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ERIC Number: ED546433
Record Type: Non-Journal
Publication Date: 2012
Pages: 247
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-3760-4
Teaching Perspectives and Usage of Journal Writing by Clinical Faculty
Alschuler, Mari L.
ProQuest LLC, Ph.D. Dissertation, Barry University - Adrian Dominican School of Education
The purpose of this study was to investigate the associations between teaching perspectives (TPs), faculty usage and perceptions of reflective journaling (RJ), and demographic characteristics among clinical faculty in nursing, social work, and counseling. A combination of causal-comparative and correlational designs was utilized, with stratified random selection of participants by program. Clinical faculty (N = 126) in accredited graduate programs in nursing, social work, and counseling completed a web-based, anonymous survey. The survey included the Teaching Perspectives Inventory, the Faculty Journaling Questionnaire [FJQ], and items on evaluating and learning about RJs. The dependent variable was the FJQ score. Independent variables included profession, dominant TP, age, teaching experience, practice experience, and number and percentage of all courses/field courses in which RJs were assigned. Although the most prevalent TP across all categories was Apprenticeship, social work educators had a significantly higher tendency than the other two groups to hold this type of TP. Faculty over age 40, those practicing for 12 or more years, those teaching 12 courses annually, and those teaching field courses obtained higher FJQ scores. Clinical faculty who assigned RJs in all courses and in field courses both obtained higher scores than those who did not. While Nurturing educators obtained higher journaling scores, the finding was non-significant. In a stepwise regression analysis, three predictor variables accounted for about 57% of the variance in FJQ scores: RJ assignment, the percentage of all courses taught in which RJs were assigned, and age. However, assigning RJs accounted for about 53% of the variance by itself. Clinical educators' best practice recommendations for assigning RJs included guiding students to expectations, challenging thinking, providing feedback, and encouraging synthesis and growth. Clinical faculty believed RJs helped students synthesize learning, make cognitive and affective changes, communicate with teachers, and develop professional identities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A