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ERIC Number: EJ1054808
Record Type: Journal
Publication Date: 2015-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0742-5627
An Interdisciplinary Dialog about Teaching and Learning Dialogically
Thompson, Carol; Kleine, Michael
Innovative Higher Education, v40 n2 p173-185 Apr 2015
Two professors at the University of Arkansas at Little Rock co-taught an interdisciplinary course in speaking and writing dialogically, that is, without lecture. Given that many learning environments include large enrollments and online instruction, both of which often foster an impersonal atmosphere, it seemed that dialogic instruction might significantly counter what we believe to be a distressing trend. We, the instructors, worked to create a positive social world in the classroom (guided by the theory of the Coordinated Management of Meaning) and to foster deep learning. We also endeavored to apply some of the principles Paulo Freire advanced in "Pedagogy of the Oppressed." Outcomes were better than expected. Students moved deeply into the assigned readings. Both speaking and writing improved markedly and in relationship with each other. We share our explanation of this work concerning dialogical pedagogy in writing that is itself dialogical.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas