Dissertations / Theses on the topic 'Writing and reflection'
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 'Writing and reflection.'
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.
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 textWicks, 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 textNaidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.
Full textPearson, Eden F. "Assessing writing through reflection a qualitative inquiry /." [Ames, Iowa : Iowa State University], 2007.
Find full textGodsland, Shelley. "Writing reflection, reflection on writing : Lacan's mirror stage and female self-construction in Helena Parente Cunha and Sylvia Molloy." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364206.
Full textWalker, 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 textAs 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.
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 textAlexander, Jane. "The contemporary uncanny : an exploration through practice and reflection." Thesis, Northumbria University, 2018. http://nrl.northumbria.ac.uk/36241/.
Full textLai, 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 textTitle 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).
Golden, Freida M. "Autobiographical writing as a reflection of adolescent voice and rural culture /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.
Full textO'neill, Megan Elizabeth. "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77360.
Full textPh. D.
Fulton, Anthony Tate. ""Strands of Student Talk": Exploring Reflection in Writing-Intensive Courses Across the Curriculum." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1011.
Full textKinnings, Max. "A critical review of four novels : Hitman, The Fixer, Baptism and Sacrifice." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/14807.
Full textLi, Wai-shing, and 李偉成. "A study of student teachers using journal writing as a tool for reflection." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956622.
Full textLi, Wai-shing. "A study of student teachers using journal writing as a tool for reflection." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671686.
Full textBIRD, LOIS BRIDGES. "THE REFLECTION OF PERSONAL EXPERIENCE IN THE WRITING OF PAPAGO INDIAN CHILDREN (ARIZONA)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188041.
Full textLind, Maja. "Reflektionssamtalets möjligheter och begränsningar : En undersökning om det stöttande reflektionssamtalet som skrivutvecklande metod inom Sfi-undervisning." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3561.
Full textWriting is a critical element for many of the second language learners that I’ve encountered in my work as a Swedish teacher. Therefore, on the basis of Jerome Bruners theories of reflec-tion and learning, was the purpose with this study to examine the scaffolded structured reflec-tion conversation as a method for writing development. Bruner says that the knowledge be-comes deeper when we consciously reflect over it (Arfwedson 1992:110 f).
I have used a qualitative method where I let five students write a text in Swedish on the subject "application for internship". After that I held a conversation with each of the pupils. By asking them questions I wanted them to reflect on their writing process, and the language and content in their written texts. After this I let the students revise the texts, with the invita-tion to use the thoughts from the conversation.
By this I wanted to examine to which extent the five reflection conversations led to reflec-tion on the students' own writing, as well as on language and content in the texts. I also wanted to examine how the students changed their texts after the conversations and which factors can be interpreted as being significant for the outcome of the conversations.
The study has shown that the outcome of the scaffolded structured reflection conversa-tions is very much dependent on the students' respective inputs and focus of the talks. The results indicate that a person who enters the conversation with a focus on developing his/her writing in general is generally more inclined to reflect than a student who enters with a strong focus on the individual task. These results also finds support in earlier theories of reflection.
In accordance with previous research, this study also demonstrated that it is essential that the reflection is based on the individuals’ circumstances and experiences. I had before the conversations constructed a manual with questions, which I used in all conversations. The results show that only those students who during the conversation were within what Vygotskij calls the zone of proximal development, through my questions got the scaffolding that they needed to reflect.
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 textGenua, 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 textXiao, Ting. "Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821489.
Full textRichmond, Kia Jane Neuleib Janice. "Reflections of/on the teacher emotions and disclosure in the writing classroom /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006626.
Full textTitle from title page screen, viewed April 18, 2006. Dissertation Committee: Janice Neuleib (chair), Patricia Dunn, Julia Visor. Includes bibliographical references (leaves 282-292) and abstract. Also available in print.
Collier, Diane. "Implementing early intervention in reading and writing in the primary grades, encouraging reflection and strategic thinking." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34171.pdf.
Full textMakhanya, Winfred Nonhle Zabathembu. "The personal experience essay in isiZulu as reflection of the writing competence of grade 12 learners." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52001.
Full textENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and Communication learning field. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.
Fongoqa, Nobatwa Virginia. "The personal perspective essay in Xhosa as reflection of the writing competence of grade 12 learners." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53143.
Full textENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 ..
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.
Rahman, Junaidi Haji Abd. "Reflection on writing in portfolio assessment : a case study of EFL primary school pupils in Brunei Darussalam." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3090/.
Full textSANTOS, CLAUDETE DAFLON DOS. "THE TRAVEL AND WRITING REFLECTION ABOUT THE TRAVELS IMPORTANCE IN THE INTELLECTUAL GRADUATION AND PRODUCTION WRITER-TRAVELLERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3291@1.
Full textO presente trabalho discute como o estudo das relações entre escrita e viagem pode ser um ponto de vista privilegiado para se pensar a formação e a produção intelectual de alguns escritores-viajantes brasileiros que viajaram entre o final do século XIX e as primeiras décadas do XX. Considerando-se a existência de diferentes modos de viajar e escrever, foi proposta a construção teórica de duas linhagens de viajantes cujas concepções de viagem, distintas entre si, teriam importante repercussão na escrita. Tratar-se-ia das linhagens de Nabuco e modernista. Na primeira, a admiração confessa pela cultura européia levava à travessia do Atlântico para, como intelectual e viajante, ratificar a supremacia cultural do Velho Mundo por meio do exercício de verificação. Na segunda, almejava-se a ruptura com o modelo cultural subserviente que prevalecia na época; para tanto, a verificação deu lugar à descoberta. Esse deslocamento do verificar para o descobrir estava atrelado ao propósito de se construir uma tradição cultural brasileira que justificaria a inclusão definitiva do Brasil no mapa do escritor-viajante.
This work discusses how the study of the relation between writing and travelling can be a privileged viewpoint to analyse the upbringing and the intellectual production of some Brazilian traveller-writers, who travelled in the late nineteenth-century and early twentieth. Taking into consideration the existence of different ways of travelling, this work deals with the theoretical proposition of two separate traveller-lineages, whose ideas about travelling,different from one another, were to achieve momentous repercussion in writing.These are Nabucos lineage and the modernists. In the former, the explicit preference for European culture would take their adepts both as intellectuals and travellers to cross the Atlantic in order to verify the cultural supremacy of the Old World; in the latter, they would break away from the subservient cultural model prevalent at that time; thus verification led to discovery. The path leading from verifying to discovering was subordinated to the purpose of creating a Brazilian cultural tradition that would justify the definitive inclusion of Brazil in the map of traveller- writers.
Kramer, Tereza Joy. "GIVING STUDENTS THE REINS: TAKING ADVANTAGE OF SERVICE-LEARNING'S POTENTIAL AS A PEDAGOGY FOR TEACHING WRITING." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/480.
Full textBlau, Aimee E. "Composing 'An Experience': Experiential Aesthetics in First-Year Writing." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3209.
Full textEller, Kristin. "Scopophobia." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1131.
Full textÅkesdotter, Cecilia. "Does Writing Down Positive Self Talk – Self Reflection Affect Reaction Time? : A laboratory experiment with young Swedish athletes." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2199.
Full textAim The aim of this study is to evaluate if positive Self-talk (ST) or Self-Reflection (SR) by writing in a training diary can affect Reaction Time (RT) in young Swedish Athletes. Does reaction time change between the pre-test and the post-tests? Is there a difference in reaction time changes between groups when the positive ST group and the SR group are compared to the control group? How did the athletes experience the intervention? Experiment design This study is a randomized laboratory experiment. It is a between subjects design and therefore differences will only be seen on a group level. The participants N=29 were male and female 16 year old athletes. They were randomized in to two experiment groups (EG 1, EG 2) and a control group (CG), males and females were evenly distributed between groups. First two different (RT) tests were conducted with a computer program for all participants (Simple RT and 4Choice RT). After this an intervention of positive ST (EG1) or SR (EG2) was conducted with the use of training diaries for one week. The CG wrote down their habits of watching TV and this was used as a placebo. A re-test of RT was conducted after the completion of the intervention. After this an inquiry was handed to the participants to address their thoughts about using the diary and if they believed it could affect their performance. Results EG2 was the only group that provided a statistically significant decrease in RT time compared to the pre-test in both simple RT (p=0.028) and choice (p=0.018). No statistical significant differences in RT were found in EG1 or in the CG when comparing pre-and post tests of both simple and choice RT. Comparing between groups showed no statistical significant difference in improved RT between the CG and EG 1 in simple RT or in 4choice RT. A statistical significant difference in improved RT was found between CG and EG2 in choice RT (p=0.003) where the EG 2 had a statistical significant improvement in RT compared to the CG. Comparing simple RT no statistical significant differences was found between EG2 and CG. The three groups experienced using the diary in a similar way. In general they found the diary intervention somewhat giving and believed that the diary could have a little affect on performance. Interesting to notice is that the participators that wrote down their TV habits believed this could have the same impact on performance as the participators writing down positive ST or SR. Conclusions A connection was found between strategies of SR an RT. These results are analyzed regarding the theoretical framework provided by Self-determination theory, information processing and focus of attention. Strength and weakness is discussed and the conclusion is that more and reproduced studies are needed to determine the connection between interventions positive ST, SR and RT. If a training diary would be used in a team or a club some modifications should be done to make them more meaningful for the athletes.
COSTA, GABRIELA GOMES DA SILVA. "WHAT TOUCHES THIS GENERATION TOUCH?: AN HYPERTEXTUAL REFLECTION ON NEW PRACTICES OF READING AND WRITING IN DIGITAL AGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24761@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
As Novas Tecnologias da Informação e Comunicação (NTICs) estão incorporadas no cotidiano da geração digital Web 2.0, que, segundo especialistas, é a que mais lê e escreve, prática originalmente reconhecida por escrileitura. Esta pesquisa, no esforço de compreender o que toca essa geração touch, investiga, por meio de teóricos, filósofos e poetas, como também pela análise dos diários de bordo, pesquisa eletrônica e relatos casuais, como se dão as novas práticas de leitura e escrita de adolescentes situados na faixa etária de 11 a 14 anos, período em que se constata um crescente desinteresse pela leitura literária. Considerando a internet a convergência das mídias e o locus destas novas práticas, cujo núcleo é o hipertexto, o desafio se dá em observar o ato comunicativo neste ciberespaço, lugar de múltiplas e quase indistinguíveis falas, e averiguar como se dá a experiência com a literatura nesse contexto. A pluralidade de saberes que circulam fora da escola, que antes era a única legitimadora do saber, constitui um dos maiores desafios do mundo da comunicação à contemporaneidade. O estudo sobre os novos modos de ler e escrever é, sobretudo, uma proposta de reflexão sobre teoria e prática, nos conscientizando continuamente de que a transformação nos modos de circulação do saber é uma das mais profundas transformações que pode sofrer uma sociedade. Como diria o poeta, isso exige um estudo profundo, uma aprendizagem de desaprender.
The New Information and Communication Technologies (ICTs) are incorporated into the daily life of digital web 2.0 generation, which, according to experts, is the one that reads and writes more; a practice originally acknowledged as escrileitura/ writereading. In an effort to understand what touches this generation touch this research investigates, by means of theoreticians, philosophers and poets, as well as by the analysis of logbooks, electronic survey and casual reports, how the new practices ofwriting and reading of adolescents in the age range of 11 to 14; a period in which a growing lack of interest for literary reading is evident. If we consider the internet as the convergence of the medias and the locus of these new practices whose core is the hypertext, then the challenge is to observe the communicative act in this cyberspace; a place of multiple and almost indistinguishable speeches; and investigate how the experience with the literature happens in that context. The plurality of knowledge that circulates outside school, which was once the only authenticator of knowledge, constitutes one of the greatest challenges of the world of communication to contemporaneousness. The study on new ways of reading and writing is, above all, a proposal to reflection on its theory and practice, making us continually conscientious that the transformation in which knowledge circulates is one of the deepest transformation that a society can go through. As the poet would say: this requires an in-depth study, a learning of unlearning.
Shumway, Anika. "Experiential Education in the Writing Classroom: Developing Habits for Citizenship." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8910.
Full textLor, Wing-suen, and 羅詠璇. "Studying the first-year students' experience of writing their reflection journals with the use of a web-based system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944875.
Full textHarten, Michael D. "An evaluation of the effectiveness of written reflection to improve high school students' writing and metacognitive knowledge and strategies." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11012.
Full textThis study analyzed three analytical essays and three metacognitive reflections written by 36 high school sophomores during one school year. After they had written analytical essays, students wrote reflections in which they described their writing process, explained what they did well, and identified two areas for improvement. The study focused on what students wrote in their reflections, the relationship between writing and metacognitive knowledge and strategies, and whether writing or metacognitive knowledge and/or strategies improved over time. After trained scorers holistically scored the essays, student reflections were analyzed for evidence of the three types of metacognitive knowledge: declarative, procedural, and conditional (Jacobs & Paris, 1987), as well as the metacognitive strategies of monitoring and self-correction (Baker & Brown, 1984). The study found that all three types of knowledge and both types of strategies were present in the majority of student reflections. There was a relationship between conditional knowledge and strategies, and self-correction did not occur without monitoring. In addition, there was a significant correlation between students' final essay scores and final metacognitive reflection. Student essay scores significantly improved over time, but their level of metacognition remained the same. These findings suggest that further research on metacognition and writing can build upon the rich base of research on metacognition and reading to develop future avenues for investigation, and that written metacognitive reflection may be an effective addition to writing instruction.
Lor, Wing-suen. "Studying the first-year students' experience of writing their reflection journals with the use of a web-based system." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20350375.
Full textBoczkowski, Derek John Boczkowski. "Reflected and Refracted Literacy Practices across the First-Year Writing Classroom and the Writer's Studio." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1513787590799832.
Full textLe, 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 textBabaoglu, Serife. ""Vadå skribent? Jag är ingen skribent, jag gör bara uppgiften!" : En studie om en grupp gymnasielevers reflektioner kring sitt skrivande." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34779.
Full textMartin, 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 textSILVA, LUCIA YANEZ. "THE BODY’S RUSTLE IN THE WORDS FLOW: A REFLECTION UPON THE RELATIONS BETWEEN BODY AND WRITING SUGGESTED BY JUAN DOMÍNGUEZ S WORK." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17220@1.
Full textEste estudo propõe uma reflexão acerca das relações entre o corpo e a escrita na coreografia contemporânea a partir dos desdobramentos críticos sugeridos pela obra do artista espanhol Juan Domínguez. Os trabalhos intitulados Todos os bons espiões têm minha idade (2003) e The Application (2005) servem de ignição para esquadrinhar e problematizar esta equação, procurando exprimir a densidade desta questão. O primeiro capítulo examina distintos registros atrelados à prática coreográfica – desenhos, instruções, partituras, notações, e outros rascunhos afins –, assinalando a potência poética deste corpus para além da sua inerente função mnemônica e catalisadora, e expõe o debate crítico sobre a palavra escrita nas práticas artísticas contemporâneas. O segundo capítulo discute as relações entre as práticas coreográficas e a escrita pessoal – concebida, neste contexto, como um repertório que compreende as notas autobiográficas, as cartas, os diários, e outras narrativas análogas – examinando como a experiência cotidiana e a criação artística se afetam reciprocamente. O terceiro capítulo avalia algumas das abordagens do corpo verificadas no âmbito da dança, das ciências e da filosofia recente, evidenciando a emergência de uma perspectiva capaz de apreender o caráter intensivo do corpo e de pensar a escrita como uma prática sensível.
This study proposes a reflection on the relations between body and writing in contemporary choreography from the critical developments suggested by the work of Spanish artist Juan Domínguez. The pieces All good spies are my age (2003) and The Application (2005) provide a spark to probe and question this equation, in order to express the density of this issue. The first chapter examines different records tied to the chorographical practice – drawings, instructions, scores, notations, and other related outlines – stressing the power of this poetic corpus besides their catalyst and mnemonic innate functions, and outlines the critical debate about the written word in contemporary art. The second chapter discusses the relation between chorographical practices and personal writing – conceived, in this context, as a set that includes diaries, autobiographical notes, letters, and other related narratives – scrutinizing how the everyday experience and artistic creation are mutually affected. The third chapter reviews some of the available approaches of the body within dance field, sciences, and recent philosophy, highlighting the emergence of a perspective able to grasp the intensive nature of the body and to consider writing as a sensitive practice.
Player, Glen J. "An investigation into a dramatic writing toolset for the creation of a new work of drama." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16394/1/Glen_Player_Thesis.pdf.
Full textPlayer, Glen J. "An investigation into a dramatic writing toolset for the creation of a new work of drama." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16394/.
Full textLindgren, Eva. "Writing and revising : Didactic and Methodological Implications of Keystroke Logging." Doctoral thesis, Umeå : Institutionen för moderna språk, Umeå universitet, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-534.
Full textDadurka, David T. "Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5178.
Full textID: 031001446; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 129-135).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition
Sutherland, Alexandra. "Writing, identity, and change : a narrative case study of the use of journals to promote reflexivity within a Drama Studies curriculum." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004384.
Full textRiveros, Diegues Nicole Alejandra. "Gramática y escritura: hacia un vínculo consciente en las prácticas lingüísticas. Análisis del tratamiento gramatical en los dispositivos curriculares de Chile." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671300.
Full textEn esta tesis se analiza la relación entre la gramática y la escritura en el currículo educativo de Chile. Concretamente, el estudio considera los Programas de asignatura de Lengua y Literatura del primer tramo de la Educación media, una selección de libros de texto y los Estándares orientadores para las carreras de pedagogía, emanados del marco curricular vigente. La discusión teórica presentada en esta investigación es concluyente: la enseñanza explícita y contextualizada de los contenidos gramaticales tiene un impacto positivo en el desarrollo de la competencia escrita. De acuerdo con esta perspectiva, el análisis aplicado a los dispositivos curriculares demuestra que, pese a que el currículo declara la importancia de la reflexión metalingüística en el dominio de la escritura, en efecto, la selección y distribución de los lineamientos pedagógicos (Objetivos de Aprendizaje, Indicadores de Evaluación y Actividades Sugeridas), las discontinuidades en la progresión de habilidades y la superposición de los enfoques lingüísticos posicionan la gramática en un rol secundario y la escritura como una actividad reproductiva. Además de lo anterior, se aborda la manera en la que futuros docentes de Lengua representan la enseñanza y la ejercitación de la gramática en la Enseñanza Media. Estos modos de interpretar los vínculos del lenguaje permiten detectar las tensiones que persisten en el modelo educativo implementado en Chile y los desafíos propios de la formación inicial docente como un espacio propicio para generar los cambios que demanda el aprendizaje escolar. Por último, se intenta demostrar que, con la incorporación en el aula de estrategias gramaticales contextualizadas, es posible generar prácticas lingüísticas conscientes, profundas y funcionales que contribuyan a la mejora de la autorregulación en el proceso de escritura. Las estrategias analizadas constatan que hay aspectos de la lengua (en particular) y de la formación comunicativa (en general) que solo pueden ser explicados por medio del fundamento que provee el contenido gramatical. Con todo lo anterior, esta tesis pretende ser una invitación a repensar la gramática en el currículo educativo y a aprovechar su valor como fuente de descubrimiento metalingüístico.
This thesis analyses the relationship between grammar and writing in the educational curriculum in Chile. Specifically, the study contemplates the Language and Literature Subject Program of the first part of High School, a selection of textbooks and the orientation Standards for teaching careers, stated in the current curriculum framework. The theoretical conclusion presented in this investigation is conclusive: the explicit and contextualized teaching of grammatical contents has a positive impact on the written competence development. According to this perspective, the analysis carried out on the curriculum devices, demonstrates that even though the curriculum states the importance of metalinguistic reflection on writing mastery, the selection and distribution of pedagogical guidelines (Learning Goals, Evaluation Indicators, and Suggested Activities), discontinuity on the abilities progression and linguistic approaches overlap, set grammar in a secondary role and writing as a reproductive activity. In addition to the above, the methods used by future Language Teachers to represent teaching and grammar exercising in High School are addressed. These interpretation methods of language links, allow a detection of the existent strains in the educational model implemented in Chile, and the inherent challenges on the initial teaching training as a favorable space for generating the changes demanded by school learning. Finally, it is attempted to prove that when contextualized grammatical strategies are incorporated in the classroom, it is possible to generate conscious, profound and functional linguistic strategies which contribute to a self-regulation improvement on the writing process. The analyzed strategies validate that there are language aspects (in particular) and communicative training (in general) that can only be explained through the foundations provided by the grammatical content. In addition to the foregoing, this thesis seeks to be an invitation to reformulate grammar on the educational curriculum and to embrace its value as a metalinguistic discovery source.
Malmström, Martin. "Tillbaka till texten : derivativt skrivande i en svensk gymnasieklass." Licentiate thesis, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7622.
Full textEmpell, Susan. "Hitta drivkraften i aktionsforskning - en studie om kollegial utveckling mot högre pedagogisk kvalitet i förskolan." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34653.
Full textThis is a qualitative action research study in preschool. The aim is to understand how preschool pedagogues can participate in school development in an active way using action research. The research method has followed Rönnermans’ (2012) steps for an action research process. Reflection, diary writing and filming are methods which are included in this process, and are also used in this study. The empirical data is collected from reflections and dialogues between the pedagogues and are analysed by Timperleys’ (2013) cyclic knowledge process wheel. This has been the theoretical frame for the study. The research questions in this study are:- to find out in which ways pedagogues experience action research as a way to reach higher quality awareness.- how pedagogues reflect upon an own research question, with intentions to develop their own practise.- in which ways this action research does leave prints of pedagogical quality development.The results indicate that the main tools in action research, collegial dialogues with mentoring and documentation, can be motivating for the pedagogues. The collegial dialogues give the pedagogues positive energy to develop their own practice towards higher quality. How the time is organized for a successful quality development turns out to be a crucial factor in the studied preschool viewed from several perspectives. Pedagogues’ time for reflection and for planning activities are difficult to organize for. It also seems difficult for the preschool director to participate in the action research meetings. The conclusions of the study are that action research process seems to give pedagogues positive energy and motivation for willing to develop the preschool education. In summary, this study indicates that pedagogues can find empowerment in action research to make pedagogical quality development successful.
Stout, Andrea L. "Running on Rooftops : a novel and critical reflection on writing from an identity of expatriation with an examination of West-meets-East encounters and attitudes depicted in literature." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7323/.
Full textDe, 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 text