東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Common ground: Discursive practices ...

Thomas, Christopher Allen.

FindBook

Google Book

Amazon

博客來

Common ground: Discursive practices and the building of trust among participants of executive training programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Common ground: Discursive practices and the building of trust among participants of executive training programs./
作者:	Thomas, Christopher Allen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	128 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10124587
ISBN:	9781339826899

Common ground: Discursive practices and the building of trust among participants of executive training programs.
Thomas, Christopher Allen.

Common ground: Discursive practices and the building of trust among participants of executive training programs. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 128 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ph.D.)--University of Pennsylvania, 2016.

In traditional academic instruction, the classroom may be viewed as a kind of speech community composed of an expert (the teacher) and those who are at various stages of socializing into the cultural models and norms of that community (students), although this is an overly simplistic and unilinear view. In executive development programs, students are already socialized into a professional community of importance to them, and many are pursuing learning to further develop skills to be applied in the organizational contexts in which they are already embedded and deeply invested. This dissertation begins with the conceptualization that a classroom is essentially a transient social network with multiple functions, and one of these functions is to create or facilitate student access to resources that generate social capital in other networks. Additionally, a classroom is structurally a type of organization and socially a type of community. As an organization, the classroom confers identities to its participants. As a social network, the classroom can be characterized as a type of speech community. Trust is "an extensive co-belonging in a social category" (Agha, December 6, 2010, personal communication)---or community---that is represented linguistically through co-constructed and mutually-enforced social and professional registers. This dissertation argues that trust and the co-construction of a classroom register are in a reflexive relationship. Together, they form the dynamic processes of social positioning and interactional footing, ideally leading to register-mediated alignment among students and instructors. It is this register-mediated alignment that I refer to as "common ground." Thus, the overarching question this dissertation has sought to answer is: How does the enactment of certain practices move a classroom from being simply a transient social network of diverse individuals to becoming also a speech community? Findings indicate that training and development professionals facilitate the co-construction of a learning community first by dedicating an extended period of time to get to know participants. This period of building the learning community also introduces and establishes a communicative norm of recontextualizing participant speech and reframing contexts over an extended period.

ISBN: 9781339826899Subjects--Topical Terms:

641065
Higher education.

Common ground: Discursive practices and the building of trust among participants of executive training programs.
LDR:03301nmm a2200301 4500 001 2119905
005 20170627090653.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339826899
035 $a (MiAaPQ)AAI10124587
035 $a AAI10124587
040 $a MiAaPQ $c MiAaPQ
100 1 $a Thomas, Christopher Allen. $3 3281806
245 1 0 $a Common ground: Discursive practices and the building of trust among participants of executive training programs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Marybeth Gasman.
502 $a Thesis (Ph.D.)--University of Pennsylvania, 2016.
520 $a In traditional academic instruction, the classroom may be viewed as a kind of speech community composed of an expert (the teacher) and those who are at various stages of socializing into the cultural models and norms of that community (students), although this is an overly simplistic and unilinear view. In executive development programs, students are already socialized into a professional community of importance to them, and many are pursuing learning to further develop skills to be applied in the organizational contexts in which they are already embedded and deeply invested. This dissertation begins with the conceptualization that a classroom is essentially a transient social network with multiple functions, and one of these functions is to create or facilitate student access to resources that generate social capital in other networks. Additionally, a classroom is structurally a type of organization and socially a type of community. As an organization, the classroom confers identities to its participants. As a social network, the classroom can be characterized as a type of speech community. Trust is "an extensive co-belonging in a social category" (Agha, December 6, 2010, personal communication)---or community---that is represented linguistically through co-constructed and mutually-enforced social and professional registers. This dissertation argues that trust and the co-construction of a classroom register are in a reflexive relationship. Together, they form the dynamic processes of social positioning and interactional footing, ideally leading to register-mediated alignment among students and instructors. It is this register-mediated alignment that I refer to as "common ground." Thus, the overarching question this dissertation has sought to answer is: How does the enactment of certain practices move a classroom from being simply a transient social network of diverse individuals to becoming also a speech community? Findings indicate that training and development professionals facilitate the co-construction of a learning community first by dedicating an extended period of time to get to know participants. This period of building the learning community also introduces and establishes a communicative norm of recontextualizing participant speech and reframing contexts over an extended period.
590 $a School code: 0175.
650 4 $a Higher education. $3 641065
650 4 $a Adult education. $3 543202
650 4 $a Sociolinguistics. $3 524467
690 $a 0745
690 $a 0516
690 $a 0636
710 2 $a University of Pennsylvania. $b Education. $3 2100509
773 0 $t Dissertation Abstracts International $g 77-11A(E).
790 $a 0175
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10124587