To see the other types of publications on this topic, follow the link: Reflective writing.
Dissertations / Theses on the topic 'Reflective writing'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Reflective writing.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Tsang, Elza Shuk Ching. "A teacher's reflection : using journal writing to promote reflective learning in the writing classroom." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437647.
Full text
2
Ferguson, Yuna L. "Internalizing introjected goals through reflective writing." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4996.
Full textAbstract:
Thesis (M.A.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 3, 2008) Includes bibliographical references.
3
Gibson, Andrew P. "Reflective writing analytics and transepistemic abduction." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106952/1/Andrew_Gibson_Thesis.pdf.
Full textAbstract:
This thesis presents a model of Reflective Writing Analytics which brings together two distinct ways of knowing: the human world of individuals in society, and the machine world of computers and mathematics. The thesis presents a specialised mode of reasoning called Transepistemic Abduction which provides a way of justifying intuition and heuristic approaches to computational analysis of reflective writing.
4
Wicks, Cayce M. "Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1918.
Full textAbstract:
The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.
5
Croft, Julia. "Seeking constructive alignment of assessment in teacher education : locating the reflection in reflective writing." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581897.
Full textAbstract:
The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by student teachers’ perceptions of complex assignments which appear to have little relevance to their practice as teachers, I have undertaken an action research study (McAteer, 2013; Norton, 2009; and Wells, 2001), beginning with a conviction that it is possible to design assessment tasks which truly integrate professional and academic requirements and influence the learning activity of student teachers in ways which are meaningful for their development as teachers. Using an adaptation of the Ward and McCotter (2004) ‘Reflection Rubric’ to locate characteristics of reflection within the reflective writing submitted for assessment, the study evaluated the relationship between written reflection and academic and professional attainment and found little evidence that engagement in the reflective writing assignment had contributed to the participants’ development as teachers. I conclude that the assessment strategies of students and of the course had been either not aligned or destructively aligned. The thesis narrates my journey to the adoption of a socio-constructivist perspective, leading to greater insight into the relationship between established assessment practice and the learning activity of student teachers, and a questioning of my practice. Crucially, the notion of a ‘framework for assessment’ is broadened to encompass all assignment-related activity, the people involved and the timeframe, in addition to the task and criteria. I conclude by identifying a desire to know more about the national view of assessment in teacher education, seeking a network of colleagues in order to explore ways in which counterparts in other institutions are supporting student teachers to develop reflective practice and assess reflective writing.
6
Genua, Jo Anne. "Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal Writing." Thesis, NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/61.
Full textAbstract:
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.
7
Walker, Kelsie Hope. "Reflective assessment| Using reflection and portfolios to assess student learning in a writing center." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569720.
Full textAbstract:
As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the pilot study in terms of future research and implications.
8
Jasper, Melanie Ann. "The development of reflective writing strategies in nursing education." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.
Full text
9
Chick, Lorraine. "Student nurses' perceptions of reflective journal writing: A poststructuralist approach." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26605.
Full textAbstract:
Within the profession of nursing, reflective journal writing is enthusiastically endorsed as an essential pedagogical strategy for producing reflective practitioners. Despite a lack of empirical evidence to substantiate the claims associated with reflective journaling, the prevailing belief in contemporary nursing education reflects an assumption that this practice is essential in the production of critically engaged nurses. This has resulted in a totalizing discourse that presents the adoption of reflective journaling within nursing curricula as unproblematic. This study combines the methodological principles of grounded theory, along with a poststructuralist approach, to explore the experience of reflective journaling from the perspective of university nursing students. Application of a Foucauldian analysis demonstrates how assumptions related to the utility of reflective journal writing are embedded within a variety of powerful discourses that shape how we think and speak about this practice. Of particular relevance is Foucault's exploration of the impact of surveillance, observation and disciplinary power. Reflective journaling is identified as a ritual of confession that produces self-regulating and compliant students. This study reveals that journal writing is largely viewed as a prescribed activity and assumptions are made by nurse educators regarding the ability of journals to facilitate critical reflection. The discourses that emerged from this analysis reflect different aspects of the socialization process that ultimately results in the construction of an "authentic" nurse. In closing, students and nurse educators are encouraged to develop alternative discourses that challenge the uncritical acceptance of reflective journal writing within contemporary nursing education.
10
Hays, Elaine. "The genres of tutor training : searching for reflective practice /." View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3248229.
Full text
11
Platt, Kelsey Elyse. "Developing metacognitive and self-regulated learning skills through reflective writing prompts." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3164.
Full textAbstract:
Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills.
An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts.
The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.
12
Gabier, Muhammad Saaligh. "The wedding interviews: A novella." University of the Western Cape, 2015. http://hdl.handle.net/11394/6524.
Full textAbstract:
Magister Artium - MAIt’s quite simple really. During these interviews you get to talk about anything you like. I’ll ask questions here and there to help the story along. Just be honest and try to forget about the camera. We’ll use the interview footage to complement the live footage to help tell your story. Wedding from Different Worlds is probably the most honest and authentic documentary series on television. You’re pretty lucky to star in one of the episodes. So relax and say anything.
13
Lindestaf, Emma, and Lina Malmqvist. "Redrafting the Writing Process : A study about using reflective learning to improve the writing skills of Swedish students." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44645.
Full textAbstract:
It is well established that good writing derives from writers who understand the writing process. However, while the National Curriculum of England explicitly states that teachers should incorporate important parts of the writing process, such as drafting, revising and proof-reading, in their teaching, the Swedish national curriculum does not. The aim of the study was to investigate how reflective learning affects Swedish students' writing skills in an ESL setting. More specifically, it investigates how the implementation of drafting and redrafting in a writing project affects the quality of texts as well as students’ perception of working reflectively. To be able to evaluate these variables, the students’ first and final drafts were analyzed in order to find out how much the students had improved and in which linguistic areas out of grammar, formality, cohesion and structure. The students were also asked to write a reflective text about their opinion of the writing project. The data was then categorized and later analyzed by using Kolb’s experiential learning cycle and the GLL model. The results showed an insignificant change regarding the students’ grades and quality of text. However, most students were positive about the working process. These results suggest that reflective learning could have many benefits for Swedish students’ writing skills and students seem to find the working process helpful. However, more research is needed in order to further evaluate the impact reflective learning can have on students’ writing skills.
14
Westkaemper, Lisa. "Tiger; a stage play, and a reflective essay detailing the writing process." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3167/.
Full textAbstract:
This thesis includes a full length play and a separate section describing the creation of this play. The play depicts family members struggling with the direct and indirect ramifications of alcoholism, depression, and suicide. The play is composed of two acts; act one contains eight scenes, and act two contains six scenes. It is set in the 1950s and 1960s and takes place in various areas of the family home, at a wedding reception, and at a funeral. The essay section includes a description of the process, a record of changes in the play's direction, notations of personal discoveries, and a self evaluation of the strengths and weaknesses of the play.
15
Moore, Copie D. "The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-221.
Full text
16
Sangani, Hamid Rahmani. "How reflective practice impacts on English writing teachers in a particular context in Iran." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501955.
Full textAbstract:
This study explored the potential of post-method thinking and reflective practice for moving EFL writing teaching 'forward' in the Centre of Higher Education of Iranshahr. The challenge that was addressed in this study was: 'How can I make English writing more attractive to the teachers in this centre and increase their commitment to the teaching of English writing?' More specifically, this study explored the impact of a series of collaborative teacher development seminars (TDS), organised by myself, on the teachers' thinking about teaching EFL writing in this context over a period of four months.
17
Hoshaw, Robert M. 1983. "The Contribution of Reflective Writing to Ecological Awareness at the H.I. Andrews Experimental Forest." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/9872.
Full textAbstract:
ix, 94 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.This thesis examines the Long-Term Ecological Reflections at H.J. Andrews Experimental Forest, Oregon, a project that promotes creative inquiry at an ecological research station. I analyze how reflective writing contributes to a deeper understanding of ecosystem processes and fosters a closer connection to nature, referred to as "ecological awareness." I argue that the greatest ecological awareness comes from a combination of scientific and artistic ways of knowing as well as physical immersion in nature. I critically analyze the work of four writers: Jane Coffey, Vicki Graham, Freeman House, and Robin Kimmerer. These works create a strong connection to place for the reader and facilitate an understanding of the forest ecosystem through a discussion of scientific facts. They also create a sense of place through vivid and metaphorical language. These reflections will become an increasingly valuable mode of inquiry as the Andrews Forest develops a stronger writer-scientists interaction.
Committee in Charge: Dr. Louise V. Westling, Chair; Dr. Brendan Bohannan; Dr. Scott D. Bridgham
18
Steele, Mariah L. "Talking back: a qualitative study of reflective writing in a first-year college composition classroom." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5998.
Full textAbstract:
Though scholars have discussed how reflective writing can benefit students in college-level writing classes, little research has focused on students’ perceptions of this kind of writing. This study examines the curriculum of a particular first-year writing course, as well as student reflective writing that was created for the class. Research questions focus on how students used reflective writing to articulate their understandings of audience and academic discourse, two curricular concerns that tend to be prevalent in first-year writing courses. To answer these questions, I studied examples of student reflective essays, conducted interviews with eight students, and maintained researcher field notes. I analyzed this data using discourse analysis to understand how the institution constructed itself, students, and me. I also explored how students used language to engage in particular building tasks associated with writing for particular audiences and engaging in particular academic discourses. My findings suggest that students perceive that reflective writing can lead to opportunities for expanded dialogues between students and teachers, and can facilitate student learning of academic discourse.
19
Wuenstel, Mary Catherine. "The reflective journal the emotions and consciousness states of poets within a transpersonal writing design /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=946.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vii, 207 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 174-193).
20
Lai, Guolin. "Examining the effects of selected computer-based scaffolds on preservice teachers' levels of reflection as evidenced in their online journal writing." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/msit_diss/41/.
Full textAbstract:
Thesis (Ph. D.)--Georgia State University, 2008.Title from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).
21
Agafonoff, Annabel, and n/a. "The encouragement of reflective writing through the development of self-regulation in planning and producing text." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060529.155349.
Full textAbstract:
The dual problem space model of writing (Scardamalia, Bereiter and Steinbach,
1984) shows how writers develop their knowledge and understanding of the world
by reflecting on problems of substance and problems of presentation in planning a
composition. Reflective thought is attributed to a two-way communication
between a content problem space and a rhetorical problem space. The content
space involves the development of ideas, while the rhetorical space is concerned
with achieving various purposes in composition.
This thesis reports an instructional experiment comparing alternative approaches to
teaching the self-regulatory strategies required for the two-way process of
reflection. The experiment compared the dialogue approach of current practice,
which relies on the teacher to provide the linking operations between the two
problem spaces, with two experimental approaches which promote development of
self-regulatory strategies of reflection, so that students are able to sustain such a
two-way process independently. The experimental approaches are described as a
guided discovery approach proposed by Evans (1991) and an approach described
as cognitive apprenticeship developed by Scardamalia, Bereiter and Steinbach
(1984).
Three instructional programs were prepared by the author to represent the three
alternative approaches examined in the present study. The control program utilised
the dialogue approach of current practice in which the dialectical process is carried
on between teacher and student. The two experimental programs focused on promoting processes of self-questioning rather than questioning by an external
agent such as a teacher. The guided discovery program consisted of activities
which prompted self-questioning processes. The cognitive apprenticeship program
employed scaffolding in the form of procedural facilitation cues to stimulate the
self-questioning process.
A pre-test and post-test control group design was used involving three groups, two
experimental (guided discovery and cognitive apprenticeship) and one control
(dialogue), with instructional method as the independent variable and rated
reflectiveness of writing as the dependent variable. Instruction was concentrated on
teaching the two-way problem formulating and problem solving strategies of the
reflective process for opinion essays and factual exposition essays. The experiment
compared the effectiveness of programs by measuring changes in overall
reflectiveness of writing. Significant improvements were obtained for the
experimental teaching methods withrespect to opinion essays. This research
provided some support for the hypothesis that instruction which fosters self-regulation
of the planning process through processes of reflection results in more
reflective writing than instruction in which such regulation is prompted by the
teacher.
22
Korbak, Christine. "Writing to learn, the effect of an intentional learning environment and the measurement of reflective processes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0027/MQ51574.pdf.
Full text
23
Guzula, Xolisa. "Interactive reflective journal writing as a tool for mentoring and teacher professional development : a case study." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10558.
Full textAbstract:
This dissertation explores interactive reflective journal writing as a tool for teacher professional development and mentoring. The aim of this case-study is to ascertain whether and how one grade two teacher's practice developed as a result of keeping an interactive reflective journal during the process of on-site coaching.
24
Gilroy, Virginia. "The Dynamic of Unity Writing." Thesis, NSUWorks, 2019. https://nsuworks.nova.edu/writing_etd/37.
Full textAbstract:
The Dynamic Unity of Writing (DUW) offers an object oriented theory of writing, based on the idea of a dynamic unit, which is the simultaneous manifestation of distinct thought processes acting as one. This thesis demonstrates how writing, while grounded in consciousness, fulfills the four characteristics of a dynamic unit: that in its unity of action, writing is a basic level structure; that writing is more than the sum of its parts; that it is observable only in a context of operation; and, that writing exhibits a pattern of correlation across elements. This theory blends the four elements of the DUW (self, technology, style, and process) as an approach to understanding the roles of exigence and emergence in textual coherence and in both a writer’s and writing’s development. As a self-reflective tool, the DUW offers a framework through which writers can self-identify areas of intervention where further development of an element or elements of writing can result in an improvement of writing skills.
25
Martin, Caitlin A. "Teaching for Transfer: Reflective Self-Assessment Strategies in the First-Year Composition Classroom." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375294535.
Full text
26
Savage, Shari L. "Teaching to learn: a self-reflective examination using narrative writing as a tool for exploration and inquiry." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392309320.
Full text
27
Orton, Dianne J. "The use of visual imagery and reflective writing as a measure of social work students' capstone experience." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/2049.
Full text
28
Obregon, Diane. "Life Mastery: Reflections of a Scholarly Heart." NSUWorks, 2012. http://nsuworks.nova.edu/writing_etd/27.
Full textAbstract:
This creative thesis attempts to bring academic and New Age discourses into conversation by combining the writing voice of the author’s academic identity—the scholar—with the writing voice of the author’s New Age identity—the wayseer. While researching academic discourses on the use of reflective writing, the author also participated in a New Age self development course called the Life Mastery program and facilitated by the Modern Day Mystery School located in Wilton Manors, Florida. The author uses the knowledge she acquired in her New Age studies to reconsider what she learned about writing as a student as well as to construct an identity as a member of both academic and New Age cultural communities. The work exemplifies what composition scholar Patricia Bizzell calls “hybrid” discourse. By mixing conventional components of research reports with language features from the genres of creative nonfiction and memoir, the resulting hybrid discourse explores as it demonstrates the value of reflective writing for academic objectives, of New Age practices for teaching writing and reflection, and of writing as a tool of identity construction and negotiation. Reflecting on topics ranging from the challenges of teaching first-year college students to the objectives of writing assignments received from Archangelic realms, the author portrays a writer’s path to know herself.
29
Tripp, Sarah. "Making people up." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22044.
Full textAbstract:
This thesis is a process of writing characters using a cyclical methodology to turn the writer into a reader of their own work, then back into a writer again. The components of this thesis both practice and propose writing as research and develop a concept of character that is ‘relational’. Taking Donald Barthelme’s assertion, ‘Writing is a process of dealing with not-knowing, a forcing of what and how,’ this thesis is attentive to the uncertainty of process: a process that has accreted knowledge in the form of characters and methods. Making People Up is chronologically structured in order to make visible how its form was discovered through practice. The first component is a book of character studies You are of vital importance written in the first year of the PhD. This is followed by a reflective manuscript of essays which use a method of redescription to render a generative moment between the completion of one book and the beginning of the next. The third component is a second book Social Script which is a character study and a conclusion to the thesis. Building on Adam Phillips’ assertion, ‘Being misrepresented is simply being presented with a version of ourselves – an invention – that we cannot agree with. But we are daunted by other people making us up, by the number of people we seem to be,’ this thesis starts from the premise that in the everyday we make each other up and then goes on to use the form of the character study to explore unresolvable tensions around this process. Building four parallel propositions: that character is fiction; that a relational concept of character is a critique of the extent to which we can know each other; that constituting the writer as a reader of their own characters renders a generative moment and critical reflection; that oscillating the proximity to and distance from a character provokes you, the reader, to imagine character as a relationally contingent concept. The thesis will draw on key concepts by Christopher Bollas and Adam Phillips, literary discourse on character, reader-response criticism and a selection of literary and artistic works that have informed this process of writing characters. Research Questions: 1. Does a relational concept of character critique claims to ‘know’ each other? 2. Does replacing interpretation with redescription make a reflective methodology critical and generative? 3. What kind of narrative structure will constitute a ‘relational’ character study?
30
Furuta-Fudeuchi, Misa. "Understanding Japanese students' intercultural learning before, during, and after studying abroad : using reflective writing as a pedagogic tool." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12710/.
Full textAbstract:
This qualitative study aims to understand what Japanese study abroad students learn about self and others through their intercultural communication and intercultural socialising experiences, and how their intercultural learning is supported pedagogically through the use of reflective writing, conducted before, during, and after studying in the US for two months. As opposed to the dichotomous approach of categorising and understanding culture between Japanese and Others, the study draws on Holliday's (2011, 2013, 2016c) grammar of culture as an interpretative tool to explore how students develop understanding of culturally diverse selves and others. The findings illustrated that students' intercultural learning opportunities were not necessarily confined to intercultural encounters and interactions with non-Japanese, but also appeared possible and meaningful within the group of Japanese students. Recognising and deconstructing stereotypically or ideologically constructed image of a culture and the people was critical for students in this regard. Likewise, encountering alternative realities within and across groups of Japanese peers and other students prompted them to realise and construct a stronger sense of agency. They began to express their own realities, and to explore others' realities, more openly, confidently, and flexibly. The findings also indicated the benefits and challenges of the reflective writing tasks incorporated into the study abroad programme. Guiding students' intentional and analytical approach to reflection was important at the respective phases of the programme in enhancing students' learning from their intercultural communication experiences. In particular, (re)reading their own written entries and others' elicited students' further learning in recognising and examining alternative and multiple interpretations and realities of selves and others. The need to address students' subjective nature of learning (i.e., students' intention to learn, and approach to the task etc.) is also discussed. The study contributes to research and practice in the endeavours of globalising educational initiatives in Japanese higher education contexts.
31
Al-Mutawa, Mohamed Taher. "Examining the development of critical awareness through reflective writing : a case study of a group of ITE students." Thesis, University of Reading, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659005.
Full textAbstract:
Reflective practice training is one of the main skills fostered by Initial Teacher Education (ITE) around the world in order to prepare the student teachers for future continuous professional development. In the United Kingdom the student teachers are required to provide evidence of their reflective practice during their course placement as an essential standard of the Qualified Teacher Status (QTS). This standard is usually measured through assessing the students' lesson evaluations in their portfolio. Writing lesson evaluations represents a form of developing the skill of reflection and the reflective thinking of new teachers on their teaching practice. This research investigates the development of critical awareness of the student teachers through assessing their reflective writing based on the model of Hatton and Smith (1995). To investigate this issue, the research examines the work of great thinkers of cognitive learning and critical thinking such as Jean Piaget, lev Vygotsky, Jerome Bruner, Paulo Freire and Jack Mezirow as the theoretical underpinning of the study. The legacy of these scholars provided the basis for further investigation into experiential learning and reflection. The discussion was narrowed down to focus on the concepts of reflective thinking and reflective writing in the relevant research literature. The methodology is a case study of a group of five student teachers who were doing a one year PGCE/GTP Secondary Mathematics course at the University of Reading in the academic year 2011/2012. The research tools were two questionnaires: one administered at the beginning of the research, which investigated the participants' pre-conception about reflection and reflective practice. The second questionnaire was conducted at the end of the research period and explored the participants' views about the whole experience of writing lesson evaluations. The second research instrument was the submitted lesson evaluations that recorded the students' thoughts and reflections about their teaching practice. Finally, two sets of interviews were conducted to explore in depth the participants' skills of reflection on their practice. The initial findings showed different themes related to the participants' understanding of reflection before they start the research. Most of them perceived the concept of reflection unconsciously and they showed evidence of being able to reflect mainly on the problematic situations. The analysis of lesson evaluations showed that all students could provide evidence fortheir development in reflective writing based on the model of Hatton and Smith up to the level of Dialogic reflection. The research explored the factors that influenced their development in reflective writing such as experience, time and the format of lesson evaluation used. The study identifies areas for development for the tutoring and mentoring of the student teachers on these courses regarding future training to develop their reflective writing skills, and the need to provide regular feedback about the students' lesson evaluations during placement.
32
Braxton, Eva. "The Implementation of Interactive Science Notebooks and the Effect It Has on Students Writing." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3768.
Full textAbstract:
The purpose of this study was to determine whether or not my practice of implementing Interactive Science Notebooks (ISN) impacts 4th grade students writing in science. Through this action research, students' writing was analyzed to determine whether the use of ISN affected students' use of details, support claims and justifications in their written responses. Also through the use of the Interactive Science Notebook, students' use of science vocabulary in their writing was also analyzed. Finally, students' reflective writing practices were examined in order to determine how students understood and explored physical science. A triangulation of data gathered consisted of the use of rubrics, focus groups and one-on-one conferencing. The data collected from this action research implied that the Interactive Science Notebooks did indeed have an impact on students' scientific writing. Students writing reflections demonstrated an increase in the use of claims and evidence, and meaningful questions related to the science topic investigated.M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
33
Collington, Valentina C. "An investigation into the perceived influence of reflective journal writing in the process of pre-registration midwifery students' experiential learning." Thesis, Kingston University, 2005. http://eprints.kingston.ac.uk/20239/.
Full textAbstract:
Over the past 20 years reflective practice has maintained a firm presence in health professional education and practice. The notion that reflection enhances learning and professional practice is widely reported in the literature. With the continuing changes in health care, it is vital that midwives, like other professionals, develop the skills to critically evaluate care provision. Reflection is considered to be deliberate, complex processes for enhancing professional development, linking theory and practice, learning from experience, and for .promoting critical thinking and lifelong learning skills. Drawing on the work of leading theorists in the field, theoretical concepts relating to professional knowledge, learning, professionalisation and reflection were utilised to inform the empirical study. Reflective journal writing is one learning strategy used in professional education to develop reflective practice. Extensive review of literature about its use revealed limited investigation specifically relating to midwifery. The aim of this study was, therefore, to establish the perceived influence of reflective journal writing in pre registration midwifery students' experiential learning in a singularity. An ethnomethodological approach was adopted as it entailed investigating individuals interacting in an ordinary setting, and in a holistic way. Phenomenological ideas about conducting research supported the methods used to construct and give meaning to participants' actions within this social context. Multiple research methods were used to ascertain students', midwives' and lecturers' perception of how critical reflection was facilitated. Qualitative data were gathered through, for example, structured group discussions, semi-structured interviews, the analysis of journal entries and secondary data sources. A purposive sample of students (n 105), midwives (n 25) and lecturers (n 12) were chosen on the basis of convenience and accessibility within the research timeframe. The study revealed that both midwives and students had a superficial understanding of reflection. A key finding was that although students experienced some difficulty with journal writing they identified many benefits, particularly in relation to acquiring midwifery knowledge. Both mentors and lecturers played a pivotal role in students' development as reflective practitioners. However, the research identified some inconsistency in the approach to facilitating reflective practice and concluded that the quality of students' reflective writing would improve with better preparation and ongoing support. Having engaged in reflective journal writing during the course, newly qualified midwives viewed reflection as a necessary part of their day-to-day practice, assisting them with structured, thinking about practice issues. Overall, the implications for midwifery practice raised by the findings relate to how a culture of reflective practice could be better promoted, the conditions required for students to utilise reflective journal writing effectively, and the importance of consistency in approach when implementing this learning strategy.
34
Stevenson, Kylie J. "Creative River Journeys: Using reflective practice to investigate creative practice-led research." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2025.
Full textAbstract:
This ‘Creative River Journey’ doctoral study explored the processes of art practice and knowledge-making by six artist–researchers engaged in creative higher degrees by research (HDR) at Edith Cowan University (ECU) in three arts disciplines—performing arts, visual arts, and creative writing. The study applied the Creative River Journey (CRJ) reflective practice strategy, originally applied as the River Journey tool in music education (Burnard, 2000; Kerchner, 2006), but further developed by the researcher into a three-phase reflective practice strategy for its application in complex practice-led research projects over the extended period of the participants’ HDR studies. Six rich cases studies of HDR artist– researchers, and their reflective practice and practice-led research, resulted. The researcher took an a/r/tographical approach (Irwin & de Cossen, 2004) and specifically focused on inquiring into the intersection between arts practice, practice-led research, and HDR creative arts training and pedagogy. The study addresses three questions in relation to these three concepts about what the application of the CRJ strategy to the creative process elucidated for, and about, the HDR artist–researcher. A fourth question addresses the experiences and evaluations by participants of the CRJ strategy.
The ‘Creative River Journey’ study aimed to examine the way that reflective practice and the CRJ reflective strategy might add to emerging practice-led research methodologies for individual artist–researchers and the field of practice-led in general. In the past decade, there has been a significant continued discussion about the nature of research in the creative arts (for example, Nelson, 2013; Barrett & Bolt, 2007; Smith and Dean, 2009). This study adds the perspective of the HDR artist–researcher engaged in a creative arts doctorate to this discussion. The study’s HDR perspective joins existing Australian contextual reviews of practice-led research, for example, effective supervision of creative practice higher degrees (Hamilton & Carson, 2013a), and examining doctorates in the creative arts (Webb, Brien & Burr, 2012). This study advances this discussion by providing rich case studies of HDR practice-led research from the outsider perspective of the researcher whilst, at the same time, providing a unique insider perspective as the researcher acts as a co-constructor of the participants’ reflective practice, and as the participants independently document their creative practice and reflective practice strategies.
This thesis will demonstrate that the CRJ reflective strategy is an innovative way of exploring the relationship between the creative and critical components in creative arts higher education degrees. The strategy generated knowledge about how each artist–researcher engaged in a meld of practice and research in the art-making process within practice-led research, and brought to light key critical moments in the practice-research nexus. Of consequence to the knowledge outcomes for the HDR artist–researchers in the study is how these captured the phenomena of their praxis, and thus was a useful documentation approach to their practice-led research. This thesis will make evident the ‘Creative River Journey’ study’s contribution to the rich established field of practice-led research in general, made possible through the deliberate pedagogical interventions of the CRJ reflective strategy.
35
Dyson, Janet. "'What's the use of stories that aren't even true?' (Rushdie, 1990) : a narrative enquiry into reflective story writing with trainee teachers." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/704076/.
Full textAbstract:
This story about stories sets out to examine the value of stories as a means to convey 'truths'. It seeks to draw out the significance of reflective stories and poetry written by trainee teachers and PGCE tutors in reflective journals. The study examines perceptions of the value of keeping such journals, writing stories which may or may not be perceived as 'true,' and how writing in these ways can support and develop reflective practice in teaching. The study uses a narrative inquiry approach (after Clandinin and Connelly, 2000). The researcher is part of the inquiry working closely with participants, seeking to understand how and why we use stories to shape our lived experiences, personally and professionally and exploring what differences the inquiry will make, personally, practically and socially. The metaphor of travel underpins the study, standing both for the experience of the inquiry itself as a journey and in the wider sense of travelling to the worlds of others (Lugones, 1987) through storying. The text is written as a travelogue, enriched by the stories told along the way that allow the reader to participate in the experience of thinking with the stories. The nature of stories and their role in human experience and the questions of truth and fiction are also discussed. Thinking with, rather than about, the stories and poems and thinking together with peers and others revealed themes and highlighted issues, deepening insights into how others experience the world, allowing a deeper analysis of inclusion, exclusion and identity in relation to culture, race, gender and sexuality, and leading to the retelling and reliving of the stories and, in some cases, co-composing stories to live by. In epistemological terms the study contributes new stories and ways of seeing to the growing field of narrative inquiry and ontologically it adds to the existing conversation about why stories matter and what they contribute to our knowledge of the world.
36
Dyson, Janet. "'What's the use of stories that aren't even true?' (Rushdie, 1990): A narrative enquiry into reflective story writing with trainee teachers." Thesis, Anglia Ruskin University, 2018. https://arro.anglia.ac.uk/id/eprint/704076/1/Dyson_2018.pdf.
Full textAbstract:
This story about stories sets out to examine the value of stories as a means to convey
‘truths’. It seeks to draw out the significance of reflective stories and poetry written
by trainee teachers and PGCE tutors in reflective journals. The study examines
perceptions of the value of keeping such journals, writing stories which may or may
not be perceived as ‘true,’ and how writing in these ways can support and develop
reflective practice in teaching.
The study uses a narrative inquiry approach (after Clandinin and Connelly, 2000).
The researcher is part of the inquiry working closely with participants, seeking to
understand how and why we use stories to shape our lived experiences, personally
and professionally and exploring what differences the inquiry will make, personally,
practically and socially. The metaphor of travel underpins the study, standing
both for the experience of the inquiry itself as a journey and in the wider sense of
travelling to the worlds of others (Lugones, 1987) through storying. The text is
written as a travelogue, enriched by the stories told along the way that allow the
reader to participate in the experience of thinking with the stories. The nature of
stories and their role in human experience and the questions of truth and fiction are
also discussed.
Thinking with, rather than about, the stories and poems and thinking together with
peers and others revealed themes and highlighted issues, deepening insights into how
others experience the world, allowing a deeper analysis of inclusion, exclusion and
identity in relation to culture, race, gender and sexuality, and leading to the retelling
and reliving of the stories and, in some cases, co-composing stories to live by.
In epistemological terms the study contributes new stories and ways of seeing
to the growing field of narrative inquiry and ontologically it adds to the existing
conversation about why stories matter and what they contribute to our knowledge of
the world.
37
Jong, Young Ok. "An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3743/.
Full textAbstract:
The purpose of the present study is to investigate effective ways of designing taskbased collaborative writing lessons in the EFL classroom in South Korea. In this research, a group of 11/12 year-old children were involved in repeating three different writing tasks three times. In order to examine the effects of task type and task repetition on task performance and outcomes, written texts were measured in terms of fluency, accuracy, and lexical complexity with seven sub-measures and pair dialogues were quantified by the focus on a particular aspect of the language and then categorised into form-focus, lexical-focus, and mechanical-focus language-related episodes. Follow-up interviews were undertaken with the children to examine their perspectives on collaborative writing from their first experience of paired writing. On the basis of self-reflection on my prior learning and teaching experience in the EFL context, a classroom action research project was designed and conducted to promote my personal and professional growth. Classroom observation was undertaken to monitor the children’s performance and engagement when working together. The results of quantitative and qualitative data analysis showed strong effects of task type and task repetition on the products and processes of Korean children’s writing and the pedagogical benefits of collaborative writing. In addition, this teacher research gave me a valuable opportunity to explore ways of becoming a reflective teacher. The research findings may help classroom teachers who want to develop task-based collaborative writing lessons in the classroom and teacher researchers who want to initiate classroom action research to improve their teaching practice.
38
Kelly, Patricia. "Towards Globo Sapiens : using reflective journals to prepare engineering students able to engage with sustainable futures." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16301/1/Patricia_Kelly_Thesis.pdf.
Full textAbstract:
How do we help students to integrate their tertiary education with their development as " wise" global citizens and professionals? The study engages with this question through exploring the use of Reflective Journals as a central and integrating strategy for learning and assessment for a socially and culturally diverse group of students in a large, compulsory, first year, one-semester Engineering unit [BNB007: Professional Studies] between 2000 and 2004.
The study supports the hypothesis that Reflective Journals can be an effective strategy for improving the often-criticised poor communication skills of domestic and international students in technical fields. For many students, the process of reflection also became a means of learning about their learning. Attitude surveys administered to students pre and post the teaching intervention in the years 2000-2002 showed positive changes in anticipated directions that encouraged further research. If attitude change was occurring in BNB007, what was the nature of the change? The research showed that at a deeper, longer term and more complex level, this new self-awareness supported many students to develop the kind of futures thinking and social learning " that will be necessary to navigate the transition to sustainable futures" (Raskin et al., 2002). The study contributes to the literature and to methodology through the first complementary use of two new methodologies, Sense-Making and Causal Layered Analysis. Thirty in-depth Sense-Making based interviews, including four with staff, indicate that 'meta-reflection' and transformative learning did take place.
Expressing these qualities in the discourse of internationalisation as " global portability" or even " global competence" is unsatisfactory because these popular terms do not embody the qualities graduates need to create sustainable futures. As currently used, they mainly serve a market-dominated version of globalisation and its allied internationalisation-as-profit discourse. Raskin et al proposed a more appropriate term, " sustainability professionals", emerging from a preferred, valuesbased globalisation inspired by a vision of humane, sustainable futures that see " rights assured, nature treasured, culture rich and the human spirit animate" (p.70). This more challenging concept of a graduate for the 21st century is expressed here through the term Globo sapiens, whose qualities are identified in this study. Such professionals are willing to think critically and to assume responsibility for their impact on communities and the planet. This is the critical-futures oriented, transformative and therefore radical notion connoted by the title Towards Globo sapiens.
This research identified some of the terrain and challenges of a post-development vision in a vocational area of teaching in Higher Education. It explained how particular students resisted or reconstructed their worlds when challenged at fundamental levels, but within a supportive atmosphere. Thus the study contributes to what educators might need to know, be and do, in order to teach effectively for the transformations urged by Sustainability Scientists, among others, and upon which any sustainable alternative futures depend. The study is underpinned by transdisciplinary syntheses that help to illuminate each area in new and fruitful ways.
39
Kelly, Patricia. "Towards Globo Sapiens : using reflective journals to prepare engineering students able to engage with sustainable futures." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16301/.
Full textAbstract:
How do we help students to integrate their tertiary education with their development as " wise" global citizens and professionals? The study engages with this question through exploring the use of Reflective Journals as a central and integrating strategy for learning and assessment for a socially and culturally diverse group of students in a large, compulsory, first year, one-semester Engineering unit [BNB007: Professional Studies] between 2000 and 2004. The study supports the hypothesis that Reflective Journals can be an effective strategy for improving the often-criticised poor communication skills of domestic and international students in technical fields. For many students, the process of reflection also became a means of learning about their learning. Attitude surveys administered to students pre and post the teaching intervention in the years 2000-2002 showed positive changes in anticipated directions that encouraged further research. If attitude change was occurring in BNB007, what was the nature of the change? The research showed that at a deeper, longer term and more complex level, this new self-awareness supported many students to develop the kind of futures thinking and social learning " that will be necessary to navigate the transition to sustainable futures" (Raskin et al., 2002). The study contributes to the literature and to methodology through the first complementary use of two new methodologies, Sense-Making and Causal Layered Analysis. Thirty in-depth Sense-Making based interviews, including four with staff, indicate that 'meta-reflection' and transformative learning did take place. Expressing these qualities in the discourse of internationalisation as " global portability" or even " global competence" is unsatisfactory because these popular terms do not embody the qualities graduates need to create sustainable futures. As currently used, they mainly serve a market-dominated version of globalisation and its allied internationalisation-as-profit discourse. Raskin et al proposed a more appropriate term, " sustainability professionals", emerging from a preferred, valuesbased globalisation inspired by a vision of humane, sustainable futures that see " rights assured, nature treasured, culture rich and the human spirit animate" (p.70). This more challenging concept of a graduate for the 21st century is expressed here through the term Globo sapiens, whose qualities are identified in this study. Such professionals are willing to think critically and to assume responsibility for their impact on communities and the planet. This is the critical-futures oriented, transformative and therefore radical notion connoted by the title Towards Globo sapiens. This research identified some of the terrain and challenges of a post-development vision in a vocational area of teaching in Higher Education. It explained how particular students resisted or reconstructed their worlds when challenged at fundamental levels, but within a supportive atmosphere. Thus the study contributes to what educators might need to know, be and do, in order to teach effectively for the transformations urged by Sustainability Scientists, among others, and upon which any sustainable alternative futures depend. The study is underpinned by transdisciplinary syntheses that help to illuminate each area in new and fruitful ways.
40
Alsalem, Abeer. "USING CRITICAL THEORY APPROACHES TO IMPROVE REFLECTIVE WRITING, SOCIAL CONSCIOUSNESS, AND SOCIAL ENGAGEMENT OF 10TH GRADE FEMALE STUDENTS IN SAUDI ARABIA: A MIXED METHODS STUDY." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1114.
Full textAbstract:
This study examined the effects of using critical theory in a writing curriculum on the development of reflective writing, social consciousness, and social engagement. The Freirian approach of critical theory and Vygotskyan social learning theory were used to frame and guide the current study. The literature reviewed included research on developing language arts curricula adopting the Freirian critical pedagogy approach and Vygotskyan social learning theory. A curriculum was written and tested to assess its effects on student’ reflective writing, social consciousness, and social engagement. A mixed method methodology was used to collect and analyze quantitative and qualitative data. In particular, an embedded mixed-method design experimental model was employed. Data was collected before, during, and after the intervention of the new curriculum. Reflective writing essays were scored with a rubric, and document analysis was used to assess social consciousness. I also observed the students during the intervention to assess social engagement. The Students were interviewed at the end of the intervention to obtain their perceptions regarding the curriculum. Descriptive and inferential statistics were used to analyze the quantitative data. Pretest and posttest means and standard deviations were used to analyze the data. The Students’ levels of competency were assessed using a paired t test, and effect size was used to indicate any differences between the pretest and posttest values. Black’s Modified Gain Ratio was also used to investigate the effectiveness of the intervention. Qualitative data was analyzed with the assistance of theming, an observation and interviews. The research findings revealed that the intervention of the developed curriculum influenced the students’ reflective writing, social consciousness, and social engagement. The paired t-test results demonstrated significance at the p < 0.05 between pretest and posttest. The Students used reflective writing skills including organization, description, observation, analysis, synthesis, and evaluation in writing essays about social issues. In addition, Black’s Modified Gain Ratio results revealed that using critical theory within the curriculum affected the students’ reflective writing with effect sizes of 1.74 and 2.6. Qualitative results of levels of social consciousness and social engagement were also improved. The qualitative results supported the quantitative results of using critical theory approaches in student education. In addition, the interview results confirmed the qualitative and quantitative findings of the effect of the intervention. The Students reported that the intervention helped them to improve reflective writing, social consciousness, and social engagement in many ways. Recommendations for future research are to develop other courses using critical theory approaches, ask teachers and planners about challenges they face in incorporating critical theory in classes, observe teachers using critical theory-based research to provide feedback, train teachers in the use of critical theory approaches, and investigate the integration of critical theory in pre-service teaching programs.
41
De, Cock Geneviève. "Le journal de bord, support de la réflexion sur la pratique professionnelle pour les futurs enseignants en stage." Université catholique de Louvain, 2007. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-06252007-234323/.
Full textAbstract:
Pour favoriser la réflexion sur la pratique professionnelle, nous avons proposé à des futurs enseignants en stage d'utiliser un journal de bord au départ de consignes semi-structurées. Notre intention est d'identifier les traces de réflexion dans les journaux de bord et de différencier son utilisation par trois caractéristiques individuelles: l'anxiété, la perception d'efficacité personnelle et le rapport à l'écrit du futur enseignant. Notre thèse développe dans la partie théorique le premier chapitre sur le journal de bord parmi les dispositifs de formation favorisant la réflexion sur la pratique, le deuxième chapitre sur la notion de réflexion sur la pratique et plus particulièrement sur le modèle métacognitif de réflexion de McAlpine et ses collègues (1999, 2001) et le troisième chapitre sur les trois variables individuelles mesurées. La partie empirique développe la méthodologie utilisée, à savoir que cette recherche exploiratoire, visant l'induction d'hypothèses, décrit les trois étapes de la démarche d'analyse de contenus des journaux de bord(recueil, exploitation et transformation des données qualitatives avec traitement quantitatif)en lien avec les questions de recherche et explique la construction et la validation des trois quesitonnaires mesurant les caractéristiques individuelles. Cette partie s'achève par le chapitre des résultats et des discussions. Parmi les 96 futurs enseignants, 45 d'entre eux ont réalisé leur journal de bord. Différents contenus ont été identifiés dont de la réflexion sur la pratique. A partir du modèle de McAlpine et al., nous avons essentiellement trouvé des passages de description de l'action et des passages d'évaluation de l'action. Une typologie des journaux de bord et de la réflexion a été obtenue par une analyse en clusters. Au moyen de corrélations de Kendall, nous avons pu observé une relation positive entre le rapport à l'écrit de l'enseignant et l'appropriation du journal de bord et une relation négative entre la perception d'efficacité personnelle et le composant d'évaluation de l'action. Aucune relation n'a été obtenue avec la variable d'anxiété. POur conclure, de nouvelles hypothèses de recherche ont été formulées ainsi que les apports et les limites de cette recherche.
42
Shetzer, Lucie. "Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1192341678.
Full text
43
Bovik, Lotta. "Reflekterande läsning och skrivning : Hur man kan förbättra elevers läsförståelse och reflektionsförmåga." Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5358.
Full textAbstract:
Sammanfattning
För att dagens elever ska kunna möta de krav som samhället ställer på läskunnighet behöver de kunna ta till sig innehållet i det de läser med god läshastighet och förståelse och de behöver kunna reflektera kring det lästa. Syftet med detta examensarbete är att ta reda på hur ett antal elever upplever hur deras reflektionsförmåga och läsförståelse påverkas av att arbeta med skönlitterära texter och textsamtal utifrån en metod som kan kallas reflekterande läsning och skrivning. Anledningen till detta är att jag vill ta reda på om arbetssättet passar att implementera över lag i den skola jag arbetar för närvarande.
Genom en litteraturgenomgång av språkets betydelse för människans utveckling, läs- och skrivutveckling, några olika didaktiska metoder och kvalitativa intervjuer med sex elever i år 9 redogör jag i detta examensarbete för hur man didaktiskt kan arbeta för att utveckla elevernas reflektionsförmåga och läsförståelse. Jag tar också upp svårigheter och kritik som framförts om den didaktiska metoden. Resultatet visar att fem av de sex eleverna upplever att de blivit bättre på att reflektera kring skönlitterära texter och att dessa reflektioner kan leda till en bättre förståelse för det lästa. Utifrån det resultat jag fått fram och den litteratur jag läst, anser jag att metoden, med några små justeringar, går att implementera från förskoleklass och uppåt.
Nyckelord: reflekterande läsning och skrivning, läsförståelse, reflektionsförmåga
Abstract
In order to meet the requirements on reading acquisition of today’s society, students must know how to understand what they read and keep up their reading speed. They also need to know how to reflect upon what they are reading. The purpose with this examination is to find out how a number of students experience their ability to reflect upon fiction and how their reading comprehension is being improved by reading fiction and working with book talks through a didactic method called reflective reading and writing. The reason for doing this is that I would like to find out whether this method is suitable to implement at the school where I am working at the present.
By studying literature about the importance of language to man’s development, reading and writing acquisition, some different didactic methods and interviewing six students in year 9, I report in this examination on how you can work didactically to develop the students’ ability to reflect and their reading comprehension. I also report on difficulties with and critique on the method. The result shows that five of the six students experience a better ability to reflect upon fiction and that these reflections can lead to a better reading comprehension of the texts they have read. From the gained result and the literature I have studied, I am of the opinion that this method, with some adjustments, can be implemented as early as from pre-school class.
Keywords: reflective reading and writing, reading comprehension, ability to reflect
44
Martin, Joshua Deckert. "Evaluating Active Interventions to Reduce Student Procrastination." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/52984.
Full textAbstract:
Procrastination is a pervasive problem in education. In computer science, procrastination and lack of necessary time management skills to complete programming projects are viewed as primary causes of student attrition. The most effective techniques known to reduce procrastination are resource-intensive and do not scale well to large classrooms.
In this thesis, we examine three course interventions designed to both reduce procrastination and be scalable for large classrooms. Reflective writing assignments require students to reflect on their time management choices and how these choices impact their classroom performance. Schedule sheets force students to plan out their work on an assignment. E-mail alerts inform students of their current progress as they work on their projects, and provide ideas on improving their work behavior if their progress is found to be unsatisfactory. We implemented these interventions in a junior-level course on data structures. The study was conducted over two semesters and 330 students agreed to participate in the study. Data collected from these students formed the basis of our analysis of the interventions.
We found a statistically significant relationship between the time a project was completed and the quality of that work, with late work being of lower quality. We also found that the e-mail alert intervention had a statistically significant effect on reducing the number of late submissions. This result occurred despite students responded negatively to the treatment.Master of Science
45
Newcomb, Michelle A. "Recognising resilience: Understanding how childhood adversity impacts undergraduate social work and human services students." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116194/1/Michelle_Newcomb_Thesis.pdf.
Full textAbstract:
Many students entering social work and human services (SWHS) degrees have a history of childhood adversity. A survey of 265 students found that those who had experienced adversity believed it built resilience and both informed their choice of profession and enhanced capacity to persevere with study. Twenty students were interviewed and they reported that they tended to keep their childhood experiences hidden from academics, peers and employers. The study highlights the importance of acknowledging the potential insights students may have gained from adversity which may reduce the stigma they experienced in studying to become SWHS professionals.
46
Le, Clercq Dianne. "Practicum as a context for host teachers' professional development through discourse and reflection." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36568/1/36568_Digitised%20Thesis.pdf.
Full textAbstract:
Practicum is perceived by both student teachers and practising teachers to be vitally important in the process oflearning to teach. However, as student enrolments into early childhood courses rise, there seems to be an almost corresponding fall in the number of early childhood teachers offering to accept student teachers for practicum. In beginning to investigate the reason for this critical situation, I found, besides the many legitimate calls on teachers' time, and the numerous stressors affecting their teaching, that there was also a critical shortage of professional development opportunities for early childhood teachers. The seed was thus sown - could practicum provide an opportunity for host teachers to learn and develop professionally? If this were possible, teachers might accept student teachers more readily.
Two main issues influenced and consequently determined the direction the study assumed. Firstly, that teachers should be worked 'with' rather than 'on' in research projects, and secondly, that professional development should be a personal journey of learning and growth. The study set out to describe and document the learning and growth which occurred for five early childhood teachers working in five diverse settings (child care, community kindergarten, State preschool, State primary school and an alternative setting), as they hosted a final year student teacher for practicum. While constructivist theory guided the study, Weissglass's (1991) model for educational change provided the framework for considering the possibility of practicum being an avenue for host teachers' professional development.
To ensure that the essence of the complex and dynamic interactions of practicum was captured, qualitative methodology was employed, as this allowed for maximum flexibility of data gathering techniques. Insight into host teachers' learning and growth was gained through the use of reflective journals, telephone conversations and focus group meetings. Knowledge and understanding gleaned through these processes were gathered and recorded as case studies.
All five host teachers gained professionally from the practicum experience, particularly from the professional dialogues which occurred, but also from maintaining a reflective journal. All four teachers working with children on a daily basis continued to regularly reflect on their teaching in written form. Furthermore, host teachers gained professionally from the discussions with the researcher and with the other host teachers (Focus Groups).
This study confirmed what the literature has been saying about both the relative isolation of early childhood teachers, and the need for relevant professional development opportunities. Practicum with a final year student teacher has the potential to reduce this isolation, and to stimulate learning and growth, particularly if the practicum experience is combined with an opportunity to meet with other host teachers. The establishment of local educative communities based on practicum will :further enhance host teachers' professional development. These learning communities, known as PINGs (Practicum Integrating Network Groups) will also provide the collegial networks, the need for which was identified in this study.
47
Tjernberg, Catharina. "Framgångsfaktorer i läs- och skrivlärande : En praxisorienterad studie med utgångspunkt i skolpraktiken." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88780.
Full textAbstract:
The aim of this study is to analyse the factors underlying successful reading and writing education and the educational conditions promoting reflective didactic skills, focusing on the students’ development of reading and writing abilities. Large international surveys indicate that the consensus concerning reading and writing education achieved by science during the past decade has had limited impact on classroom activities. Thus, an underlying question is how research results can be implemented in everyday schoolwork. This study uses a praxis-oriented approach by working with classroom observations and reflective communication with teachers about learning processes and pedagogical methodology. The importance of the teachers having a solid theoretical background is underlined since it enables them to identify the students’ developmental stage, to adapt the instruction accordingly and to instantly grasp pedagogical opportunities to interpret and utilize the diagnostic signals. Another conclusion is that successful reading and writing education must be viewed in a context of language development as a whole, involving both its oral and its written aspects. This study also demonstrates that research results are perceived by teachers to be more accessible and relevant when the focus is on applied pedagogics, allowing theory and practical applications to interact. The teachers’ professional development is shown to be an on-going, interactive, social process in which organisation, time and communicative meetings play an important part. Abduction proves to be an effective learning strategy in the development of professional competence whereby academic knowledge and on-the-spot know-how are allowed to coalesce in practically useful knowledge. The study’s praxis-oriented approach has made it possible to define the teachers’ experience-based knowledge at the same time as the theoretical knowledge in the field has developed. This opens up possibilities for scientific theories to establish themselves in practical school work.En bearbetad version av Catharina Tjernbergs avhandling, med titeln "Framgångsrik läs- och skrivundervisning: en bro mellan teori och praktik", ISBN 9789127137387, finns utgiven på förlaget Natur och kultur 2013.
48
Palm, Ann-Christine. "Att skriva sig till läsning via datorn : Lärarens val?" Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-23385.
Full textAbstract:
The purpose of my study is to examine why five primary school teachers chose to start using the method ”Learning reading by writing on computer” in their teaching. How do they perceive that the method works in their classroom and do they perceive that the method affect the children’s literacy? The study consists of a qualitative method in form of interviews with five primary school teachers and also some observations made by me in the classrooms. I will use the findings I made during the interviews and observations and contrast these to relevant literature and research that I have collected. The result of my study shows that all of the interviewed teachers had a self-interest in working with the method ”Learning reading by writing on computers” and that they also worked closely with colleagues. The majority of the pupils could talk about their texts and the structure of the language already in grade one and many had learned to read faster than former pupils.
49
Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.
Full textAbstract:
University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
50
Pearson, Eden F. "Assessing writing through reflection a qualitative inquiry /." [Ames, Iowa : Iowa State University], 2007.
Find full text