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ERIC Number: EJ996265
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1812-9129
The Classroom Is Alive with the Sound of Thinking: The Power of the Exit Slip
Leigh, S. Rebecca
International Journal of Teaching and Learning in Higher Education, v24 n2 p189-196 2012
This 14-week qualitative study investigated the use of exit slips in two literacy courses in the college of education at a public university in the Midwest of the United States. A group of 44 undergraduate and graduate students participated. These students included pre-service teachers who are developing their understanding of what counts as effective literacy practice and in-service teachers who are interested in improving their existing practices. The main focus of this study was to examine how exit slips supported students in two teacher education courses. Data included 608 exit slips and student feedback shared in class about exit slip use. This paper reports on how exit slip writing during class encouraged reflective thinking about teaching as a profession. Specifically, this paper examines eight different reflections students made that point to growth in content knowledge and a sense of self as practitioner and learner. It is contended that exit slips can help students identify, develop, and articulate their beliefs about teaching and learning, resulting in giving pre-service and practicing teachers an edge in improving their curricular practices. It is also contended that the positive effect of exit slips points to uses in higher education classrooms in general. (Contains 1 figure.)
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A