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What Is Blue. Common Denominator Communications through the Teaching Lens

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Bibliographic Details
Title: What Is Blue. Common Denominator Communications through the Teaching Lens
Language: English
Authors: Donald Guadagni
Source: Online Submission. 2024.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Reports - Descriptive
Descriptors: Communication (Thought Transfer), Diagnostic Teaching, Equal Education, Inclusion, Communication Research, Socioeconomic Background, Student Characteristics, Context Effect, Group Unity
Abstract: Common denominator communications examines dialogic pedagogy together with modes of communications rooted in "hierological", "equity", "inclusive", and "peer" driven foundations. It examines limits and utility in applying these foundations in the classroom. The relationship between these modes and how it may assist in the development of an effective "teaching lens" that confers the common denominator strategy to bring the majority of students to view the curriculum in the same context and understanding regardless of halo considerations associated with both "equity' and "inclusive" classroom schemes. It further examines how individual foundation paradigms align for goal driven objectives and drift back towards foundation norms after the consensus achieves its desired learning goals.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED654474
Database: ERIC
Description
Abstract:Common denominator communications examines dialogic pedagogy together with modes of communications rooted in "hierological", "equity", "inclusive", and "peer" driven foundations. It examines limits and utility in applying these foundations in the classroom. The relationship between these modes and how it may assist in the development of an effective "teaching lens" that confers the common denominator strategy to bring the majority of students to view the curriculum in the same context and understanding regardless of halo considerations associated with both "equity' and "inclusive" classroom schemes. It further examines how individual foundation paradigms align for goal driven objectives and drift back towards foundation norms after the consensus achieves its desired learning goals.