Doctor of Philosophy, The Ohio State University, 2020, EDU Teaching and Learning

This case study examines the humanizing potential of dialogic, dramatic read-alouds, particularly of an anthropomorphic, multicultural text. A class of preschoolers and I read Julie Kim's (2017) Where's Halmoni? repeatedly over a year and a half in self-selected small groups. Drawing on ethnographic methods such as participant-observations, video and audio recordings, and interviews, I document how we employed dramatic inquiry techniques to get 'in role'; as the human and nonhuman characters from the narrative. I used a dual analytic process, relying on both content analysis of the focal text as well as discourse analysis of the empirical data. Three Bakhtinian concepts guided my analysis: dialogism, chronotopes, and answerability. I argue that Kim's (2017) graphic novel is a dialogic text that fostered dialogism among the children and me. I then offer a framework adapted from Marjanovic-Shane (2011) for considering three distinct chronotopes at work in a dramatic read-aloud: the Read-Aloud Chronotope, the Published Narrative Chronotope, and the Embodied Narrative Chronotope. As the preschoolers and I entered the Embodied Narrative Chronotope, we reflected and refracted each other's discourse, as well as that of the characters in the book. Our ongoing, co-authored alternate narratives were unfinalizable (Bakhtin, 1963/1984), and we continually revised our speech and actions in response to encountering each other in role. I highlight how questions pertaining to food/hunger allowed us to explore "shared inquiry into human questions" (Edmiston, 2008, p. 75), and I argue that our narrative revisions indicated a growing recognition of a character's subjecthood or consciousness (Bakhtin, 1963/1984). This research sheds light on an important subset of children's literature and provides an example of how content analysis and qualitative analysis can be complementary. The findings presented here also contribute to the growing body of work on dialogic and dramatic p (open full item for complete abstract)

Committee: Michiko Hikida PhD (Advisor); Michelle Abate PhD (Advisor); Mollie Blackburn PhD (Committee Member); Pat Enciso PhD (Committee Member) Subjects: Early Childhood Education; Education; Language Arts; Literacy; Literature

Master of Arts, The Ohio State University, 2020, Educational Studies

The current study aims to promote the development of early adolescents' social perspective taking (SPT) by addressing two challenges confronted in the realm of social-emotional learning intervention and SPT measurement. The first challenge revolved around how SPT can be cultivated and instructed using pedagogically effective approaches in complex and dynamic classroom settings. To address this challenge, the influence of collaborative small-group discussions on SPT assessed in fifth graders' reflective essays were examined. A total of 250 students and six teachers from 12 fifth-grade classrooms in two public middle/intermediate schools participated in a pre-post control quasi-experimental study. The classrooms of students were assigned to one of three conditions: Collaborative Social Reasoning (CSR), Read-Aloud (RA), or Regular Instruction (RI). Throughout the six-week intervention, CSR students read and discussed about complex issues arising from fiction stories in the context of English language arts classrooms. CSR students considered more social perspectives and provided more reasons to justify those perspectives in comparison with students in the RA and RI groups. The RA students generated more emotional reasons to justify their perspectives than RI students. To address the second challenge pertaining to developing a valid and reliable measure of SPT, a newly developed SPT coding scheme was designed and tested. The SPT coding scheme consisted of six main constructs, Perspective, SPT reasoning strategies, low-level SPT reasoning strategies, Personal Experience, Intertextual Comparison, and Coordination. The validity and reliability have been examined by correlating the SPT measures with students' social competence and social acceptance at pre-test. Overall, the findings confirmed the validity of SPT coding scheme.

Committee: Tzu-Jung Lin (Advisor); Michael Glassman (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy, The Ohio State University, 2019, Educational Studies

One of the major challenges that students in the 21st century have faced is the need to reconcile various perspectives in the increasingly complex and interconnected world. Epistemic cognition—the process of thinking about what counts as knowledge and the process of knowing— plays an important role in enabling people to critically examine their understanding about the social world (i.e., social knowledge). Research has suggested that students lacking sophisticated social knowledge are vulnerable to negative social experiences, such as bullying or victimization, which can lead to long-term detrimental life-course outcomes. To this end, the major research gap in this field is the lack of scholarly understanding about the nature and development of epistemic cognition about social knowledge. The overarching aim of this study was to unpack the process by which early adolescents develop epistemic cognition about social knowledge. Based on 12 small groups' (63 fifth-grade students) discussions performed at three time points (a total of 36 discussions), this study investigated 1) the ways by which networks of epistemic cognition about social knowledge operate; 2) the impact of collaborative small group dialogic inquiry on the development of epistemic cognition about social knowledge; and 3) the associations between students' epistemic cognition about social knowledge and their social reasoning development. To examine how students' epistemic cognition worked and developed within the context of group discussions through the continued participation in collaborative small group dialogic inquiry, this study applied a network analysis approach called Epistemic Network Analysis, along with qualitative coding of discussions and quantitative analyses. The findings showed that 1) epistemic cognition about social knowledge constructed during small group discussions were connected epistemic networks; 2) the collaborative small group dialogic inquiry activity was effective in pro (open full item for complete abstract)

Committee: Tzu-Jung Lin (Committee Chair); George Newell (Committee Member); Michael Glassman (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy, Case Western Reserve University, 2012, Management

In today's networked environment, online forums emerge as a popular form of social structures that have greater opportunities for learning in various organizational contexts. A plethora of studies have investigated the phenomenon to identify antecedent of its success, such as individual characteristics and organizational structure. However, how such antecedents get involved in collaborative learning processes and influence their outcomes has been largely understudied. Furthermore, the learning process in online forums has been simply presumed as a kind of general organizational learning, despite its unique situation of learning from strangers. This dissertation study focuses on online forums' highly motivated for problem-based learning and explores a dynamic process of such learning, namely Open Collective Inquiry (OCI). Presuming that dialogue embodies open collective inquiry processes, this study investigated characteristics of OCI dialogues that influence distinct types of inquiry outcomes using a grounded theory method. In particular, the current study highlights what participants do for OCI and how they do it through their dialogue. Based on distinct purposes for dialogic actions, six action domains were identified that constitute OCI processes: action domains to initiate inquiry, to maintain commitment, to guide inquiry process, to frame a problem, to negotiate solutions, and to confirm workability. These action domains were interrelated to shape OCI processes. Varying extent to which participants performed purposes of these action domains was found to influence distinct types of outcomes, such as full closure, partial closure, non-closure, and degraded closure. To derive a more systemic account of how participants of OCI perform such purposes, three dimensions of dialogic action were proposed: action performed, content of action, and argumentative components. These dimensions were used for characterizing essential dialogic actions in each action domain for su (open full item for complete abstract)

Committee: Richard Boland Jr. (Advisor); Kalle Lyytinen (Committee Member); Richard Buchanan (Committee Member); John Paul Stephens (Committee Member); Youngjin Yoo (Committee Member) Subjects: Information Systems