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Teaching writing in Cambodia : the educational and interpersonal benefits of dialogue journal writingYeo, Marie A., n/a January 1995 (has links)
This study examines the educational and interpersonal benefits of dialogue
journal writing within the Cambodian context.
The research plan involved, first, a thorough survey of the literature on journal
writing, which then provided the theoretical framework for the construction of
hypotheses. These hypotheses asserted that dialogue journal writing brings about
educational as well as interpersonal benefits. In educational terms, this task enables
learners to attain proficiency in speaking, reading and writing, gain functional
competence, and develop critical thinking skills. In interpersonal terms, dialogue
journal writing helps in the development of the relationship between the teacher and
the learner and offers a source of cultural information.
The next stage involved assigning and collecting the journals and then
analysing them to check for the presence of particular features which were asserted to
bring about the benefits as stated in the hypotheses.
The writer conducted her research with a class of Cambodian students at
Phnom Penh University. Within the journals of the eighteen learners, most of these
features were discovered, thus supporting the hypotheses that journal writing offers
particular educational and interpersonal benefits. Where the features were absent or
variant, explanations for this based on the culture of the learners, the conditions of the
country during the period of the study, and the culture of the teacher were offered.
Finally, the writing in the dialogue journals of the subjects provided strong
evidence that dialogue journal writing offers learners a scope for genuine studentteacher
communication and for personal communication and mutual understanding
between each individual student and teacher.
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The Effect Of Journal Writing On First Year Engineering StudentsTosmur, Nermin 01 August 2004 (has links) (PDF)
This study investigated the effects of journal writing with or without giving feedback
and grade, compared to the traditional teaching on integral achievement of students with
different learning styles. In addition, students&rsquo / ideas about the journal writing activities in the
mathematics classes were investigated.
The study was carried out with 87 first year engineering students at Atilim University
from three classes. Two groups were assigned as experimental groups (EG1 and EG2) and
one group was assigned as the control group (CG). Students in all groups received the same
instruction on integral. Experimental groups (EG1 and EG2) also engaged in journal writing
activities besides lectures. Journal writings of the EG1 students were graded and feedback
was given. Journal writings of the EG2 students, however, were not graded and feedback was
not given.
Two open-ended achievement tests on integral were developed. One of them was used
as pre-test / the other was used as post-test. In addition, Kolb&rsquo / s Learning
Style Inventory was administered as pre-test to determine the learning styles of the students.
Follow-up interviews were conducted with ten students from EG1 and EG2. Additionally,
v
classrooms were observed during the treatment. The results of the ANCOVA suggest that
neither the groups&rsquo / achievement nor the achievement of the students having different learning
styles in each group differ significantly on integral. The results of the interviews, however,
showed that students found journal writing activities as an effective teaching method and
wanted to be engaged in the activity for the future.
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The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classesPerez, Armando Isaac 30 October 2006 (has links)
A convenience sample of 123 Hispanic/Latino students from a predominantly Hispanic/Latino South Texas community college was used to determine if gender and/or journal-writing had any effects on mathematics anxiety or achievement. Eight sections of college-algebra courses were administered the Mathematics Anxiety Rating Scale (MARS) to determine levels of mathematics anxiety and the Texas Higher Education Assessment (THEA) to determine levels of mathematical achievement. Results of the study suggest that journal-writing decreases levels of mathematics anxiety among students. In addition, the study suggests that males and females do not differ in terms of mathematical achievement. These finding are consistent with previous studies. However, the study also suggested that males and females report the same levels of mathematics anxiety and that journal-writing does not increase mathematical achievement. This is in contrast to previous published studies.
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The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classesPerez, Armando Isaac 30 October 2006 (has links)
A convenience sample of 123 Hispanic/Latino students from a predominantly Hispanic/Latino South Texas community college was used to determine if gender and/or journal-writing had any effects on mathematics anxiety or achievement. Eight sections of college-algebra courses were administered the Mathematics Anxiety Rating Scale (MARS) to determine levels of mathematics anxiety and the Texas Higher Education Assessment (THEA) to determine levels of mathematical achievement. Results of the study suggest that journal-writing decreases levels of mathematics anxiety among students. In addition, the study suggests that males and females do not differ in terms of mathematical achievement. These finding are consistent with previous studies. However, the study also suggested that males and females report the same levels of mathematics anxiety and that journal-writing does not increase mathematical achievement. This is in contrast to previous published studies.
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The Influence of Journal Writing on High School Students' Views of Personal Health IssuesRuffer, John A. January 2008 (has links)
No description available.
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Examining the Effects of Selected Computer-Based Scaffolds on Preservice Teachers' Levels of Reflection as Evidenced in their Online Journal WritingLai, Guolin 08 October 2008 (has links)
This study used explanatory mixed methods to examine the effects of two computer-based reflection writing scaffolds, question prompts and writing process display, on preservice teachers’ levels of reflection in their online reflective journal writing. The scaffolds were embedded in a system simulating the Professional Accountability Support System Using a Portal Approach (PASS-PORT). The outcome measure was the level of reflection achieved in participants’ writing. The researcher collected data at the College of Education of a major southern university in the United States. Participants were undergraduate students enrolled in a technology integration course in fall 2007. Sixty-five preservice teachers participated in quantitative phase of the study; sixteen out of the 65 preservice teachers were purposefully selected to participate in qualitative phase of the study. The majority of the preservice teachers were white females between the ages of 20-29 in their junior year. During the quantitative phase of the study, participants in control group and two treatment groups were randomly and evenly assigned to one of three different Web pages associated with their treatment conditions. The participants reflected on a critical incident that happened during their practical teaching. Two raters, blind to the participants’ treatment conditions, coded the highest level of reflection achieved in their writing samples using the reflection rubric developed by Ward and McCotter (2004). The researcher employed ANOVA to assess the group differences in the highest level of reflection reached and in the length of the reflective writing in the number of words. The alpha level was set at .05 for all analyses. During the qualitative phase, the researcher conducted open-ended interviews with the participants as a follow-up to their reflection writing. The participants’ reflection writings and interviews served as data sources. Miles and Huberman's (1994) data analysis procedures guided the qualitative data analysis. The quantitative results indicated that computer-based scaffolds significantly enhanced preservice teachers’ levels of reflection in their online journal writing. Preservice teachers who used the scaffolds wrote longer reflection than those in the control group. Correlation analysis revealed that there was a positive relationship between the level of reflection and the length of journal writing. Three overarching factors emerged from the qualitative data analysis that explained how and why the computer-based scaffolds enhanced their reflective journal writing. The factors included (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. How to improve preservice teachers’ critical reflection capability and skills remains an actively debated topic. Recent years have witnessed an emergence of research and development in Web-based educational systems to help prepare highly qualified teacher candidates. However, the articulative/reflective attribute of meaningful learning does not seem to be evident in most of these systems. Although there is considerable research on the potential for embedding scaffolds in technology-enhanced learning environments, mechanisms intended to facilitate reflective practice in such environments also seems to be lacking. In order to help fill this gap, it is hoped that the analyses and results of the current study can be used as a building block for research on how to leverage the affordances of computer-based scaffolds to enhance preservice teachers’ reflective practice in technology-enhanced educational systems.
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Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal WritingGenua, Jo Anne 01 January 2019 (has links)
Background: Journal writing is often used to gauge student skills and knowledge. There is disagreement as to whether journals should be graded because students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced. Purpose: The purpose of this correlational non-experimental study was to examine if a relationship exists between the grading of reflective journals and student honesty in reflective journal writing. Theoretical Framework: The theoretical framework for this study was based on Schӧn’s reflective practice theory. This theoretical framework is suitable as students participate in reflective journal writing learning from experience and response to the situation, scaffolding on previous knowledge with the application of new knowledge. Methods: The correlational, non-experimental study was conducted at five Midwestern U.S. pre-licensure nursing programs. Data were collected using an anonymous survey. The non-probability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. Results: Findings indicated that a significant relationship exists between the grading of reflective journals and student honesty. The relationship between reflective journal writing and embellishment was negative and non-significant. Conclusions: This study revealed that a relationship exists between graded reflective journals and study honesty in reflective journal writing. Nurse educators and policy makers need to assess the process of reflection which involves critical thinking and problem-solving instead of grading the written component; possibly, changing to a complete/incomplete grade.
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Factors Related to Early Writing DevelopmentCenteno, Maria A. 30 September 2013 (has links)
No description available.
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Integrating Journal Writing With Inquiry Based Science Instruction In A Second Grade ClassroomZissman, Lauren 01 January 2005 (has links)
This action research study investigated the effects of using science journals to promote science writing and to investigate changes in student attitudes in a second grade inquiry-based science class. This was an action research study in which qualitative and quantitative data was collected. The data was collected using science journals, pre and post inventories, field notes, teacher observations, videotaped science inquiry lessons, and surveys. The students demonstrated a true fondness for journal writing and expressed interest in continued use. After concluding this action research study, I better understand the benefits of utilizing journal writing to enhance my teaching of the science curriculum as well as the other disciplines I facilitate.
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The Effects Of Problem Solving Strategy Instruction, Journal Writing And Discourse On 6th Grade Advanced Mathematics Student PerWittcop, Melissa 01 January 2008 (has links)
There are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be used in problem solving. Math journals were also used for problem solving and reflection. Classroom discourse in discussion of problem solving situations was used as a means of identifying strategies used to solve the problem. Explanations and justifications were then used in writing and discourse to support students' solution and methods. An analytic problem-solving rubric was used to score the problems solved by the students. These scores, along with explanations and justifications, and discourse were used as data and analyzed for common themes. The results of this study demonstrate overall improvement in student performance in problem solving. Heuristic instruction the students received on strategies in problem solving helped to improve their ability to not only select an appropriate strategy, but also implement it. This unit, along with the problem solving prompts solved in the journals, helped to improve the students' performance in explanations. It was discourse combined with all the previous instruction that finally improved student performance in justification.
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