Dot - thanks VERY much for the anecdotal experience - it was precisely
what i was looking for, that is in terms of how AT has been applied in
practice,
and from a personal experience - so thanks for that.
as with all successful research efforts, though, it is hard to tell if the
success is because of the researcher's particular skills in empathy and
communicative kindness,
or if the method itself provides success.
as always, the neutral response is " a bit of both" but in my experience,
researcher-suitability for researching other people is not a criteria for
conducting research,
so i am still not certain that AT itself is a successful method, so much
as in the right hands, it provides a successful model for proactive
change.
thanks again, - it's always good to hear how teacher-student interactions
produce learning as a living-process, a listening-process, and not simply
a behavioral adaptation. :)
diane
**********************************************************************
:point where everything listens.
and i slow down, learning how to
enter - implicate and unspoken (still) heart-of-the-world.
(Daphne Marlatt, "Coming to you")
***********************************************************************
diane celia hodges
university of british columbia, centre for the study of curriculum and
instruction
==================== ==================== =======================
university of colorado, denver, school of education
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