Go Back To Where You Came From Analysis

Go Back To Where You Came From Analysis
In video 1 of Go Back to Where You Came From, Darren Hassan (a businessman from Adelaide) is questioning his new host, Wasmi, about the reasons
he did not have his documentation. Darren's original stance was noted that all those coming in the country without documentation should be
expatriated (12:38). Furthermore, he alludes that they are intentionally destroying their documents and that their reasons for doing so are immoral. The
communication between the two men was dialogic. Wasmi shares that his documents were taken by force and had he refused to comply he would
have been killed. He continues to explain that had he not left Iraq, he also would have likely been killed. "Dialogue requires that one know the ground
from which one speaks, meet the... Show more content on Helpwriting.net ...
The farm worker explains that they work in exchange for food and shelter and do not seek work elsewhere for fear of being arrested. Adam
communicates the different reality for Australian laborers stating "guys laboring have got a pay check to go to, to get the luxuries in life". It is a
moment of dialogic communication, where each party familiar with their own position, listens to each other and exchanges their differing realities. An
ethical element exists in this conversation. For "in ethical communication, we recognize that persons, narrative ground, and the historical situation
shape, guide and restrain our actions" (p. 94). Both individuals gained knowledge from the presence of dialogue. It is difficult to predict how sharing
alternate perspectives may impact another. Adam may now possess a deeper appreciation for his charmed life. Moreover, the illegal farm worker may
have a newfound dedication to his dream of achieving such fortune conditions for himself and his family. Either way, much can be learned when seeing
life through a different
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Cognitive Early Childhood
Cognitive Development in Early Childhood
Young children are not only growing physically but also mentally during early childhood. Children continue to advance their skills in observing and
interacting with the environment around them for cognitive development in the early childhood. This paper answers questions regarding cognitive
development in early childhood.
Two skills that children can develop through play
Whether it is playing a board game or participating in organized sports, children learn a variety of skills through playing. One such skill is the
problem–solving skill. Games like board games and building blocks involve a level of problem–solving. They allow the children an opportunity to try
things on their own. Another essential

Social Norms In The Classroom
"Helping students develop mathematical dispositions in which they share their ideas, discuss others' ideas, and so on, is always a challenge," (The
National Council of Teachers Mathematics, 2003, P. 151). I found this quote and reading to be very relatable, in the sense that students can often
struggle to come up with their own ideas. This was definitely true for me and my group when we were working on the locker problem in class. In the
book and in class, discussions can really benefit students and keep them engaged. "To encourage all students to contribute to discussions, the teacher
should ask other students to explain their classmates ideas," (The National Council of Teachers Mathematics, 2003, P. 153) this statement made me
think of dialogic teaching. Dialogic teaching is students having a rich discussion amongst each other while being guided by the teacher. The students
find out the answer on their own and the teacher does not tell them. So social norms and classroom management plays a big role when students
problem solve.

National Assessment Of Educational Progress
The National Assessment of Educational Progress (NAEP) measures the progress of 4th and 8th graders educational achievement in mathematics and
reading every two years. In 2013, almost two–thirds of 4th graders read below or at the basic level which indicated students failed to master the basic
reading skills that are fundamental for proficient work at each grade level. (National Assessment of Educational Progress [NAEP], 2013). Reading
plays an important role in a child's development: socially, academically and personal. (Bishop & Leonard, 2000; Kamil, Mosenthal, Pearson & Barr,
2000). Reading increases general knowledge as well as reading achievement. Frequent readers have larger vocabularies, better literacy skills and better
spelling and ... Show more content on Helpwriting.net ...
Six months after intervention, the gains were still evident. Emergent literacy skills are not simply developed by just reading to children. Over the last
few decades, research has stated that it is not the quantity but the quality of book reading (Scarborough & Dobrich, 1994). How children are read to
affects their engagement and what they take away from the experience (Fluery et al.,2014).
Speech Language Impairment and Literacy
Most young children develop these skills for reading prior to kindergarten during literacy interactions (e.g. shared book reading) in the home or early
childhood education settings. Yet, some children are at risk for delays in emergent literacy skills due to diverse home environments (e.g. socioeconomic
status), language impairment and poor literacy experiences (Girolametto et al., 2012; McGinty & Justice, 2009). Language impairments may negatively
impact children's interaction and benefits from literacy (Marvin, 1994; Schuele & van Kleeck, 1987). Marvin and Wright (1997) found that some
children with language impairments interaction with adults and print were not well supported in the home even though caregivers reported they
engaged in print and non–print activities. Parents did

Kieffer's Dialogic Retrospection
Four years have passed for the students who overcame their shyness in the center. The teacher choose research methods from Kieffer's dialogic
retrospection. As a result, it became a learning process for both the teacher and the students. The research allowed the students to go back and listen to
their voices on the tape, and to visually see their image on the filmstrip. The students was able to reflect back to that time in their lives.
The teacher was nerve about meeting Qiu Liang; the teacher haven't seen him since their work in the center. The teacher wondered what he will be
like. Qiu Liang seem to be very comfortable speaking to the teacher; he was reassured the teacher for a change. Qiu was put in ESL classes in high
school and seem to ... Show more content on Helpwriting.net ...
Cindy and the teacher had a trusted relationship. Having no friends that didn't speak Chinese motivated Cindy to learn English; it her one year to learn
to speak and understand English. However, it wasn't until 6th grade that Cindy felt that she has mastered the English language. Cindy felt the
difference between the two school systems. For example: Hong Kong teachers were a lot stricter then the teachers in the United States. Just like every
other kid in a new place Cindy experienced fear and exhaustion. She shared how she felt through her film–strips. The filmstrips helped Cindy overcome
her shyness. Just like the others; Cindy felt that the was caught in the middle of the two cultures. Cindy experienced some difficulty with cultural
identity because of her dual cultural experience and language (p. 89).
Rosario, a straightforward, open, and honest student; wrote the film story, The Lonely Bear. Just like the other 3 students, Rosario gave into the
shyness. She believed if the counselor at her school did leave she would have graduated. That was her safe nest. The Lonely Bear, was her as a
child; a child hat felt loneliness before coming to the Center. (The story was a plea for help.) Rosario wanted people to understand her. In the film, she
had created a fantasy world of friendship, caring, nurturing, and fun (p. 92). Rosario still long to have finish high

Literary Theory : The Postcolonial Theory
Literary Theory: Postcolonial theory is about how literature can be used as a political instrument during certain times in our history. Post–colonial
theory looks at how power, religion, culture, and economics and how they are written and related to the time period and the colonization that was
happening. For example when reading about colonization in American we only read from writing from men who are white and upper/middle class.
Literature could be oppressive because it was only written from one point of view back when colonization was happening. Cultural studies theory
looks at different cultures and how they are viewed, this theory does not allow us to make assumptions. As individuals we are not allowed to make
assumption about writing and what culture has better writing. Cultural studies theory looks at the different cultures and tries to make meaning of the
humans and their actions. For example we can look at how Indians are portrayed, and what Indians have written. Each culture has their literature, and
has been written about. Psychological theory focuses on the basic patterns of human development, thinking, and behavior. When looking at the
psychological theory you look at what the writing is hiding from the reader. As reader we all read different and analyze different, and when reading
and looking at the psychological theory it is important to make an educated guess on what we think is happening psychologically. Most reader are not
psychologist, so they do

Dialogic Reflection
CLINIC REFLECTION 4 The topic for this week's session was about SMART Goals primarily and also more about colors regarding shapes and
sizes. The individual goals I have for my student are to say the color "red" verbally and to group all the red toys together that she can find & to find
more ways to develop her gross motor skills involving the materials and games she gravitated towards last week in the gymnasium. One of the
SMART goals I developed for my student during my group's discussion were to increase the number of words she says throughout the session.
These words can involve colors, "please" and "thank you," "mommy," "play," "Tasha," etc. One aspect of this week's session that I felt went well
was my student developing more an interest for the gymnasium and finding different toys she enjoys. She enjoys shooting one basketball in the hoop,
knocking down the bowling pins as she did last week, and playing paddleball with balloons alongside her mother and me. These are three different
activities she seems to like and what I'm noticing is that she is developing her own routine: shooting the basket comes always comes first, second
comes the paddleball and thirdly, she makes her way... Show more content on Helpwriting.net ...
For example, she likes to play paddleball. If I did this again with her, I would do it differently by trying to get her to play it near the "donuts" and
triangular mats in the gymnasium. Incorporating these materials into our game would enhance her senses of sight and touch. Her sense of sight would
be affected through her seeing other children playing on the mats. At this time, she doesn't have to play with them, but maybe seeing them play on
them would somehow tell my student to do the same. She would also be able to feel that the mats and "donuts" are soft and squishy. This would tell
her she would be comfortable and safe playing on

Rationale For Selecting The Artifact: A Dialogic Analysis
Grasping this learning outcome is important when trying to understand human nature and human conflict. Human's entire social life is based on the
notion that they have a need to connect and that once differences are noticed they lead to conflict. Being able to apply the dialogic practices learned in
this class to conflict situations is also an important learning outcome since those skills are useful when combating human conflict.
Rationale for Selecting the Artifact: I chose my first synthesis essay with my module seven discussion post because there was no one paper or
discussion where I was able to combine both the study of human connection and difference and also apply dialogic practices to conflict situations. The
first synthesis essay was the paper which I felt I had the greatest grasp of the information and text material on. It allowed me to study how and why
humans connect and differ. Module seven's Patterson discussion focuses on the dialogic practices and how they are beneficial during conflict
situations. In order to meet all requirements of the course learning outcome, I had to combine both assignments into one artifact.
Demonstration of Full Knowledge and ... Show more content on Helpwriting.net ...
These differences become points of contentions in relationships and turn into conflicts. Humans have a need to connect, however, in doing so cannot
help but see the differences which exist. In the synthesis essay, I share how those differences become conflicts but also explain that we must establish
these differences and connections in order to make sense of the world around us. I share a point Lieberman hints at frequently in his text, "connection
gives our lives purpose and meaning in the world" and differences give us a chance to see the world through different perspectives (Bitner, 2015). The
essay sets the stage for learning the areas of human nature which either cause or remedy

Dialogic Analysis: Bryce Communicates
1. Identify three quotes from the dialogue that show how Bryce progressed in identifying his emotions.
Initially, Bryce communicates with his friend by stating, "I guess I'm not feeling much of anything," discussing his lack of employment with Todd.
Bryce then states, "I feel bad, but I can't do anything about it." The final quote that shows the progression of Bryce's emotions is, "I've felt too hopeless
to talk to anyone about it." These three quotes shows that he is utilizing self–protection. Bryce is very forthcoming with Todd but it does take a bit of
coaxing. This could be due to the fear of Todd's judgement or opinion of Bryce's situation.
2. Identify and explain, using concepts from the text, at least one example of an obstacle to ... Show more content on Helpwriting.net ...
Identify and explain at least two examples of irrational beliefs that Bryce holds.
"I finally realized nothing I did mattered. I just couldn't take another rejection. The bottom line is, no one wants me." This is an example of
generalization. Bryce has created emotions of self–pity and helplessness which is inadvertently setting him up for failure. Instead of seeing opportunity
for employment, Bryce sees a potential job as another denial. This negativity is also displayed in his lack of motivation to attempt to gain employment.
While discussing his lack of employment with Todd, Bryce states, "I can't do anything about it." This portrays that Bryce feels helpless in his situation.
Everyone needs to feel that they have a purpose in life. Whether it be to support their family or to aid in assisting others. There are many methods that
could aid Bryce in finding that purpose. While he is unemployed he could outsource to government agencies to aid in finding employment, or for
benefits that would improve his family's situation until employment is found. The unemployment office would be a great place to start. Not only do
they provide employment opportunities, they also have resources that would educate Bryce in new fields of employment, opening a larger horizon to
him. Bryce needs to prioritize his necessities and work his way through them. This will build his self–esteem, and motivate him to continue the job

Is Oracy A Part Of Literacy Or Numeracy?
Oracy is a term that has been a part of the literacy society from the 1960s introduced by Andrew Wilkinson and his colleagues within the Department
of Education at Birmingham University in 1965. They defined oracy as a set of skills such as speaking and listening, but these skills lacked focus for
more important literacy skills such as reading and writing (Wilkinson 1965). Oracy can be considered an elaboration of skills accompanying with
effective spoken communication. Robin Alexander more recently specifies that oracy is the action that schools reinforce to support an improvement in
a child's capacity to use speech within expressing their opinions and communicate with others (Alexander 2012). Throughout the time of oracy,
multiple theorists ... Show more content on Helpwriting.net ...
A review specified that there is mixed evidence to support key components of Talk for Writing, enthusiasm by teachers was not mirrored by changes
in the pupil's work, any positive effects that were evident in the pupil's work was insignificant and took an extensive time to be evident; the evaluation
did not find any evidence that the programme was specifically beneficial for pupils from disadvantaged backgrounds (Dockrell,

The Pros And Cons Of Cultural Appropriation
Cultural appropriation is a crime in 2017. The Kardashian family is constantly under criticism for cultural appropriation, as KhloГ© Kardashian has
been accused of appropriating Native American headdresses, while Kylie Jenner has come under fire more than once for wearing cornrows. Kendall
Jenner's Pepsi commercial, where she quelled a protest by offering a soda to a police officer, was lambasted as offensive and tone–deaf. These are the
scenarios that the word "appropriation" brings to mind: privileged young women and cultural insensitivity. In "I Can't Stop Thinking through What
Other People are Thinking", David Shields describes a wholly different cast of appropriators: artists, writers, and composers.
In his essay, Shields unleashes his frustrations regarding the country's negative attitude towards appropriation and borrowing. He asserts that "there's no
such thing as originality", that "all life on earth...is built upon appropriation and reuse of the pre–existing" (Shields 736). Shields utilizes a multitude of
examples to illustrate and support his points. Musicians from Mozart to Bob Dylan have utilized content or taken inspiration from other artists. Shields
shows that "borrowing has been with us from the beginning", citing the New Testament and Shakespeare's Antony and Cleopatra as "composites of
numerous sources" (740). His essay demonstrates that borrowing is prevalent in music and writing, as artists take inspiration from preceding artists and
from their

Dialogic Intervention Report
The teacher took a job at the school, teaching immigrant children from many countries. The students needed a "nest." The teacher wanted to craft the
minds of these students like the ones at the Center. The teacher began with dialogic intervention; this allow students to see and understand the negative
aspect of a situation, the positive is always present and waiting to be tapped (p. 117). Children sometimes get stuck in one way of thinking without
realizing it. Students need feel comfortable to open up to you as the teacher and other students. My use of dialogic intervention led to the evolution of
an intervention approach that is interdisciplinary and threefold: cultural/academic/psychological (CAP) (p 118). The child that feels balance with...
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This allow the students to feel my comfortable. All of us as a class will succeed by reaching our highest potentials and facing the academic challenges
together as one. The students learned quickly because they felt "at home". As a teacher, he learned from them and they also learned from him. Major
companies donated to the Nest. For examples: books, typewriters, earphones, and cassette plays. The teacher encourages students to take home book to
create their own library at home. The teacher allowed some students to act as monitors to get them to open to others; he call this the opening of
dialogue. The teacher also put time to the side, because he wanted to have one–on–one time with the students. The teacher allowed each student to
bring their native food, music, and costumes into class for a celebration. This allow each student to learn about everyone cultures. Afterwards, the
teacher asked the children to write what they could about where they came from and what had brought them to the new land (p. 126). The teacher also
did home visits to the students' houses due to fact that he wanted to have a better connection with them. The teacher wanted students to embrace their
new culture, but he didn't want them to forget about their old culture either. Religion was part of students' culture. Religious symbols and the
importance of religion often came up their drawings and writings (p.136). Homework notebooks allowed a place for students to write down their daily
assignment. Parents also had to sign it each night, who indicate the time students spent on homework each night. Immigrant children who have
achieved second language literacy almost always identify the significance of friends in having helped them adapt to the "new reality" (p. 38). The
teacher encourages students to have study groups and a buddy system. Towards the end of the school year students was begin to feel successful in

Examples Of Dialogism In The Color Purple
Bakhtin describes dialogism as the 'multiplicity of perspectives and voices'. It can also be understood as something that is 'double–voiced' or
'multi–voiced'. In a dialogic piece, each character has their own final word, but on some level, it interacts with and relates to the voices of the other
characters. 'Dialogue' does not progress logically or analytically, rather it does so in an interactive fashion. This makes dialogical works a lot more
'objective' and 'realistic' in nature.
Bakhtin's discussion of dialogism is both linguistic and novelistic. He uses it to "refer to particular instances of language, perceptible in novels and
popular speech; and also refers to a defining quality of language itself, and its most fundamental sense–making ... Show more content on
Helpwriting.net ...
The novel, as stated before, is epistolary in nature. Overall, there are two narrators in the entire novel. The first is Celie who writes letters to both her
sister Nettie and to God. The second narrator is Nettie, who writes back to Celie. Both of them tell the reader about the things that have happened to the
characters and to them through their letters. As both the narrators are also characters in the novel, the combination of the authorial voice, the first
person narrator, other characters and the reader makes up for a multi–voice discourse. All these voices have a constant interaction, a tug–of–war to
make sure that what they are saying is heard. For example, Celie is a narrator and a character and her voice is entirely in the first person. It can be
argued that Alice Walker has mixed some of her own words (the authorial voice) with that of Celie, creating a blended narration where it is not really
sure where the author ends and the character begins, lending to the creation of a voice which is vivid and striking, and most of all, wrenchingly
honest. The usage of the first person form throughout the novel provides the reader with a sense of participation, of belonging. They are not just mere
observers any more. Instead their interpretations become part of the novel. It is even possible to say that the author anticipates reader response and
questions and works accordingly. For example, taking the following paragraph from the novel, it is possible to see the multi–voiced

Organisational Development And Organizational Development
The Organisational development article I have chosen gives context to Organisational development theories from early teachings to more recent
academic research highlighting disconnect among OD researchers. The OD article is from the journal of applied behavioural science. Literature
review explains shortcoming among OD research. I chose the OD article for the in–depth analysis of this subject from early theories to more recent
models of practice. The author discusses the implications for researchers, practitioners, and teaching of OD as a subject. The authors of the OD article
aims to give an in–depth analysis of which is of greater scope which is discussed in textbooks, journal articles and methods of early OD practitioners.
The OD... Show more content on Helpwriting.net ...
The OD article and the change article used literature review process to construct an argument based on their own research and research of other
academics who study in the fields of Organisational development and change management. Both articles use a philosophical example to illustrate
discourse among practitioners.
Strengths:
The Bushe's & Marshak article(2009) is a well–rounded analysis and has own previously published peer–reviewed articles referenced. Bushe (2009)
cited previous work on appreciative inquiry which demonstrates expertise in in change and development in organisations(Bushe & Kassam 2005).
Bushes research of dialogic OD has been considered to give clarity by linking modern OD theory in a coherent way (Bartunek & Woodman 2015).
Armenakis & harris (2009) have developed a change model namely the five beliefs, which facilitates employees motivation to change(Jaros, S 2010).
Employee focus regarding the implications of change was discussed, this issue was raised when Armenakis & harris(2009) discussed contextual
analysis of an organisations redness to change(van den Heuvel, Demerouti, & Bakker, 2014). The authors of the change article discuses context of
ethical change and belief this is an important consideration made by producing the five beliefs model incorporating readiness to change. The redness for

Description Of An Article On How Organizations Development...
Introduction The title of the article gives a slight insinuation that organization development is not appreciated as much as it should be embraced by
those who could benefit from its services. According to the authors, there are four areas that seem to be viewed as divergent. Oxford Dictionaries,
defines divergent as "Tending to be different or develop in different directions" (divergent: definition of divergent in Oxford dictionary (American
English) (US), n.d.). Therefore, instead of viewing these OD processes as divisive or multidirectional, it is also possible to view them as
complimentary. These four areas are: "development versus change, episodic versus continuous change, planned versus emergent change, and
diagnostic versus dialogic OD" (Cummings, T. & Cummings, C., 2014, p. 141). Viewing OD techniques in new or more correct ways that would
enhance its processes and perception is of benefit to not only the practitioner, but also its clients. OD's desire is to make clear its intentions to be
socially, economically, and humanistically sound as a discipline. Summary and Purpose of the Article A main concern of OD is to meet the needs of
clients in a timely manner especially in regard to change. Correcting erroneous perceptions and the incorrect use of techniques assists both the OD
researcher and practitioner in achieving goals and results. Constant change is not only an issue for organizations, but also the OD discipline which is
continually challenged to think in

Open Boat Essay
"The Open Boat," by Stephen Crane, has been critiqued and deconstructed by many thinkers. One such critique is "The Dialogic Narrative of `The
Open Boat'." This critique on Stephen Crane's "The Open Boat," was written by two authors: Sura P. Rath and Mary Neff Shaw. The authors focused
on a five main points in the duration of this Critique. First Mikail Baktin's theory of the "Five basic types of discourses," are discussed and used in the
deconstruction of "The Open Boat." The critique then delves into the use of first–person actor–character to third person spectator–narrator. Shaw and
Rath then annotate the tonal quality of "The Open Boat." Fourthly the critique characterizes and analyzes the key figures of the Novel. Lastly... Show
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This critique "The Dialogic Narrative of `The Open Boat,'" first introduces Henry James and his idea that "A novel is a living thing." The critique then
talks about Mikail Bakhtin and his emphasis on the importance of "the silenced voice," in literature. This refers to the voices of the characters in "The
Open Boat." Bakhtin states that "the independent and unmerged voices that reach us despite the narrator's mediation are an intrical part of the dialogic
narrative. This means that the reader must equally listen to the four characters' voices in the story along with the domineering voice of the narrator. The
critique then gives the five types of discourse: Direct authorial literacy artistic narration, Stylization of the various forms of oral narration, Stylisation of
the various forms of semi–literary everyday narration, Various forms of literary but extra artistic authorial speech and The stylistic individualized
speech of characters. Rath and Shaw use these five types of discourse as a base to better understand "The Open Boat," along with all narrative fiction.
The critique then goes on to discuss the use of first person–actor to third person spectator–narrator. This refers to Crane's narrative strategy of switching
between the two through out "The Open Boat." As Rath and Shaw state, this is important because of Crane's first person experiences with shipwrecks
and empathy

Facilitating The Media ( Secondary Idea )
Facilitating the Media (Secondary Idea)
For the reason that there has been an observable goal towards imparting through method for social networking, columnist and practitioners finds
themselves being tested, to establish better prepared to handle multiplication of various media stages, and draw in both online and customary media.
Correspondence amongst columnists and experts is critical concerning transferring data. This turned out to be clear and concise when Pang (2010)
specified the following: a progression of inп¬‚uences is п¬Ѓrst, to "better value the alternate points of view that are conceivable" on the grounds that
any single viewpoint does not exhibit the "complete picture;" and second, "combining multiple levels of analysis" allows us to draw "connections"
among them (p.9). In this study, this author proposed a model called Mediating the Media that which is intended to prepare experts to lead media
relations in a methodical way. It is an exploratory model, a system to solidify the differing examinations of columnist, expert relations with the point
of giving a durable picture of what media relations involve. This model is educational for new specialists to view media relations as an
all–encompassing procedure, including an arrangement of communicating inп¬‚uences as opposed to hypothesis. To contact journalist and
comprehend news coverage society, one needs to figure out how to compose like one and think like one. What might be a decent begin would be to
make it

Kate Bechdel 's Fun Home Essay
On the surface, Alison Bechdel's Fun Home seems simply to be a memoir of her journey towards discovering her own identity, and in the process,
uncovering her father's. However, the novel is far more complex. The graphic novel is not linear in the least, and mimics memory as it moves
backwards and forwards in time, or returns to specific situations repeatedly. This is layered with the numerous references to previous literary texts in an
interesting manner; combined, it provides emotional and informative layers to the novel. Bechdel starts to especially question binaries and pushes the
boundaries of what it means to be a female and male in a relatively patriarchal society with no middle ground around the rules; as the novel shows, this
affects not only Bechdel's own pursuit towards her identity but has a significant, and ultimately fatal, impact on her father, Bruce.
In the following essay, I shall be exploring the representation of identity in Alison Bechdel's Fun Home, mainly through a postcolonial feminist lens. My
analysis will focus on Bruce and Alison's interactions with each other and how Bechdel deconstructs the stereotypical ideals of gender roles and
sexuality, via intertextual references.
Feminist theory, though contrary to what the statement may suggest, is not simply one theory but consists of branches of various critical approaches
that target specific aspects of literature in terms of the representation of female writers (and other artists) and the feminine

Dialogic Reading Response Paper
Research shows that parents' engagement in dialogic reading (i.e., using extratextual talk about the story as it is being read; Opel et al. 2009) promotes
children's comprehension of stories (Lauricella et al. 2014; Parish–Morris et al. 2013; Hindman et al. 2008). Specifically, research suggests that children
whose parents engage in dialogic reading during storybook reading are predicted to have better comprehension (Han, J., & Neuharth–Pritchett, S.,
2014). In our study, we examined the relationship between one measure of dialogic reading, conversational turns between parents and children during
storybook reading, and children's comprehension of the story's content. We predicted that more conversational turns during parent–child storybook
reading is related to better content comprehension in children. To test our hypothesis, we recruited parents and children, aged 48–to–60 months (N=6) to
... Show more content on Helpwriting.net ...
Our preliminary data suggests that there is a very weak relationship between the number of parent–child conversational turns and children's scores on
comprehension questionnaires (p=.54). These preliminary results do not support the findings of other similar studies, which find that parental
involvement during shared– storybook reading is a strong predictor of children's comprehension scores (Lauricella et al. 2014). Other studies may
have been able to detect a relationship due to their larger sample size.We explain for these differences as a result of our current sample size (n=6),
which reduces the power of the study and increases the margin of error. This suggests that our preliminary findings may not accurately reflect the
relationship between conversational turns and comprehension. As we collect more data, we may be better able to detect a relationship between
conversational turns and children's

M2 Critical Analysis : Funding For Planned Parenthood
M2 Critical Analysis: Planned Parenthood Dialogic communication involves more than just conversation. It is not the straightforwardness of talking to
or at; rather, it is communicating with or between. Arnett, Fritz, and Bell (2009) explain, "Dialogue is not 'the' way to communicate or a common
mode of communication. Dialogue is only one way to communicate with another". Inclusiveness within a discussion requires recognition of the other
person, an event experienced between two persons, mutual respect for both views, and a willingness to listen to the views of the other. These elements
are the heart of dialogical relations and debate. However, dialogic communication is currently lacking within one of the largest public and social
dilemmas being debated today: funding for Planned Parenthood.
Background
Efforts to pull funding from Planned Parenthood are coming from a variety of directions, from freestanding bills to legislation to "repeal and replace"
the Affordable Care Act that President Obama passed during his first term. The push to defund the abortion giant continues on Capitol Hill, as well as
through national news media and social protests.
Pro–Choice Arguments Many on the pro–choice side of this issue claim that the United States government should fund Planned Parenthood, as it
provides affordable healthcare for men and children – not just women. Planned Parenthood is also a source of sex education services. One of their main
goals is to help promote sexual

Evaluation Of A Student Based On Learning Disabilities Essay
Introduction
Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family
history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and
learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be
individualized for the student based on their needs in order to improve the student's reading to the best of their abilities.
Swanson et al. (2011) conducted a meta–analysis, A Synthesis of Read–Aloud Interventions on Early Reading Outcomes Among Preschool Through
Third Graders at Risk for Reading Difficulties, to determine which interventions were the most useful for preschoolers to third graders who were at
risk for reading difficulties. Their research examined the effects of five read–aloud interventions, which included: dialogic reading, repeated reading,
limited questioning, computer assisted, and extended vocabulary (pg. 261).
Materials
The materials needed for these interventions were simple. All five interventions required a storybook, which needed to be carefully chosen, so the book
was grade level appropriate and contained vocabulary words. The adult needed to be familiar with the story, in order to summarize the story and
facilitate questions with the students. The vocabulary intervention required additional

Lindfor's Dialogic Discourse
Here we see a slight shifting in Steve's view as he responds to Charlotte's concern. These preceding exchanges revealed dynamic responsiveness among
group members in creating each group's collective judgment, but they only hint at the complexity of the dialogic process. With each responsive
utterance, students synthesized their individual histories, cultural contexts, new information, logic, and others' utterances to make meaning in this
assignment.
3. The Judicious Spectator In the final stage of this study, students continued responding to each other in their dialogic discourse, but in this phase they
focused their efforts on writing their jury report/collaborative essay. Lindfors believes humans work best in "collaboration" with others (Lindfors, p.
53). She references Vygotsy's "zone of proximal development," which she defines as "the area where a [person] can function with the help of a more
competent partner," a place "neither totally beyond the [person's] reach nor completely within her grasp" (Lindfors, referencing Vygotsky, p. 53).
Therefore, with Lindfors and Vygotsky in mind, Sally selected jury members based on writing ability, assigning one excellent writer, one average
writer, and one struggling writer to each three–person jury. She designated this assignment as an in–class essay because ... Show more content on
Helpwriting.net ...
It highlights the necessity of granting students the freedom to negotiate their own meaning from texts because it cultivates their confidence and
capacity to both contribute their ideas and express them in ways that others can understand. We urge the creation of authentic assignments for students
to engage them in ways that are personally meaningful, and we note the importance of collaboration because scaffolding contributes to the growth of
both struggling learners and their more proficient

Martin BuberвЂ™s Dialogic Communication Essay
Martin Buber's Dialogic Communication
Dialogue is more than talking. It is not the straightforwardness of talking to or at, rather it is communicating with or between. It is "a relation between
persons that is characterized in more or less degree by the element of inclusion" (Buber, 97). Inclusiveness is an acknowledgment of the other person,
an event experienced between two persons, mutual respect for both views and a willingness to listen to the views of the other. These elements are the
heart of dialogical relations. In this paper I will examine Martin Buber's theory of communication, its relevance to my life and the critiques of the theory.
At the core of Buber's theory is a distinction between dialogue and monologue. Dialogue is ... Show more content on Helpwriting.net ...
Important to dialogic communication as well is the "narrow ridge". This is the place in which views from both parties to the conversation can be
viewed. A kind of lookout tower or observation post in which both persons get as close to the others views with out actually taking them as their own
in order to understand the other. It is not a place in which conversation participants meet and compromise their beliefs to appease the other. "The
narrow ridge requires a balancing of concern for self and other in proportionate amounts for what is needed by the situation..." (Arnett, 173).
To avoid misunderstanding, dialogue needs to be defined by what it is not. Dialogue is not technical dialogue, chit chat, loving or liking the other,
equality, weakness or compromise. Technical dialogue is a byproduct of modern society. It arises out of a need to understand objectively. It is different
from real dialogue because Buber states dialogue is subjective (Arnett, 6). Chit chat is monologue disguised as dialogue, the need to communicate
something for the sake of having their own thoughts and ideas heard, not to learn, not to influence, not to come to understanding with another (Arnett,
6). Dialogue does not happen just because you like or love someone. In fact, it can happen between persons who dislike each other very much as long
as they can

Diverse Role Of Questioning And Dialogic Work In Mathematics
The use of questioning and paired work in Mathematics Traditionally, mathematics and language–based subjects have been seen as occurring on
opposite sides of a great divide. However, in recent years teachers have realised the importance of talk across the curriculum including mathematics.
This is supported by the DfEE (1999a, p11) who state that 'high quality interactive teaching is oral, interactive and lively. It is a two way process in
which pupils are expected to play an interactive role by answering questions, contributing points to discussions, and explaining and demonstrating their
methods to the class.' The recent Cambridge review reinforced the message that 'teachers... Show more content on Helpwriting.net ...
Summerfield is a multi cultural school with the majority of pupils from minority backgrounds. The proportion of children speaking English as an
additional language is well above average, with almost 25 different languages represented in the school. Ofsted also noted that one in three pupils
has learning difficulties and/or disabilities; which is well above the national average. The school worked on a year and a half form entry basis
and so classes were generally small. During numeracy children were divided into three ability groups and each group was taught separately. My
partner and I (Miss M) worked with the lower ability group. Ofsted (2009) noted that the 'arrangements for teaching numeracy in smaller groups
have had a dramatic effect on pupils' progress, improving mathematics from a relative weakness to one of the school's strengths.' However, doing so
may mean that children know that very little is expected from them. According to Cockburn (1999, p15) 'if a child is labelled as not being able or
lacking in confidence, it may not be very long before that child ceases to perform to the best of their abilities.' In order to ensure that we both had
enough teaching opportunities we decided we would lead the class alternate lessons – whilst the other worked with a group of

English Additional Language
Teachers spend a great deal of time creating and preparing engaging and culturally relevant learning materials. A teacher's workload increases when
one is tasked with offering material of varying difficulty in an attempt to make the class accessible for all students regardless of their learning level.
This is a common situation throughout Canada due to the influx of individuals who are enrolled in a mainstream English speaking school but are still
learning to speak English. A concise journal review has reviled simple ideas that can be implemented into diverse classrooms to make them accessible
for students learning to speak English.
In the article Supporting English additional language students in Science: Integrating content and language, McCallum and Miller (2013) discuss the
issue of using mainstream textbooks and instructional methods in an English as an additional language (E.A.L) inclusive science classroom. Students
enter the class at differing literacy levels requiring teachers to provide lessons of varying difficulty to meet the needs of all students. McCallum and
Miller ... Show more content on Helpwriting.net ...
teacher, Heather, developing and implementing a science program for a class of non–English speaking students in the article Does a spider have fur?
Providing suitable level course work while trying to meet E.A.L. learning objectives can prove difficult for teachers. Heather's goal was to use the
method of inquiry–based learning to help her students improve their vocabulary. By having her students engaged and enthused with a science–based
program, they were not as focused on their language skills but rather on their interest in what they were learning. The article discusses how the goal
when teaching is to inspire all students. The diversity focus for this study is to find ways to format classrooms to encourage students to use language
without focusing too much on what one is saying but rather one what they are

Play Number Of Children $ 44 Type Of Play
PlayNumber of children = 44Type of play
Unoccupied71 Yelling for mother with no interactions with equipment or other children.
5 Walking around aimlessly. Do not seem to be wanting to play.
1 At the gate uninterested in the play equipment.
Onlooker31 Watching other children being pushed on swings.
1 A younger girl looking on at the older children running on top of the spinner.
1 Watching other childrenplay with the water equipment.
Solitary71 On a scooter riding around
1 Playing on the playground by herself
2 Playing on the playground by themselves. 1 is in the tunnel going backwards and forth and the other is looking through the binoculars out onto the
lake
1 Playing with the water equipment in the middle of the playground does not seem to be associating with others at the playground.
1 Rocking on the buzzy bee rocker by himself
1 Little boy learning to walk by himself on the different terrains that are at the playground. Didn't do well at the stairs but was doing well on the grassy
hill.
Parallel94 On swings next to each other. Not seen to be associating with one another
3 Playing in the sandpit however all are keeping to themselves and doing their own thing.
2 Both running towards the water however once they got to the water equipment they had no involvement with one another.
Associative62 Playing on the boats however they do not seem to be sharing a common goal
2 On the merry go round spinner piece of equipment. However are not interacting with each other.
2

Cougar Communication Group Summary
This Cougar Communication Group (CCG) focused on improving receptive and expressive language, peer interactions, and social awareness skills in
young children. Enhanced milieu teaching (EMT), developmental social pragmatic (DSP) intervention, and dialogic book reading, were utilized with
this group of developing young children. EMT uses behavioral and interactionist approaches in early language intervention. The environment is
arranged to promote participation and communication in therapy activities. EMT also utilizes responsive interaction methods to foster increased skills
in social and communicative interactions. Researchers report that children with ASD demonstrated increased expressive language use in functional
contexts following EMT... Show more content on Helpwriting.net ...
M., Shanker, S. G., & Strieben, J., 2011). Casenhiser et al. (2011) instruct that DSP should teach social communication abilities in the same order
observed in typically developing children. According to researchers, markers of developmental capacity are revealed through observations. These
markers differ from a child's actual developmental capacities, which are not always observed. Researchers report that children with ASD demonstrate
improved joint attention and communicative skills as a result of DSP intervention. Strategies utilized in DSP include interacting in the area of focused
interest, facilitating increased initiations through the arrangement of the environment, responding to communications as purposeful, and sharing
expressions of feelings and emotional affect. In CCG, the clinicians implemented these strategies by creating a variety of activities to encourage
developmentally appropriate initiations and social communications. For example, sensorimotor activities and science experiments were designed to
encourage initiations, joint attention, emotional expression, communication, and social interactions at appropriate levels for each

Center For Diversity And Inclusion
Introduction Organizational Development (OD) is an approach to improve efficiency and effectiveness within an organization. While historically OD
has been practiced in a planned way( (Bushe et al, 2015, p.xv), but with changing times OD consultants believe that instead of using a linear, top down
approach, practitioners should use a holistic and humanistic approach... The Center for Diversity and Inclusion (CDI) at the University of Houston was
founded in 2014. The purpose of CDI at the University of Houston is to support the campus community towards a diverse and inclusive campus. In this
paper we have noted our observation and interpretation. Scope of applying (or observing) Organization Development activity at Center for Diversity
and Inclusion,... Show more content on Helpwriting.net ...
Blair. We attended two workshops (Intent vs Impact and Diversity 101) where Ms. Blair was a facilitator; we also observed her during two internal
staff meetings. Additionally, we also conducted two face to face interviews with Ms. Blair to understand her leadership style. Interview results The
foundation for CDI at the University of Houston was laid down by Ms. Blair and her team on Aug 2014. As per the recommendation from task force,
originally CDI was designated only to serve the student community. But after an assessment, Ms. Blair realized that the onus to maintain and sustain a
diverse campus rests not only on the students, but also rests on the faculty and staff as well. Thus she helped to create a mission statement which
encompasses everyone. Ms. Blair also commented that the changes in the diversity of our society extend beyond race ethnicity and national origin. Ms.
Blair ensured that the initiatives of CDI also encompass age, gender, gender identity, marital status. This led to the introduction of workshops Diversity
101 and Diversity

Essay On Culturally Passive Teaching
Reading Surveys and Culturally Responsive Teaching Reading surveys are helpful tool in helping teachers of reading understands their students as
readers. Reading surveys gages student's interests, habits, and the strategies the student uses while engaging in the activity of reading. Reading surveys
such as the Index of Reading Awareness ask specific questions such as "what is the hardest part of reading for you?" or "what would help you become
a better reader (Jacobs & Paris, 1987). Each assessment has a scoring guide that can help teachers see what specific skills students are having trouble
with. Using the information gathered from these reading surveys gives the reading teacher a first step into planning reading instruction that is culturally
... Show more content on Helpwriting.net ...
Dialogic instruction is allowing students to both think critically about the question being posed by the teacher independently, as well as talk to another
student in the class, and share with the entire class about the student's and their partner's thoughts. An example of this would an elementary school
teacher reading aloud a story to the students in her class. The teacher may have a post note to stop at a crucial point in the story or every few pages and
poses a question to the students. Examples of questions could include making a prediction, comparing and contrasting etc. She asks the questions and
gives the students a few seconds to think on their own. Then, she asks them to pair up with another student in the class. Students take turns discussing
their thoughts with their partners and the partners can add their own thoughts, the teacher walks around and listens. The teacher may also join a group
to help prompt students or take informal data on the student's progress. The class comes back together after a few minutes and the teacher calls on a
student to discuss with the whole class, their conversation with their

Social Medi A Functional Analysis Approach
In today's society where social media has become an increasingly popular form of communication for organizations to interact with its public, Amy
Reitz, Senior Market Insights Manager at Hewlett–Packard wrote her article Social Media's Function in Organization: a Functional Analysis Approach
while she was an assistant Professor at the University of Northern Colorado. Amy claims that "organizations can function better with an open systems
approach to public relations by employing social media, allowing for a greater chance at survival than organizations that function as a closed system
(Reitz, 2012, p.41, para.1)." Author Amy Reitz took several theories into consideration in the development of this paper, but ultimately decided that a
functional analysis approach best described that organizations would benefit better as an open system with help from using social media. The main
claim the author tries to convey is, "organizations can function better with an open systems approach to public relations by employing social media,
allowing for a greater chance at survival than organizations that function as a closed system (Reitz, 2012, p.41, para.1)." The article's main goal is to
suggest that organizations will function better by using social media, which will ultimately help the organization function better as an open system.
The author supports this by taking into consideration four functions in which social media will help the system of an organization. These include:

Burden of Representation in Film
––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––
Representation is defined as a likeness or image of something, a definition that implies a visual component to this act. In terms of minority groups, such
as women, people of color, all non–normative sexualities, the issue of representation is one that many film theorists and filmmaker's struggle to
contend with. Both the scarcity and the importance of minority representations yield what many have called " the burden of representation". Since
there are so few who have the means and access to the "apparatus of representation", they are often burdened with the responsibility of "speaking" for
their whole group. Furthermore, as Kobena Mercer ... Show more content on Helpwriting.net ...
While hooks believes that black women cannot identify with Sapphire as a black women when "visibly constructed, [she] was so ugly", she finds
from her conversation with black women that they actually claimed Sapphire as a "symbol of that angry part of themselves white folks and black men
could not even begin to understand" (97). The contrasting perspectives amongst minorities lead to further division among subaltern and makes it
increasingly difficult to include the historically marginalized in mainstream culture. Mercer, however, sees this diversity as a means to combat the
burden of expression, rather than an impasse in the issue of representation. In his essay, he analyzes Marlon Riggs' Tongues Untied, and the effects of
the dialogic voicing that is used in the film. In Tongues United, Riggs speaks from the specificity of his own experience as a black gay male, and
simultaneously illustrates the degree to which black cinema attempts to present one heterosexual voice for the entire black race. By forgoing the master
codes of documentary in favor of a personal non–representative story, Mercer asserts that Riggs successfully challenges the "heterosexual presumption
that so often characterizes the documentary realist aesthetic in black cinema". Mercer further notes that by following this dialogic strategy, Riggs is
able to presents a story that does not simplify or attempt

Dialogic Communication Analysis
Communication is one of the most powerful tools we possess. It affects us all daily, no matter our age, race, gender, social status, or sexual orientation.
I attempt to maintain a consistent style in my personal communication. To communicate effectively I need harmony between who I am and who I
appear to be. To remain grounded, I use self–examination and meditation. This kind of communication is relieves stress and spurs more effective
communication. It also provides me an opportunity to express myself more easily.
I aim for an interpersonal style of communication that uses compassion, genuineness, and honesty. I admire Barnett Pearce's theory of dialogic
communication, in which people "speak in a manner that makes others want to listen,

Neil Alexander Dialogic Research
Dialogic teaching, as Maybin discovered, gives the chance for pupils to develop their talk and their thinking, so that talk becomes, as Alexander
(2003) explains: 'A purposeful and productive dialogue where questions, answers, feedback (and feedforward) progressively build into coherent and
expanding chains of enquiry and understanding' (27). Alexander puts forward five principles which he says bring together the essential features of
dialogic teaching in the classroom: Collective: teachers and children address learning tasks together, whether as a group or as a class, rather than in
isolation. Reciprocal: teachers and children listen to each other, share ideas and consider alternative views; Supportive: children speak their ideas
liberally, without fear of humiliation over 'wrong' answers; and they help each other to reach common findings; Cumulative: teachers and children build
on their own and each other's concepts and develop them into refined statements that will guide their learning; Purposeful: teachers plan and facilitate
dialogic teaching with particular educational goals in view; which is a steering mechanism to maximise learning within a specific timeframe (National
Literacy Trust,2012). We can see the National Literacy Trust understand that... Show more content on Helpwriting.net ...
His work highlights the importance of social background and context to learning through talk and the value of teamwork within the classroom, to create
a shared experience of learning. Through talk and thinking he categorised three differing models of speaking and thinking: disputational talk,
cumulative talk and exploratory

Big Idea Research Paper
Big Idea Paper
"It's time to restore balance in our schools so that teaching and learning, not testing, are at the center of our education," pg. 164 (Robinson, 2015,
P.164). As a teacher it is important to know that standardized tests are meaningless. Teachers should not focus on practicing for the required tests
because it will only make the students less motivated to learn. I hated taking standardized test because it was so stressful. I felt like I was never smart
enough or good enough, so why should I even try? This is not the kind of mindset I want my student to have. I plan to not worry about my students'
test scores and be more like the mindset Singapore has. For example, they do less standardized testing and they rank high in PISA league. I believe that
when teachers motivate their students that's when we see the best results of student achievement. One way for ... Show more content on Helpwriting.net
...
Student who have growth mindsets are willing to go above and beyond and know that they will achieve as long as they work hard. A fixed mindset
student thinks they don't need to work hard because they are smart and good at it. Teacher, parents, and coaches have a great effect on what types of
attitudes students will have. Adults need express themselves in a way that focuses on the students' effort. Teachers can say, oh I am sorry you didn't
learn anything. Lets try something that will help you learn. For example, my cheerleading coach was the only person I knew to have a growth
mindset. She would say things like, the other team must have put in more time, but we will have to work harder next time. She was so motivating, I
respected her and never wanted to let the team down. I want my students to develop a growth mindset because it will make them go further in life.
Having a growth mindset will allow students to achieve their goals and overall be a better

The Dialogic Discourse: The Power Of Meaning
Critical discourse digs deeper into the underlying structures of the organization and reveals how the power of meaning is used by the owners of the
means of production is to perpetuate their privileges at the expense of the operating groups in the organization. Power and politics dominate the social
interactions in organizations. Critics are convinced that all decisions in organizations are the result of power exerted by decision makers. In contrast to
the proponents of the pluralist vision it is not the intention of critical researchers to help managers to better control decision–making processes by
revealing its political aspects, but they are calling for a democratic form of decision–making by a radical transformation of the power relations
(Alvesson & Willmott, 1996). Political interpretation of organizational change from the dialogic discourse Because of the ontological perspective of the
dialogic discourse, one cannot expect many concrete... Show more content on Helpwriting.net ...
(2000) developed a model in which discourse is used as a means to make strategic changes. Their premise is that the discourse creates the social
reality through the production of concepts, objects and subject positions which shape the way in which people perceive reality and react on it.
Concepts are categories, relations and theories through which people understand the world and relate to one another. By using concepts the material
world can be made meaningful and objects are created. Objects only make sense in terms of the concepts that are applied to them To be able to
speak within a discourse, agents have to take up a particular subject position. For example, to speak in a change discourse an available position is the
one of change agent. By intervening in the processes of discursive production, discourses can be deployed strategically in the hope to achieve real
political effects. Discursive activities are initiated to achieve certain plans and projects and to ensure that the discourse is

International Research Symposium Accounting Information...
Introduction
Accounting Information System, also known as AIS, is a system that collects, stores and processes accounting and financial data for decision makers, is
a common definition of AIS. An AIS is commonly a computer based method for tracking accounting information in conjunction with various
information technology resources (Vrcek, 2013). The collected and processed data then is used to create statistical reports which can be used internally
by the management department of a company or even by external parties like investors, creditors and tax authorities for decision making.
There are two main bodies in the world that deal with research of AIS in the world:
1) International Research Symposium Accounting Information System ... Show more content on Helpwriting.net ...
Literature Search Strategy, Aims
Preliminary Review and Evaluation
Accounting information systems or AISs research needs to start by involving pluralistic visions of reality as a foundation for design , implementation
and evaluation of systems and their outputs. A example that we can consider is to expand the scope of the information systems beyond economic
sustainability to include social and environmental sustainability and consistencies (D.J. Dillard Brown, 2005). Research associated with designing,
implementing and evaluating such systems requires a new pluralistic way of approaching a problem, in order to adequately respond to pluralistic social
requirements. There are two theories that could support at the design, implementation and critical dialogics of a accounting information system.
Critical dialogics provides information of how dialog can be used by gaining an understanding and responding to diverse information needs. Agonistic
pluralism is a branch of democratic theory that conceptualizes progressive social change through democratic dialogic means recognizing the complexity
of prevailing power dynamics and that competing perspectives and interests cannot be resolved through logic or reason (D.J. Dillard Brown, 2005).
Agonistic pluralism gives the theoretical

Dialogic Strategies
About Dialogic Strategies
Dialogic strategies are gaining growing support as an alternative to the typical monologic approach to classroom discussions (Corcoran & Silander,
2009). A monologic approach is when the teacher asks a question, a student responds, and the teacher evaluates the student's response. In a dialogic
approach, there is a discussion facilitated by the teacher, that leads students to developing an understanding of the text they are engaging with, or an
understanding of the content they are discussing (Corcoran & Silander, 2009). When students engage in dialogue they are collaborating with their peers
to construct an understanding of the text, and they are utilizing their own prior knowledge, to make meaning of a text (Lightner

Dialogic Reading
After reading the article on Dialogic Reading from the Reading Rockets Website I learned a lot about why this type of reading strategy is important
and should be used in preschools worldwide because of its benefits. What I personally think of this technique is that it is very beneficial for any new
student learning to read especially at a preschool level where the student themselves are reading a book instead of being read to by their teacher. What
it says right from the article on Dialogic Reading that I highly agree with that explains why this is so beneficial is, "Likewise, no one can learn to
read just by listening to someone else read. Children learn most from books when they are actively involved"( readingrockets.org). This right here

Feminist Pedagogy : Dialogic Spaces
Feminist Pedagogy: Dialogic Spaces in the Classroom
Feminist pedagogy begins with a vision of what education might be....
–Shrewsbury, 1987, p. 166.
Historically, feminist pedagogy has emerged from the women's movement (Briskin, 1990; Chow et al., 2016; hooks, 1994). Hence, feminist pedagogy
cannot be defined as a mere instructional principle, strategy, or method. It is a praxis of social change that is rooted in a concept of dialogic education
as the practice of freedom (Freire, 1988) from all forms of oppression, violence, domination, discrimination, and phobia. According to Briskin (1990),
"The intrinsic link between feminist pedagogy and organizing for social change reflects the connection between the classroom and the world outside it,
and the feminist understanding that change is necessary and must be systemic" (p. 23). Therefore, feminist pedagogy has been intricately connected
with the Paulo Freire's works. For example, bell hooks (1994) writes that she "had learned so much from his works, learned new ways of thinking
about social reality that were liberatory" (p. 45). She has also contested his pedagogies with a critical lens on the sexism in his works (hooks, 1984;
1994). In this critical view, the concept of pedagogy is not about instrumental teaching strategies but about a situated praxis or "a reflection and
action upon the world in order to change it" (Freire, 1970, p. 51). In a broader view of the dialogic praxis as pedagogy may be

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