ERIC Number: ED366982
Record Type: RIE
Publication Date: 1993-Nov-19
Reference Count: N/A
Entering the Worlds of Children: Using Dialogue Journals in Teacher Education.
McLaughlin, Jeffrey A.
A study examined the outcomes of dialogue journal writing from the perspectives of undergraduate teacher education students. Eighteen undergraduate students in a language arts methods course corresponded with 28 fifth-graders. Data included whole class discussions with the teacher education students, formal interviews, and written self-reports. Preliminary data analysis indicated that dialogue journals can help in the development of classroom teachers. They allow the education student to: (1) enter the personal lives of children; (2) respond to children's concerns; (3) talk "authentically" with children and listen "authentically" to children; (4) balance process/product and content/mechanics in writing; (5) model the writing process for students; (6) identify specific areas in which students need instruction and guidance; (7) adapt to and plan for individual differences; (8) provide concrete encouragement for reluctant students; (9) recognize the natural curiosity, openness, and honesty that characterize most children; and (10) see the "whole child." The next phase of the research process is three-fold: continuation of data collection with new students; incorporation of results into the ongoing use of dialogue journals in the college classroom; and expansion of the project to include elementary school students in an urban setting. (Sample questions used in data collection and an appendix of categories, sub-categories, and sample data are attached. (Contains 16 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Interactive Teaching
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (83rd, Pittsburgh, PA, November 17-22, 1993).