ERIC Number: ED418425
Record Type: RIE
Publication Date: 1998-Apr
Reference Count: N/A
Widening the Lens of Diversity: Motivating Reflective Journal Writing.
At the University of Central Florida student portfolios have been required in the College of Education for many years. Student journals are reviewed and graded by faculty. All departments require students to submit portfolios before their senior teaching internship. The portfolios illustrate who the student is now and how he or she wants to be as a teacher and are meant to reflect the student's emerging self. A teaching guideline, "Writing for Reasoning in Teachers of Education" (WRITE), was developed to assist students. WRITE uses a constructivist theory base, with mental models and stages of critical thinking drawn from "How We Think" (Dewey, 1993). Since WRITE was implemented to develop students' reflective writing skills, a study examined the performance and changes observed when implementing such an innovative approach. The teacher/researcher's goal was to see if she could motivate reflective writing in the two undergraduate special education courses she was teaching. A random sample consisted of 10 students from each class for either the control or treatment group. Twenty reflections were required from each student during the semester. Important findings were: (1) the majority of students exposed to different styles attempted to write with higher order thinking and more thoughtful reflection; (2) more students interacted in discussion groups; (3) more students gained writing skills; and (4) students continued using their journals when class ended. (Includes a table of data.) (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reflective Writing
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).