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This study explores student sensemaking based on the creation and interpretation of sound on a public school bus, operating as a result of a desegregation settlement. To understand these multimodal literacy practices, the authors examined students’ journeys, sonically as passengers in mobile and adult-constructed space.

As a qualitative study, the authors used ethnographic methods for data collection. Additionally, the authors used a design-based research approach to work alongside students to capture and interpret sound levels on the bus.

Findings from this study illustrate how students used sounds as a means to create community, engage in agentic choices and make meaning of their surroundings. Moreover, students used sound as a way around the pervasive drone of the bus itself.

Research implications from this study speak to the need for research approaches that extend beyond visual observation. Sonic interpretation can offer researchers greater understanding into student learning as they spend time in interstitial spaces.

This manuscript illustrates possibilities that emerge if educators attune to the sounds that shape a learner’s day and the ways in which attention to sonic design can create more equitable spaces that are conducive to students’ learning and literacy needs.

This study demonstrates the use of sound as a means of sensemaking, calling attention to new ways of understanding student experiences in adult-governed spaces.

The purpose of this study is to examine how students with workplace learning experience the process of the assessment of prior experiential learning (APEL) in higher education.

This is an inductive and exploratory study drawing on methodology from the field of academic literacies. It addresses two questions: “How do different tutors and students approach the APEL process?” and “How do students with workplace learning experience the APEL process?”. Interviews were undertaken with students and tutors around the students' assessment documents. The data werre analysed according to Lillis' and Ivanič's concept of “addressivity”. This type of analysis indicates how students and tutors are positioning one another, and facilitates the drawing out of similarities and differences in these positionings between the different participants.

The paper finds that, although all students had been successful in their APEL claims, their narratives were quite polarised. Using a heuristic developed by Lillis the data clearly demonstrate the impact on the student experience of two different tutor approaches, that of monologic teaching and dialogic mediation.

This is a small scale, single institution study. Replicating the study in different contexts may further explain the differences between APEL processes that learners find empowering and those which they do not.

The original perspective afforded by the theoretical lens of academic literacies suggests a valuable re‐conceptualisation of the traditional assessor‐candidate relationship with implications for assessment practice. The paper also provides a student perspective on the process that is largely absent in the research literature.

The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building.

A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task).

Dialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue.

This study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.

In this innovative practice paper, we will illustrate how discursive practices of Visual Thinking StrategiesTM (VTS) can foster leadership development capacity of college students. We will show how VTS aligns with constructionist perspectives to post-heroic leadership grounded in discursive approaches to leadership development. This arts-based pedagogy advances leadership development through dialogue and sense-making.

The study begins by defining and conceptualizing Transformative Leadership Conversation (TLC). The conceptualization addresses the meaning of transformation, sensemaking and learning dialogue, and the conversation structures of framing, questioning and listening, and affirming. Next, the authors build a theoretical argument from self-determination theory on the function of TLC. The study concludes with an empirical test of the structure and function of TLC.

There were two parts to the empirical study. First, the authors designed and tested a scale to measure TLC by its structural features (e.g. questioning, listening and affirming language). Second, the authors used a correlational design with ex-post facto data to test the primary assumption that TLC activates autonomous motivation and action. Data came from a random sample of 2,500 teachers in a southwestern state. Useable responses were obtained from 1,615 teachers, for a response rate of 65%.

The empirical tests reveal that the 12-item and 6-item measure of the School Leader Transformative Conversation Scale present valid and reliable evidence on the frequent use of TLC. Consistent with the hypothesized model, TLC had a direct, positive relationship with teacher vitality. It also had a negative relationship with autonomy frustration and a positive indirect effect on teacher vitality by reducing the negative effect of autonomy frustration.

TLC advances a new conceptual lens to study school leadership as a discursive process. The concept opens lines of inquiry that have not yet been examined in school settings.

This practice paper describes how leadership education faculty and students at Virginia Tech have facilitated change through the use of appreciative inquiry (Ai) at the departmental level, program level, and project level. Appreciative inquiry has been found to be a useful tool for leadership educators, as its foundation in social constructionist philosophy aligns with contemporary leadership and learning theories. This paper outlines (a) the philosophy of Ai as it applies to organizational development (b) illustrates Ai practices associated with a five-stage model, and (c) highlights three examples that can be used as models for leading change in a variety of organizational situations. The authors suggest that leadership educators are uniquely positioned to serve academic communities as facilitators of change by bridging theory and practice in pursuit of new ways of knowing and working together.

The purpose of this paper is to demonstrate how mutuality and shared power in relationship can avoid coercion and force in mental health treatment.

This is not a research design. It is rather an opinion piece with extensive examples of the approach.

The authors have found that using these processes can enable connection; the key to relationship building.

This paper is totally original and stands to offer the field, a new perspective.

The purpose of this paper is to explore how appreciative inquiry (AI) as a pedagogical tool can be generative in nature creating opportunities for development and change in a business school context.

Using a qualitative approach this research involved data collection and analysis in three stages of AI with a group of undergraduate students enrolled in strategic management and organizational change courses. Initial data collection occurred over a three‐hour period with a larger group of students, followed by two sessions with a smaller group of organizational change students.

The experiential nature of the AI process was a success in promoting inquiry and dialogue, encouraging collaboration and team building, and empowering individuals toward a collection vision. Through an iterative process, four possibility statements were developed including: meaningful relationships with professors and peers; leadership opportunities; experiential learning; and creativity and flexibility in program design. These statements serve as a starting point for future planning to the business school under study.

The process offered a number of insights for both faculty and students regarding the symbiotic relationships between learning and change as fundamental to moving a business school from a place of learning to a learning organization. The inquiry process of AI opens the system up to learning about itself as a prelude to change. By intentionally ignoring the traditional deficit approach to change, AI encourages the system to seek its point of light, its achievements, and in so doing, inhibits the dissipative nature of problem‐centred methodologies.

The use of AI in this context demonstrates the potential for AI as a pedagogical tool, as well as the usefulness of AI as a bridge to creating partnerships with multiple stakeholders in developing business schools into learning organizations.

The COVID-19 pandemic has provided us a striking demonstration that the future is dynamic, unpredictable, complex and volatile. It is increasingly important that those working in the field of school-based health education reimagine the possibilities and potential of the subject to rise to the challenges presented and make a difference in learners' worlds. In this paper we explore the potential of health education learning to contribute to aspects of the Organization for Economic Co-operation and Development's (OECD's) Learning Compass 2030 from our perspective in Aotearoa New Zealand. This is a learning framework that uses the metaphor of navigation to demonstrate the competencies young people need in order to thrive in the world and has a significant focus on wellbeing for people and society (OECD, 2019).

We explore the links between the learning compass and a socio-critical approach to secondary school-based health education learning opportunities by producing and refining our own knowledge of the learning contexts and experiences that could potentially contribute to the elements of compass. We present this as dialogue produced through asynchronous online conversations between the paper's two authors across a three-month period in 2020 – a method befitting our COVID-19 times.

After employing a deductive thematic analysis we found extensive links between health education learning and aspects of the compass which are congruent with the notion that it is more about how the subject is taught than what is covered in a socio-critical health education. We communicate our findings by organising them into three themes that arose for us in analysis: learners' capability to understand the world, navigate the world and change the world.

We conclude the paper with key questions to consider if we are to reimagine school-based health education in order for learning experiences in the subject to enrich learners' understanding of how to navigate the complex and uncertain times they will face across their lives.