at Different Depth of Knowledge Levels." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7626.
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High cognitive demand (HCD) tasks can help students develop a deeper understanding of mathematics. Teachers need interventions that encourage students to engage in HCD activities. Small-group discourse provides HCD opportunities for students while solving mathematics problems. Discourse can take place after students solve problems individually (reflective) or in groups as students solve problems (exploratory). This study looks at the relationship between these two types of small-group discourse and student-enacted cognitive demand.
This study looks at how students engage with tasks that were designed at four different cognitive demand levels using Webb’s depth of knowledge (DOK) framework. Ninety-seven grade 5 students from four different classrooms were grouped in small groups of two or three students to solve two sets of mathematics problems on operations with fractions and decimals. Each class engaged in Reflective Discourse after solving one set and engage in Exploratory Discourse while solving the other set. To help understand any order effects, half the classes used Reflective Discourse with Set 1 while the other half used Exploratory Discourse with Set 1. Then, they switched for Set 2, so that whoever used Reflective Discourse with Set 1 used Exploratory Discourse with Set 2 and vice versa.
The researcher analyzed whether there were patterns in levels of cognitive demand and quality of the discussion when students engaged in each type of discourse for math problems at four different levels. First, the researcher looked at any numerical differences between the intended cognitive demand of the problems and how students engaged with the problems using frequency tables, heat maps, and statistical analyses. Next, the researcher looked at differences in student actions and the way they talked about the math problems.
Findings showed that both Reflective and Exploratory Discourse can be used by teachers to promote high student-enacted levels of cognitive demand. Results also showed that a supportive environment, such as the environment created by Reflective Discourse, can help support typically struggling students. Finally, this research reinforced the importance of dissonance in prompting students to engage with the tasks at higher levels of cognitive demand.
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Gulick, Eleanor. "Developing discourse structure analysis for use on conversations that include people with aphasia." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594159643173734.
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Johansson, Annika. "Religionens plats inom sfi." Thesis, Södertörn University College, School of Gender, Culture and History, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3668.
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This study aims at using discourse analysis to analyze SFI students attitudes to religion and religiosity in an SFI-context. The questions are: How is the discourse constructed and maintained by religion and religiosity of SFI students in an SFI context? How do SFI participants experience that their religion has affected their time at SFI?
Using a case study approach, interviews were conducted with a group of SFI students. The results show that the religious discourse in SFI is influenced by the SFI-context and affected based on the current education discourse that exists there. Furthermore, the discourse is designed and maintained by the participants private religious beliefs and the religion of the majority of the group, One canhere speak of a strong social unit forming a plausibility structure The power structure that emerges is that the majority has the power to define the significance of religion and place within the SFI context.
In the SFI-context the participants view is that religion is something private that should not be expressed in the school environment. They express that they do not want to talk about religion among a collection of people from other cultures since one would not want to risk creating conflict.
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Atkinson, Peter. "Assemblage and différance : an institutional theory and methodology." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14813.
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This thesis develops a postmodernist theory of institution, Discursive Organisation Theory (DOT), by building on elements of the work of Jacques Derrida and Giles Deleuze. One aspect of the theory is demonstrated by analysing transcriptions of eight focus groups composed of students studying in the field of business and management studies in universities in London. Postmodernists have so far eschewed theory development of this type but this study explicitly argues for the legitimacy of the project. The version of postmodernism to be used is carefully defined and takes as its central feature arguments from Derrida’s “Structure, Sign and Play in the Discourse of the Human Sciences”. Derrida’s “absence of presence” is taken as the defining characteristic of this version of postmodernism. Its epistemology is developed from Derrida’s notion of différance. Its ontology is based on the realist ontology of Deleuze and places emphasis on the notion of assemblage (agencement). The theory assumes that the physical world is only knowable through the mediation of a system that is symbolic in nature which processes sense data. Since organisation of action is the ultimate purpose of this processing system, and is more fundamental than perception or cognition, it is necessary to build a model of this processing system in order to arrive at an understanding of institution, which is taken as the ultimate manifestation of organisation. This processing system is labelled as “discourse” in this thesis and includes all human symbolic systems and chiefly, but not limited to, language (Iedema 2007). The theory is developed by constructing a series of mutually dependent assemblages beginning with discourse itself, then the institution assemblage, then the organisation assemblage and ultimately the assemblage of everyday life, or society as a whole. These assemblages are fictions, reality is itself a continuum, but they are convenient for understanding the nature of the phenomena included at these levels and how they are interrelated. These phenomena traditionally come under the headings of subjectivity, identity, communication, conversation, power, institution, bureaucracy (Weber, 1964), culture, organisation and many others. Derrida’s concept of deconstruction is used as a method to analyse the processes of constructing and maintaining organisation. Bureaucracy is taken to be a diagram (Deleuze) belonging to the assemblage of everyday life and generates the only legitimate form of organisation in the fields of government and private enterprise that can be used today. Grid-Group Cultural Theory, as developed by Mary Douglas, Michael Thompson and others, is reinterpreted and used to analyse institutional construction. This part of the theory is tested empirically. The data gathered from the focus groups is analysed using Grid-Group Cultural Theory as a typology of thought styles. The analysis shows that the thought styles interact with each other both antagonistically and co-operatively in a way that confirms the contention that Grid-Group Cultural Theory may be used to deconstruct bureaucracy. This study makes several theoretical contributions by developing theory in an area where little has been done before. It makes a practical contribution by demonstrating how practitioners may be helped to make more effective decisions. It points the way to further development and applications of the theory.
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Cordeiro, Sandra Mara Lentz Schmidt. "The use of the discourse markers you kow, i mean an well by a group of brazilian learners of english." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/82103.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-19T11:33:30Z (GMT). No. of bitstreams: 0Bitstream added on 2013-07-16T18:45:11Z : No. of bitstreams: 1 189675.pdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Marcadores discursivos (MDs) frequentemente estão presentes no discurso oral (McCarthy 1993). Analiso o uso dos MDs y' know, I mean e well por um grupo de aprendizes brasileiros de inglês em Florianópolis, Santa Catarina. O estudo é explorativo e qualitativo objetivando verificar se aprendizes brasileiros de Inglês usam marcadores discursivos, e quais são as implicações do uso dos marcadores discursivos para a comunicação oral. Os exemplos foram tirados de 6 horas de gravações sobre diferentes questões com base em princípios de análise do discurso especialmente nos estudos de Schiffrin (1987,1994). Os resultados da análise exploratória discursiva mostram que este grupo de aprendizes brasileiros da língua Inglesa usaram muitos MDs, mas apenas alguns exemplos do MD y' know, um exemplo do MD I mean e nenhum exemplo do MD well durante seu discurso oral. Chamar a atenção dos ouvintes, sustentar suas posições ou solicitar 'feedback' foram alguns fatores que contribuiram para manter a interação dentro da sala de aula, e consequentemente promover o uso da língua alvo e o processo de aprendizagem.
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Barve, Madelina. "Careless Peacebuilding : A Poststructural Policy Analysis of the Afghanistan Study Group Final Report: A Pathway for Peace in Afghanistan (2021)." Thesis, Malmö universitet, Institutionen för globala politiska studier (GPS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44323.
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This thesis is a poststructural policy analysis, following the ‘What’s the Problem Represented to be’ (WPR) approach developed by Carol Bacchi (2016), of the Afghanistan Study Group final report: A Pathway for Peace in Afghanistan. Following the theoretical basis proposed by this method, the report is examined for discourses and power relations that construct the problem representation. The discourses identified of liberalism and ‘just war’ theory are shown to saturate the Afghanistan Study Group’s (ASG) report and can be traced through time, displayed by a genealogy of the Senate Committee on Foreign Relations (SCFR) hearings that took place between September, 11th, 2001 up until the ASG report was commissioned in 2019. It is argued that the peace recommendations and the analysis they are based upon are produced by the politicians and experts under a Western lens that perpetuates an Orientalist problem representation. The proposed lens, inspired by postcolonial theory, is argued to not only permeate the ASG report but also the mainstream peacebuilding discourse, among other fields which pertain to, and ultimately get in the way of, finding a pathway to peace.
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Cheng, Ho Fai Viggo. "A discourse analysis of identity construction among foreign domestic helpers in Hong Kong." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1369.
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Poncini, G. "Business relationships and roles in a multicultural group : an investigation of discourse at an Italian company's meetings of its international distributors." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543076.
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Barry, Jennifer. "Stories and gaps : a study of narrative, discourse and musical awareness in a group of year six children's responses to music." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2006. http://hdl.handle.net/10092/3597.
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Music educators in the classroom aim to expose students to a variety of styles and genre of
music through active listening. Engaging children in listening to music that is unfamiliar to
them is problematic. This study sets out to explore what Year Six children respond to in the
music they prefer and how this compares to their responses to examples of 'classical' music in
an effort to find areas of commonality and transferability.
A constructivist perspective underpins this study. In examining the children's responses to
music in their own words, their understandings about music and how it shapes their lives
becomes evident.
Case study is used to examine the listening responses of Year Six children. Children express in
their own terms what they listen to and for within music: music of their own choice, and then
"classical" music. They share their expectations and give examples of "good" music.
The findings that emerge from this study fall into two broad themes: those relating to
children's choices, and those that relate to the nature and importance of the discourses about
listening to music within the educational setting. These findings have a number of implications.
Firstly, they indicate the importance of "stories" the children gained from the music listened to.
Secondly, they suggest the significance of the relationship children form with music. Thirdly,
they mark the importance of an awareness of the different perspectives and cultural settings
from which music listening and appreciation is viewed.
This study focuses on Year Six children's responses to and relationships with music. However,
while it examines a single aspect of music education at this level, the implications may be
explored within other levels and curriculum areas.
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Maziani, Anastasia. "Classroom Discourse and Aspects of Conversation Analysis : A qualitative study on student-to-student interaction during group discussion in EFL classrooms." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45089.
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This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants in order to be more active during the conversations and use the target language during the speaking task.
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Dimitriou, Constantine C. "The role of group writing activity on disciplinary literacy appropriation at university." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665448.
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The work of Humanities & Social Sciences students involves learning to express disciplinary content in essay assessment to disciplinary norms. Though tutors use a genre for professional writing, literacy is often not part of the classroom discussion. Therefore, many students have difficulty appropriating the communicative tools of that disciplinary genre. This may be solved by a turn in pedagogy towards tutors’ awareness of students’ processes (Hornsby & Osman, 2014) which may, in turn, improve tutors’ feedback. Ethnography has provided insights into students’ attitudes, their impressions of feedback and experiences, largely through interview methods, and classroom observation (Saville-Troike, 1989), but assessment writing does not typically occur in class. What was needed was a closer examination of students’ literacy processes. This study looked at literacy work through Activity Theory (Leont’ev, 1978) which represents human activity as a contextualised system where a group works together towards an object. Group collaboration allows for concepts to be negotiated and for interpretations to be shared, which can aid understanding (Mercer, 1995). This cross-sectional study examined three L2-English Business Studies student groups’ collaborative writing with observation of activity as its primary instrument for capturing student literacy work. Using an Educational Talk framework (Mercer, 1995) to examine the qualities of negotiation, this study offers a new understanding of students’ processes of literacy work and their possible effect on literacy appropriation. The results showed how the task and other structural tensions drive literacy work, and how the particular attributes of Educational Talk, in a tertiary context, contribute to the negotiation of meaning in the resolution of tensions. It also showed how literacy work involves the inter-mingling of textual work, subject content (Tardy, 2006, 2009) and contextual factors. These indicate the importance of group literacy activity for students, and the importance of understanding group discussions involving literacy work.
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Johansson, Isabelle. "Gruppsamtal - det nya svarta? : En diskursanalys om gruppsamtal i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28919.
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The purpose of this study is to investigate which discourse dominates a group conference between parent, teacher and child. My questions to examine are: which discourse can be seen as the dominating discourse based on the texts I use in my study, which subject positions do the main discourse construct and how do subject positions legitimize the discourse? To be able to answer this questions I have studied texts consisting of a pocket of a local order and interviews with four preschool teachers. I have used a discourse analysis inspired by Foucault, with a social constructionistic perspective. My result is based by using the theories of Foucault about discourses, power/knowledge and subject positions. The result of the study shows that the dominating discourse contradicts the dominating discourse of individual conferences in Swedish preschools. According to the discourse the group conference is a meeting where parents, teachers and children meets and having a dialogue about the learning of children. The subject positions are constructed to legitimize this perspective.
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Westreich, Daniel Carleton University Dissertation Political Science. "A Charter group: the political behaviour, identity, and constitutional discourse of anglophone Quebec, from Bill 22 to the Charlottetown Referendum, 1974-1992." Ottawa, 1996.
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Benwell, Bethan. "The discourse of university tutorials : an investigation into the structure and pedagogy of small-group teaching across a range of academic disciplines." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339764.
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Sanchez, Erin M. "Scientific discourse in early childhood reading aloud and responding to nonfiction in a kindergarten community of learners /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1132755939.
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Johansson, Per-Albin. "Bringing the War Home : A Psycho-Historical Exploration of How Right- Wing, Lone Wolf Terrorist’s Construct Group Identities in the 21st Century." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96240.
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Contemporary social and political discourses often emphasise the security threat of Jihadism towards Europe and the United States as the main terrorist threat. Two decades into the twenty-first century, however, the new threat of right-wing terrorism has emerged as the statistically most prominent form of terror. As these attacks are predominantly carried out through so-called lone wolf tactics, it becomes essential to understand how these actors operate. While there is a growing amount of empirical literature that seeks to understand this phenomenon of lone-wolf terrorism, many follow similar frameworks with explanatory models which are dependent on assumptions and common truisms, such as that lone wolves are loners with depressive personality disorders who are cultivated in a vacuum independent from social ties. This study instead explores group psycho-historical factors through the theoretical framework of Symbolic Convergence Theory, which is applied through discourse analysis. The research thus aims to identify group fantasies and grand narratives which ties these lone wolves to a community on which they depend upon in radicalisation and subsequently, in carrying out the attacks. The findings consequently suggest that the typology of lone wolf terrorism is misleading as the subjects indicate a group consciousness with a cohesiveness which grows stronger as they increasingly interpret a growing danger towards their community dependent on commonly recurring fantasies and narratives.
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Schifani, Katherine L. "Bring Me Men: Intertextual Identity Formation at the Us Air Force Academy." Connect to this title, 2008. http://scholarworks.umass.edu/theses/172/.
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Claxton, Alana. "Co-Constructing a Mother." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/411.
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This project seeks to understand the construction of a personal narrative concerning a primary parental figure using the process of collaborative autoethnography. In order to properly encapsulate the author’s lived experience, primary influential factors were considered imperative in allowing for a fuller representation. Thus, the author’s story joins those of her siblings to highlight the paradoxical process inherent in unearthing one’s singular perception. This project primarily aims to explore the complexity of autoethnography while simultaneously interrogating the cultural discourse surrounding motherhood and academic writing. By having a close and personal understanding of the subject matter as well as the research participants, the author was provided a unique glimpse into the ways family stories are both co-constructed and individually recounted
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Magnus, Pierrou. "På många håll försämringar : En analys av nutida diskurser av normalisering, -myndighet och intresseorganisationer." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5326.
Full textAbstract:
I denna studie undersöks hur intresseorganisationer och en myndighetsorganisation idag förhåller sig till 50-tals iden om att för funktionsnedsatta normalisera livet och göra det likt ett normalt liv. Svenska Socialstyrelsen (då medicinalstyrelsen) och de ideella intresseorganisationerna, var de dri-vande parter som gick i bräschen för och gjorde en stor omvandling av vården möjlig i och med nor-malisering. Skandinavien i allmänhet och Sverige i synnerhet var den plats i världen som genom nor-malisering banade väg för stora förändringar i hela västvärlden och även andra icke-västländer för vården/omsorgen om funktionsnedsatta. I studien undersöks hur dessa båda organisationstyper idag förhåller sig till och arbetar med den hi-storiska innebörden av normaliseringen, d.v.s. förbättringar av levnadsförhållanden, vanliga bostäder istället för institution och medborgerliga rättigheter. Syftet med studien är dels att få en uppfattning om hur organisationerna idag resonerar, arbetar och förhåller sig till normalisering men också om det kan finnas frön eller tecken på någon social förändring inom dessa organisationer. Det analyserade materialet består av elektroniska dokument hämtade från Socialstyrelsens, och in-tresseorganisationerna FUBs (riksförbundet för utvecklingsstörda barn, ungdomar och vuxna) samt Autism- och Aspergerförbundet´s hemsidor. Som teoretisk utgångspunkt i uppsatsen används socialkonstruktivism och som metod i analysar-betet används Laclau & Moeffe´s variant av diskursanalys. Dessa utgångspunkter används dels för att kunna uttala sig vilka diskurser som råder i varje organisation idag, dels för att kunna diskutera, pro-blematisera och ge perspektiv på den kunskap och den expertis som vid en första anblick kan se själv-klar och objektiv ut. I resultatdelen, delas materialet in i tre nivåer av normalisering: politisk, kollektiv och individuell. Resultatet visar bl.a. att vissa delar av den normalisering inom området som tog fart på 1950- och 1960-talet fortfarande idag utgör själva grundfundamentet i handikappolitiken. Detta gäller exempel-vis arbetet runt levnadsförhållanden som pågår idag. Resultatet visar också på att de olika organisat-ionerna är ense om mycket, men att de ser på normalisering från olika utgångspunkter. Intresseorgani-sationerna argumenterar ensidigt till förbättringar för funktionsnedsatta genom att utgå från individen och lagen. Myndigheten utgår från politiska målsättningar och kollektivet. I analysen/diskussionen diskuteras bland annat om vad diskurserna kan ha för påverkan för den sociala praktiken samt om det finns frön till social förändring som kan utläses i materialet. Resultatet skall tolkas med försiktighet, då de undersökta diskurserna inte nödvändigtvis represen-terar en fullständig bild av vad organisationerna anser, eller hur de bedriver sitt arbete, men de doku-ment som analyserats är ändå ett slags "ansikte utåt", en genomgång av vad organisationernas offici-ella hemsidor förmedlar.
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Anderson-Pence, Katie L. "Examining the Impact of DIfferent Virtual Manipulative Types on the Nature of Students' SMall-Group Discussions: An Exploratory Mixed-Methods Case Study of Techno-Mathematical Discourse." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2176.
Full textAbstract:
This study examined the influence of different virtual manipulative types on the nature of students’ techno-mathematical discourse (TMD) when working with a partner. The research used a concurrent mixed-methods design using identical samples to compare and synthesize the results. For this study, six fifth-grade students participated in nine sessions of mathematics instruction using virtual manipulatives. The study compared three virtual manipulative types: combined (multiple representations, open environment), pictorial (single visual representation, open environment), and tutorial (multiple representations, structured environment). Students’ levels of discourse in generalization, justification, and collaboration were measured as well as students’ use of physical and computer gestures while working with each virtual manipulative type. One-way ANOVAs indicated statistically significant differences in quality of student discourse when using the different virtual manipulative types. When working with combined virtual manipulatives, students’ discussions reflected consistently higher levels of discourse than when working with pictorial or tutorial virtual manipulatives. When working with tutorial and pictorial virtual manipulatives, students’ discussions reflected consistently lower levels of discourse. However, pictorial virtual manipulatives were associated with the largest amount of discussion among student pairs and the highest frequency of gesture use. The results of this study suggest that in order to encourage meaningful TMD, teachers should choose technology tools (e.g., virtual manipulatives) that combine multiple representations (i.e., combined virtual manipulative type) and provide the opportunity to engage in cognitively demanding tasks. The results of this study indicate that tutorial virtual manipulatives did not encourage meaningful mathematical discourse with these student pairs. This means that the tutorial virtual manipulative type may be better suited for the practice of mathematics concepts or for individual learning than for partner work. The patterns and trends identified in this study contribute to the existing literature on the complex issues that surround mathematical discourse and the use of technology in the classroom.