Dialogue Strategies Research Articles

A Relational Approach to How Media Engage With Their Audiences in Social Media

People are increasingly turning to social media for their news and for sharing and discussing news with others. Simultaneously, media organizations are becoming platform-dependent and posting short forms of their news on their social media sites in the hope that audiences will not only consume this news but also comment on and share it. This article joins other media and journalism studies exploring this phenomenon through a relational approach to media audiences to better understand how media organizations, particularly newspapers, are cultivating relationships with audiences via social media. Drawing on public relations theory about organization–public relationships, the article examines how news organizations nurture relationships with audiences via social media, such as through engagement and dialogic communication strategies. This article empirically examines organization–public relationships strategies (disclosure, access, information dissemination, and engagement) of nine newspapers with the largest reach in Australia, the US, and the UK. A content analysis is conducted of these newspapers’ posts (total 1807) published in March 2021 on their Twitter and Facebook sites to identify and examine these strategies. Findings show that their social media accounts are predominantly used for news dissemination rather than audience engagement. The implications are that although media professionals are frequently distributing news content among their audiences via their social media sites, they are not adequately engaging with them.

Caring Spaces: Individual and Social Wellbeing in Museum Community Engagement Experiences

ABSTRACT This paper explores the narratives of participants in museum community engagement projects in Scotland. Emphasis is placed on how taking part in museum community engagement projects can have a positive impact on the participants’ wellbeing. This qualitative study employed a dialogical research strategy, which involved careful and mindful choreography of the context and space within which interactions between researcher and participants emerged. Semi-structured walking interviews with five participants were conducted in the summer of 2019 at two museums in Glasgow: Kelvingrove Art Gallery and Museum and The Lighthouse. All participants had taken part in at least one museum community engagement project in Glasgow. Participants’ narratives reveal the positive impacts that “caring spaces” engendered through museum community engagement work have on overall feelings of wellbeing, achieved through deep processes of critical reflection, which resulted in enhanced self-esteem and confidence, and a heightened awareness of participants’ situated ontology in the context of broader issues of social inequality and identities. Museum community engagement projects, when practiced and experienced as “spaces of care,” have a critical role in enhancing individual and social wellbeing amongst participants themselves, particularly in terms of identifying long-term educational and self-worth legacies.

Is Custom a Tool for Remedying or Reinforcing Social Inequalities? New Strategies for Dialogue and Peace in Maluku, Indonesia

Maluku experienced one of Indonesia’s most serious conflicts following the fall of Suharto in 1998. The peaceful reconciliation that eventually occurred is reported to be mainly based on tradition (adat) to rebuild bridges between the religious communities. However, emphasis on processes of peacebuilding through inter religious dialogue and lack of support for interethnic or intergenerational dialogue have enhanced forms of social inequality. This article engages with selected village communities in Ambon and West Seram, where, assisted by a few local representatives, I identified three potential fields for creative peacebuilding that also aim to address emerging inequalities: identity building based on local traditions, protection of the environment and interethnic dialogue. Examples of locally rooted measures with potential for sustained peacebuilding include the Pukul Sapu ceremony in Morela (Ambon), the sasi ritual in Niwelehu (Seram) and building relations between diverse ethnic groups based on religion.

Exploring a state college’s dialogic strategies and public engagement on Facebook

Technological advances influence the way organizations communicate and build relations with the public. Previous studies have explored digital dialogic communication in different organizational contexts; however, there is a paucity of studies that focus on dialogic communication in public institutions. This current study extends the investigation of online relationship building by exploring how a state college uses Facebook to facilitate dialogic communication with stakeholders. Through quantitative content analysis and key informant interviews, a complete enumeration of Facebook posts from January to December 2020 examined the use of dialogic features within the Facebook profile as well as in-depth interviews with the directors, office heads, and stakeholders. Results showed that the state college used a variety of dialogic internet principles on Facebook. Yet, one-way strategies were still more commonly used. The principle of conservation of visitors and organizational engagement for creating an online dialogue enhances public engagement outcomes of users’ reactions, likes, shares, and comments. Moreover, findings from qualitative data demonstrate that a state college relied on social media more to disseminate information rather than a dialogic and interactive medium for governance.

Effects of community health worker-based interventions on physical activity levels in children: a systematic review.

ABSTRACTObjective: To identify the strategies and effects of interventions carried out by community health workers (CHW) on physical activity (PA) levels in children and adolescents.Data source: In August 2020, a systematic review, designed according to the PRISMA checklist items, was conducted by searches in seven electronic databases and in reference lists. Original studies were searched without restriction with regard to year of publication; they were written in Spanish, English or Portuguese and examined interventions implemented by CHW, involving theoretical and/or practical contents of PA, with a focus on children and/or adolescents between three and 19 years of age.Data synthesis: Of the 2,321 studies initially retrieved, eight were included, targeting samples with more specific characteristics (e.g., clinical, ethnic and/or socioeconomic). In all studies, CHW were trained to lead educational activities. In three non-controlled trials, positive results were observed, involving indicators such as moderate and vigorous PA and physical inactivity reduction. Also, two positive results were found in reducing sedentary behavior.Conclusions: Even though most of the interventions included did not have a significant effect on increasing PA levels, the available findings reinforce the role of CHW as an important strategy for dialogue between health services and the most vulnerable communities, and they suggest a greater articulation of these professionals in the actions developed in the school context.

Spiritual continuity of the ideas of Abai and Blaise Pascal (Abai «Words of Edification», B. Pascal «Thoughts»)

The relevance of the study is derived from the phenomenon of Abai as a people’s prophet, a deep-rooted spirit, a national focus, and a humanistic and educational orientation of his creativity, which is particularly acute both for a modern independent Kazakhstan, and other young countries whose cultures, languages, customs, and moral guidelines have been threatened by economic and sociocultural globalization. In the «Words of Edification» Abai offers a complex of revolutionary strategies for his time, based on the national religious tradition, the elimination of conflict between rational cognitive and spiritual principles of an individual, which makes it possible to establish a strategy of dialogue among cultures in order to strengthen the Kazakh national identity. In this connection, the purpose of the article is to identify the similarity of Abai’s and B. Pascal’s views regarding the categorical apparatus, key ideas, and specifics of the presentation. In the course of the study of this question, the historical-philosophical approach was chosen because of the need to study the core works in the context of the world history of thought. Hermeneutic was chosen to be the main method, which allows the free analysis and interpretation of texts, revealing their content from the perspective of non-classical forms of rationality. The eclectic method, together with general scientific analysis, synthesis, comparison, and generalization in a complex allows to draw parallels easily between directly unrelated sources and concepts. In the article the belonging of the philosophy of Abai and Б. Паскаль to cordocentrism is determined, the categories of «heart», «reason», «will», «faith», «science» and their interconnection are revealed, the scope of genre affiliation of thinkers is expanded. The material of the article is of practical value for understanding the place of Kazakh philosophy in the world’s philosophical tradition, the nature of categories of Abai’s philosophy, and their interaction to build a strategy of effective cultural exchange, preservation of identity, as well as spiritual and moral ideals of the Kazakh people.

Domínios de ação de pesquisadores em Educação no Brasil

Abstract This article outlines areas of action of researchers as tools to interpret for whom the area of Education produces knowledge. It contextualizes the research in Education in Brazil in its peculiar institutional and epistemological conditions. It works with sociological concepts such as scientific field, scientific capitals, and autonomy of the professional field to illuminate aspects of the Brazilian academic context of knowledge production in Education. It associates these concepts with the notions of domain and dialogue with audiences to advance in the interpretation of the contradictions and heteronomies faced by the area. It is grounded on the qualitative analysis of semi-structured interviews with Brazilian researchers recognized for their academic representativeness with productivity grants and a history of leadership in scientific research. It questions how relationships with different social groups support processes of knowledge production and circulation. To account for this questioning, it characterizes the academic-scientific subfield of Education in terms of specific capitals, research audiences, prestige criteria, and political relations. It discusses strategies of dialogue as instrumental categories to interpret phenomena associated with scientific and political legitimacy. As a result, it finds four domains of action in knowledge production in Education: scientific-disciplinary; pedagogical; political-managerial; dialogical socio-educational. It concludes that, when acting in the different domains, these researchers differently order the priorities conferred to scientific rigor and socio-educational intervention.

Say What? Learner Reactions to Unexpected Agent Dialogue Moves

For maximally efficient and effective conversation-based intelligent tutoring systems, designers must understand the expectations carried by their intended learners. Strategies programmed into the agents may be interpreted differently by the learners. For example, conversational heuristics in these systems may be biased against false alarms in identifying wrong answers (potentially accepting more incorrect answers), or they may avoid directly answering learner-generated questions in an attempt to encourage more open-ended input. Regardless of pedagogical merit, the learner may view these agents’ dialogue moves as bugs rather than features and respond by disengaging or distrusting future interactions. We test this effect by orchestrating situations in agent-based instruction of electrical engineering topics (through an intelligent tutoring system called AutoTutor) where the pedagogical agent behaves in ways likely counter to learner expectations. To better understand the learning experience of the user, we then measure learner response via think-aloud protocol, eye-tracking, and direct interview. We find that, with few exceptions, learners do not reason that the actions are meant as instructional or technical strategies, but instead broadly understood as errors. This indicates a need for either alteration of agent dialogue strategies, or else additional (implicit or explicit) introduction of the strategies to productively shape learners’ interactions with the system.

Promotion of Relationship Building between Users by Inducing Perspective-Taking: A Dialogue Strategy for Robots in Three Members’ Dialogue

Promotion of Relationship Building between Users by Inducing Perspective-Taking: A Dialogue Strategy for Robots in Three Members’ Dialogue

A simulated experiment to explore robotic dialogue strategies for people with dementia.

IntroductionPersons with dementia (PwDs) often show symptoms of repetitive questioning, which brings great burdens on caregivers. Conversational robots hold promise of helping cope with PwDs’ repetitive behavior. This paper develops an adaptive conversation strategy to answer PwDs’ repetitive questions, follow up with new questions to distract PwDs from repetitive behavior, and stimulate their conversation and cognition.MethodsWe propose a general reinforcement learning model to interact with PwDs with repetitive questioning. Q-learning is exploited to learn adaptive conversation strategy (from the perspectives of rate and difficulty level of follow-up questions) for four simulated PwDs. A demonstration is presented using a humanoid robot.ResultsThe designed Q-learning model performs better than random action selection model. The RL-based conversation strategy is adaptive to PwDs with different cognitive capabilities and engagement levels. In the demonstration, the robot can answer a user’s repetitive questions and further come up with a follow-up question to engage the user in continuous conversations.ConclusionsThe designed Q-learning model demonstrates noteworthy effectiveness in adaptive action selection. This may provide some insights towards developing conversational social robots to cope with repetitive questioning by PwDs and increase their quality of life.

ORIGINS OF THE PARTNERSHIP APPROACH IN ACTIVITY OF INNOVATOR TEACHERS OF THE SECOND HALF OF THE XX CENTURY

The article focuses on the unique activity of educators-innovators of the second half of the twentieth century. The paper looks at research dealing with the peculiarities of the implementation of the partnership approach due to the interaction of the teacher, learner and parents are revealed. The aspects of optimization of the educational process are distinguished through the prism of determination of the development of a partnership approach in a creative environment. The innovative educational system of educator-innovators is presented, which enables the intensification of interpersonal communication in the conditional partnership triangles: teacher-parents-learner. The scientific heritage of teacher-practitioners is analyzed to the specifics of educational and educational work, which envisaged the implementation of the dialogue strategy and cooperation. The work aims at revealing the origins of the partnership approach in the activities of educator-innovators (the 50s‒80s of the twentieth century). The methods used in the study are as follows: personal-biographical, historical and genetic, historical and comparative. This paper clarifies that the partnership approach is in the educational process through the cooperation of the teacher, parents and learner.It has been established that modern school education in Ukraine is developing in the system of “partnership pedagogy”, which is defined in the concept of “The New Ukrainian School” (2016). The genesis of the concept “partnership approach” is explained in the subject field of the heritage of educator-innovators; their ideas cultivate the educational intellectual and organizational core – a new culture of communication and cooperation. The tendencies of its formation revealed in the works of scientists are such as learner's motivation to learn, the autonomy of a learner, leadership, responsibility, effective assimilation of theoretical and practical knowledge on the principle of the partnership approach. As it is revealed, the ideas of teacher-innovators of the second half of the twentieth century are of practical significance since they provide a scientific understanding of the implementation of the tasks of modern education in Ukraine.
 Keywords: partnership pedagogy; affiliate approach; cooperation pedagogy; educator-innovator; personality; communication; interaction; school education.

Transformational Islamic Education Ideas Abdurrahman wahid's perspective

This article examines Abdurrahman Wahid's (often referred to as Gus Dur) views on transformative Islamic education. This is a qualitative study conducted in a library. This research compiled a collection of Gus Dur's writings on transformative Islamic education. The data collection technique used in this study was content analysis. In comparison, the authors used procedures for compiling, connecting, reducing, presenting, and withdrawing data during the data analysis process. According to Abdurrahman Wahid's thinking, this study discovered two concepts of transformative Islamic education: peace education and multicultural education. In informal education, Gus Dur's idea of peace education can be implemented through a sociopolitical lens through cooperative learning strategies. In contrast, in non-formal education, it can be implemented through dialogue and deliberation strategies. Multicultural education is Gus Dur's vision of education to foster heterogeneity in Indonesian society. Because, as Gus Dur points out, Indonesia is made up of numerous ethnic groups, tribes, cultures, and religions. As a result, the Indonesian people face the possibility of conflict over religion, ethnicity, and culture.

‘Same storm – Different boats’: A Southern African Methodist response to socio-economic inequalities exposed by the COVID-19 storm

This article critiques the theological basis for the Methodist Church of Southern Africa’s response to the socio-economic impact of the coronavirus disease 2019 (COVID-19) pandemic. In light of the fact that there are few (if any) clergy historical accounts on how to respond to a deadly pandemic like COVID-19, this article is an analytic description that weaves together narrative renditions of the authors’ experiences with formal correspondence of the institution’s documentation on the inequalities exposed by the imposition of the lockdown in South Africa and countries that form part of the Methodist Connexion. Theological questions of human dignity, solidarity, and economic justice that have been surfaced by the pandemic are also raised. The article makes practical observations and offers insights that contribute to the ongoing dialogue and institutional strategies for responding to COVID-19. It further offers a resource for future researchers and communities who may respond to a similar pandemic in the future.

Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs

Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children’s responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns—teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research.

Early career teacher’s approach to fraction equivalence in Grade 4: A dialogic teaching perspective

The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teaching approach, defined as a pedagogical approach underpinned by five specific principles that can be enacted through a range of possible talk strategies to achieve sustained participation of learners and thus enhance meaningful learning. I provide a pedagogical activity to illustrate to teachers how, by instigating and developing classroom talk in the primary classes, a dialogic teaching sequence may be implemented. However, the majority of the existing literature on dialogic teaching stems from studies conducted in Asian, European, and North American countries, whereas systematic research on dialogic teaching across international contexts remains limited. Nox was interviewed after obtaining observational data to seek clarity on some of the observed instructional practices. Analysis of transcripts using the notion of dialogic teaching as a theoretical lens revealed that there was little evidence of Nox’s attempts to use talk to make learning of equivalent fractions a cumulative process. In addition, time constraint was the most significant factor in Nox’s teaching of equivalent fractions: she considered the curriculum too congested. Implications are drawn for evaluating dialogic teaching in primary mathematics classrooms. Future, larger studies may shed light on the extent of these results and, if need be, a significant investment on initial teacher training may be necessary to underscore the value of dialogic teaching in enhancing meaningful learning of, at least, equivalent fractions.

Territory and decolonisation: debates from the Global Souths

ABSTRACT This extended introduction to a volume on territory and decolonisation from the Global Souths highlights a series of tensions that arose in its production and discusses possible strategies for further developing dialogue on the theme. Specifically, it looks at the centrality of Latin America – as an idea, experience and epistemology – from which debates on the intersection of territory and decolonisation have been framed. The seeming hegemony of certain lines of Latin American critical geography could present a challenge to decolonial imperatives. In response, this introduction is framed around two discussions. First, this article considers a resurgence of interest in Area Studies and relational conjunctural analysis in Anglophone geographies, and suggests the latter may provide a fruitful intersection with decolonising tendencies. Second, it discusses recent feminist debates on body-territory as a travelling idea and practice that has the potential to articulate across different geographical realities. In making these humble contributions to existing debates, the introduction also reflects on the significance of positionality and highlights tensions between the authors as a means of exemplifying strategies of epistemic dialogue that may (or may not) provide ground for decolonial discussions on territory.

An EAP instructor's perceptions of and engagement in dialogic scaffolding

• An EAP instructor employed multiple types of dialogic scaffolding strategies to help students understand academic writing.. • Before the study, the EAP instructor had mostly been unaware of types of dialogic scaffolding strategies she employed. • The EAP instructor's review of analysis of her dialogic scaffolding strategies helped her develop awareness of her methods. • The EAP instructor plans to employ new understanding of dialogic scaffolding in future work as a teacher educator.

Principles and Historical Factors of Consent in Forming the Unity of the People of Kazakhstan

In the modern world, it is difficult to find a problem that is more urgent than the achievement of agreement between different cultural and civilizational paradigms and coordination of actions. The article provides for the analysis of the theoretical concept of consent in the historical development of Kazakhstan, taking into account the strategies of the global dialogue of cultures and the explication of this concept in the Kazakh public space. The formation of the Kazakh concept of consent and its main principles in the history of Kazakhstan is revealed.

Perception of University Teachers Regarding the Effects of Discussion Method on Students’ Achievement

The main objective of this paper used to observe the perceptiveness of university teachers regarding the effects of the discussion method on students’ success. This research paper was based on quantitative research method. A questionnaire, made up of twenty seven statements, was prepared using a five-point Likert scale with narrow answers (Strongly disagree, Disagree, Undecided, Agree and (Strongly agree). Collected data was processed manually in the primary phase through a gender and academic sorting and after that the data feed was done in MS Excel by data coding. . After that the researcher carried out statistical calculations using Microsoft Excel in addition to the statistical package for social science (SPSS version, 17). Researcher worked out the frequency of the data. The results of this study showed that most teachers agreed that teachers can make education more effective through questioning. The method of discussion assists students in developing and expressing themselves. It turned into additionally discovered that tendency of instructors in the direction of the consequences of dialogue strategies have been exceptionally adaptive. Finally, the researcher additionally made a few hints primarily based totally on study and for prospect researchers.

Utilization of Classroom Talk in Enhancing the Oral Communication Competence of Grade 9 Students

This study aimed to find out if there is a significant difference in the oral communication competence of Grade 9 students before and after classroom talk strategy was utilized thru online discussions. Preassessment and post-assessment were given to know if the implementation of classroom talk did enhance the oral communication competence of the group that was involved in the study. The activity was evaluated using the scoring rubrics as instrument that included the organization, content, language use, and speech delivery as sub-categories to measure. The design of this study is experimental one group pre-test posttest. The respondents were composed of 30 Grade 9 students studying at San Pablo City Science Integrated High School for the School Year 2020-2021. The group was originally heterogeneously sectioned even before the study was implemented so there was no need to do a random sampling. The teacher-researcher selected one Grade 9 section with 30 students, as advised by the thesis adviser. Since the students were already in a heterogeneous group, intact sampling was used by the researcher. This sampling technique was the appropriate one for this study for it will most likely guarantee a valid result when very strong assumptions were formed after the implementation of the study since the respondents have already been grouped heterogeneously from the beginning of the school year. This means that their skills regarding the oral communication competence varies. Using Brainstorming, Think-Pair-Share, and Storytelling as activities under classroom talk strategy, respondents were given more opportunities to speak out their minds and share their opinions to the rest of the class, thus exercising their oral communication competencies. This has been proven effective for the post-assessment activity yielded increased scores of the students compared to their pre-assessment data gathered. The data gathered after the retrieval of the profiling questionnaires were subjected to descriptive statistics to describe the respondents’ profile using frequency, mean, and standard deviation. The study confirmed that Grade 9 respondents’ oral communication competency was enhanced after classroom talk strategy has been implemented during their online discussions. It was hypothesized that there was a significant difference in the mean scores of the respondents before and after using classroom talk strategy in their oral communication competence.