The concept of dialogue is often examined apart from the social and historical context in which it is embedded. This paper identifies how dialogue between a superior and a subordinate generates a reorganisation of situated knowledge in the education and training of nurse teachers. We created an analytic method of supervisory discourse founded on…

This paper presents a framework of approaches to sharing meaningful knowledge of assessment standards amongst an academic community, particularly students. Presented as a nested hierarchy, these approaches encompass: a "laissez faire" approach in which students' knowledge of standards is acquired in ad hoc and serendipitous ways; an…