ERIC Number: ED408047
Record Type: RIE
Publication Date: 1996
How Will Changing Our Kindergarten Journal Format To Include Student/Teacher Dialogue Affect Student Participation?
Recognizing the importance of student journal writing for language exploration and experimentation, this project examined the impact of introducing student/teacher dialogues as part of the journal format for kindergartners. In the fall of the academic year, journal writing was introduced, and students wrote in journals every day. The teacher's role was to discuss each student's writing with him or her at least once a week, rarely writing in their journals. Occasionally, the teacher would make entries in her own journal. Concerns about lack of progress in fluency and diversity in children's writing led the teacher to interview a random sample of nine students about their attitudes toward journal writing. Findings revealed that students were very positive about journal writing. Teacher/student journal dialogues were initiated. Weekly conferences with students continued, and anecdotal records were made of student participation. Journal entries made prior to and after the introduction of dialogues were compared. The results indicated that, in comparison to the previous format, when dialogues were part of the format students wrote in their journals for a longer time, covered more paper with their writing, explored a wider variety of writing forms, and discussed a wider range of topics. (Contains 21 references.) (KDFB)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A