Relevant bibliographies by topics / Journals of education / Dissertations / Theses
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Dissertations / Theses on the topic 'Journals of education'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Lee, Tsz Ngong. "Advocacy of environmental education in education journals in the 1970s /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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2

Smallwood, Valerie Margaret. "Women's education in Turkey (1860-1950) and its impact upon journalism and women's journals." Thesis, SOAS, University of London, 2002. http://eprints.soas.ac.uk/28570/.

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This thesis explores certain under-researched aspects of the socio-cultural development of late Ottoman Turkish and early republican women from the 1860s until 1950. By concentrating on females, the research aims to produce a more inclusive picture of how society developed in this period. In order to attempt this, the research focuses on four main topics which are presented in the following format: an introduction, four chapters, conclusions, appendix and a bibliography. The introduction sets the research within a historical framework and states its broad aims. Chapter One looks at various attempts to broaden female State education, culminating in a study of the Koy Enstituleri (Village Institutes). Chapter Two consists of several profiles of female Turkish journalists, active from the late 19th century onwards, who had benefited from improved State education. Chapter Three is a survey of the Ottoman women's press from 1869 onwards and a case study of inci magazine, published between 1919 and 1923. Chapter Four consists of a case study of Sabiha Sertel, a left-wing journalist who was active in Turkey from 1919 until 1950. The conclusion looks at the aims of the thesis and evaluates the material included in the four main subject areas. An appraisal of the educational reforms for women also includes a comparison with appropriate educational developments in England. The conclusion assesses both the value of journalism as an additional career path for educated Turkish women and their importance as role models. The Ottoman women's press is appraised to gauge how far it reflected the social, economic and cultural development of not only women, but society in general. The importance of the writing of Sabiha Sertel to the history of Turkish journalism is assessed and, finally, suggestions are made as to where further research could add to the material included in this thesis.
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3

Brown, Stephanie Lynn. "Diversity Literature in Major School Psychology Journals: 2000-2003." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1147454181.

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4

Dwyer, Edward J. "Cover Photographs for Reading Journals." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3318.

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5

Genua, Jo Anne. "Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal Writing." Thesis, NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/61.

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Background: Journal writing is often used to gauge student skills and knowledge. There is disagreement as to whether journals should be graded because students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced. Purpose: The purpose of this correlational non-experimental study was to examine if a relationship exists between the grading of reflective journals and student honesty in reflective journal writing. Theoretical Framework: The theoretical framework for this study was based on Schӧn’s reflective practice theory. This theoretical framework is suitable as students participate in reflective journal writing learning from experience and response to the situation, scaffolding on previous knowledge with the application of new knowledge. Methods: The correlational, non-experimental study was conducted at five Midwestern U.S. pre-licensure nursing programs. Data were collected using an anonymous survey. The non-probability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. Results: Findings indicated that a significant relationship exists between the grading of reflective journals and student honesty. The relationship between reflective journal writing and embellishment was negative and non-significant. Conclusions: This study revealed that a relationship exists between graded reflective journals and study honesty in reflective journal writing. Nurse educators and policy makers need to assess the process of reflection which involves critical thinking and problem-solving instead of grading the written component; possibly, changing to a complete/incomplete grade.
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6

Emert, Stacie Cook 1962. "Examining teacher thinking through reflective journals: An educator's professional journey." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282261.

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In this study I examined my thinking and professional growth through the use of reflective journals. The study documents my understanding and use of reflective journals as a tool for learning and thinking over time. I examined my sixteen reflective journals in an effort to make sense out of what it means to be a teacher. In this study I was guided by the question: What are the ways in which I reflect and think about myself as a teacher and my teaching, as evidenced through my journals. Analysis focused in four areas. The first was on the content of the journals. This included my topics, issues, and questions which I wrote about. A second analysis examined how I used my journals to think and reflect. A third component explored how I reflected on my beliefs and practices. The fourth area identified what supported and interfered with my thinking and reflecting. Through this study I examined my learning process and the ways that I use journals to support my thinking and professional development. My findings inform other teachers to consider reflective practice and supports the use of narrative for research. This study provides implications for teacher educators and professional developers to consider participants' prior knowledge and current beliefs when implementing professional programs. Participants need to be recognized as part of the process when involved in professional development.
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Nivens, Ryan Andrew, and Samuel Otten. "Assessing Journal Quality in Mathematics Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/246.

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8

Estupiñan, Margie Zamora. "The role of primary language in kindergarten interactive journals." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/643.

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9

McAllister, Heather. "Self-Discovery Journals in the College Composition Classroom." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/296.

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What is it that makes writing so enjoyable to some people, and such a troublesome task to others? What, if anything, can teachers of composition do to promote an enthusiasm for writing? As I have found examination of my past experiences a key to answering these questions, I am persuaded that the key to enthusiastic writing lies in the opportunities students have to explore themselves as individuals within their writing. As Socrates in Plato's Phaedrus states above, we write well when we know the truth about that which we are writing. Providing students the occasion to write about themselves will not only increase their writing abilities but will also allow students the chance to look deep within themselves to discover truths that may further their writing, truths that may otherwise remain hidden.
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10

Emmert, Trisken N. "Examining the Effects of Mathematics Journals on Elementary Students' MathematicsAnxiety Levels." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426710800.

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11

Dwyer, Edward J. "Using Literature Journals in the Classroom." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3414.

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12

Hardesty, Rachel Cunliffe. "Professional induction of teachers: A study of student-supervisor dialogue journals." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279893.

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The purpose of the study was to reveal the mechanisms by which a university supervisor leads five student-teachers to reflective professionalism in dialogue journals used during the final field experience of a two year graduate teacher preparation program for teachers of children who are Deaf and Hard-of Hearing. The participants in the study were four female and one male student-teacher in their final semester of preparation, and one female university supervisor. The data comprised of dialogue journals exchanged between the student-teachers and their supervisor during the nine-week field experience. The intention of the dialogue journal assignment was to develop a relationship which would facilitate educational dialogue and promote reflection. The supervisor intended that the student-teachers use the dialogue journals to examine problems of practice and professionalism and to integrate theory and practice. The results showed that the concerns of the student-teachers clustered into four themes, completion of requirements, competence in practice, caring in field experience relationships, and practical and ethical conflict resolution. In addition, the supervisor met her objectives of forming educational relationships and providing a model of teacher-like thinking and problem solving through use of a variety of strategies, both direct and indirect, within a collegial milieu. The essential effect of the supervisory strategy-use was to differentiate student-teacher perceptions of their experiences such that problem-solving was facilitated. In addition reflection was promoted. Three types of reflection were identified. Reflection-in-action resembled Donald Schon's category of that name. Reflection-on-belief produced ethical development, and reflection-on-context produced critique of the contexts of teaching. When overwhelmed, student-teachers ruminated rather than reflected. The supervisor responded by scaffolding a reflective pathway to empowered problem-solving. It seemed that the student-teachers were inducted through these means to the profession of teaching. The conclusions are that dialogue journals provide unparalleled opportunities for thoughtful reflective conversation, providing as they do, built in wait-time. In addition they provide teacher educators with opportunities to be directly involved in the education of children through problem-solving with the student-teachers, thus maintaining their credentials as authentically experienced teachers.
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Otten, Samuel, and Ryan Andrew Nivens. "Assessing Journal Quality in Mathematics Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/215.

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Zissman, Lauren. "INTEGRATING JOURNAL WRITING WITH INQUIRY BASED SCIENCE INSTRUCTION IN A SECOND GRADE CLASSROOM." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3291.

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This action research study investigated the effects of using science journals to promote science writing and to investigate changes in student attitudes in a second grade inquiry-based science class. This was an action research study in which qualitative and quantitative data was collected. The data was collected using science journals, pre and post inventories, field notes, teacher observations, videotaped science inquiry lessons, and surveys. The students demonstrated a true fondness for journal writing and expressed interest in continued use. After concluding this action research study, I better understand the benefits of utilizing journal writing to enhance my teaching of the science curriculum as well as the other disciplines I facilitate.
M.Ed.;
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education
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15

Wheeler, John J. "A Content Analysis of Educational and Behavioral Treatment Studies in Autism from Selected Journals." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2713.

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Nivens, Ryan Andrew, and Samuel Otten. "Making Sense of Journal Rankings in Mathematics Education." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/242.

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What are the top journals in the field of mathematics education? This presentation will examine how quality of academic journals can be assessed and how to determine what journal metrics, if any, are of concern to scholars in the field.
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Nivens, Ryan Andrew. "Making Sense of Journal Rankings in Mathematics Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/216.

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What are the top journals in the field of mathematics education? This presentation will examine how quality of academic journals can be assessed and how to determine what journal metrics, if any, are of concern to scholars in the field.
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18

Nelson, Mari E. "What is the nature of the knowledge base in student personnel work as reflected by three major journals /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265143147692.

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19

McCann, Sandi Michele. "Family Message Journals: A tool for writing instruction combined with parent involvement." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/615.

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Mandates on reading and math achievement in elementary education in rural Georgia have led to a decline in writing proficiency as the subject becomes increasingly neglected. At the same time, schools strive to increase parental involvement programs. Consequently, there is a need for more research on the impact of parental involvement on student writing proficiency. Accordingly, this qualitative case study examined the impact of Family Message Journals (FMJ) and parent participation on teaching writing across the curriculum. Participants included 6 third-graders and their parents. Students wrote in journals 4 days per week across the 4 months of the study, and parents provided parallel responses each night. Student entries were examined and coded by academic subject and the 4 domains of the Georgia Writing Assessment Rubric to document students' growth in specific writing skills; parental responses were coded according to the type of response. Inductive analysis was used to analyze and interpret structured interview data to document emergent themes and search for patterns of meaning. All FMJ data were triangulated in a data source matrix with interviews of parents and students to explore linkages across sources. Findings revealed that (a) using FMJ increased students' writing ability, (b) teaching writing across the curriculum provided time for writing instruction, (c) comprehension was enhanced in subject content areas, and (d) parents felt more informed and appreciated. This study will prove beneficial for educators desiring to include writing without compromising time in currently mandated content areas, and also for parents who want to be informed, involved, and empowered. Teachers using FMJ can initiate social change by preparing more proficient students with a positive attitude for writing. Ideally, these attributes will build and follow these students into the workforce.
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Vargas, Piel Marie. "Parent-teacher home response learning journals to foster collaboration in children's literacy development." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1762.

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The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.
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Galindo, Luis René. "Young bilingual children's appropriations of dialogue journals as a literacy event : a study of literacy socialization." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273252474.

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22

MOSS, JAMES C. "BRITISH MILITARY BAND JOURNALS FROM 1845 THROUGH 1900: AN INVESTIGATION OF INSTRUMENTATION AND CONTENT WITH AN EMPHASIS ON BOOSÉ'S MILITARY JOURNAL." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006791413.

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23

Pavani, Ana M. B. "Comparing Accesses to ETDs and Journals in Education and Languages Available from the Same Repository." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/622573.

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Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).
PUC-Rio – Pontifícia Universidade Católica do Rio de Janeiro has a repository named the Maxwelll System (http://www.maxwell.lambda.ele.puc-rio.br/). ETDs and journals are stored and made available from this repository, as well as senior projects, learning objects, articles, etc. ETDs became mandatory as of August 1, 2002 and the first journal was published in June 2003. Two areas of the Center for Humanities and Theology – Education and Languages – have traditional and well known graduate programs; they are also the ones that publish the highest numbers of online journals (3 each). The Maxwell System is an OAI-PMH data provider and PUC-Rio’s ETDs have their metadata harvested by BDTD, the Brazilian National Consortium, NDLTD, Biblioteca Universia, etc. All journals are indexed on DOAJ. Both their ETDs and journals have significant numbers of accesses from Brazil and from abroad. This work addresses a comparison between the patterns of accesses between ETDs and journals in those areas. It focuses patterns for ETDs and journals in the same area, ETDs in the two areas, and journals in the two areas. All analysis takes into account accesses from: (1) Brazil; (2) Portuguese speaking countries; (3) Spanish speaking countries; and (4) all other countries. The numbers to be compared are either computed in percentages or are normalized since the sizes of the collections are quite different. Since the newest journal in the two areas began being published in March 2010, this paper focuses accesses from this month/year on. This means that data are available for over two years. Accesses to ETDs have already been examined and presented and published at previous ETD symposia.
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Zavala, Norma Castro. "An analysis of interactive dialogue journals of English language learners in first grade." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1978.

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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.

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Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.
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Darnell, Nikosi. "Best practices in teaching K--3 online| A content analysis of distance education journals, blogs, and electronically-documented surveys." Thesis, Texas Woman's University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608164.

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The purpose of this study was to examine best teaching practices utilized by virtual K–3 instructors through a qualitative content analysis of distance education journals, dedicated virtual school blogs, and electronically-documented surveys completed by virtual K–3 instructors. Two theoretical perspectives informed this study, socio-constructivism and activity theory. Socio-constructivism provided a lens addressing factors contributing to the implementation of best practices, while activity theory functioned as a descriptive means for considering the implementation of best practices within the context of varying activity systems (Vygotsky, 1978; Engestrom, 1987; Leont’ev, 1978; Luria, 1976). The sample consisted of 5 distance education journals, 4 dedicated virtual school blogs, and 11 electronically-documented surveys completed by virtual K–3 instructors. The qualitative content analysis revealed that in following best practices virtual K–3 instructors were responsible for setting clear expectations, personalizing instruction, accommodating diverse learners, building a community of learners, implementing evidence-based teaching practices, using technology effectively in the online classroom, participating in professional development activities, and actively working with parents and administrators to improve the learning environment for virtual K–3 students.

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Morel, Gwendolyn. "Educational Technology: A Comparison of Ten Academic Journals and the New Media Consortium Horizon Reports for the Period of 2000-2017." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062887/.

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This exploratory and descriptive study provides an increased understanding of the topics being explored in both published research and industry reporting in the field of educational technology. Although literature in the field is plentiful, the task of synthesizing the information for practical use is a massive undertaking. Latent semantic analysis was used to review journal abstracts from ten highly respected journals and the New Media Consortium Horizon Reports to identify trends within the publications. As part of the analysis, 25 topics and technologies were identified in the combined corpus of academic journals and Horizon Reports. The journals tended to focus on pedagogical issues whereas the Horizon Reports tended to focus on technological aspects in education. In addition to differences between publication types, trends over time are also described. Findings may assist researchers, practitioners, administrators, and policy makers with decision-making in their respective educational areas.
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Nortunen, T. (Terhi). "The teacher effect in quality ecec:a review into the concept of quality in four research journals in 2010–2016." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201611253114.

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Varhaiskasvatuslain uudistus vaikuttaa erityisesti varhaiskasvatuksen opettajien vastuuseen, osaamistarpeisiin ja työhyvinvointiin. Uudistuksen aikaan vallinneen laatukäsityksen hahmottamiseksi, tarkastellaan tutkielmassa laadun määritelmää viime aikaisessa kansainvälisessä tutkimuksessa erityisesti opettajan osaamisen merkityksen näkökulmasta. Tutkielma on kirjoitettu artikkelimuotoon. Tutkimukseen sovellettiin systemaattisen kirjallisuuskatsauksen menetelmää ja kuvattiin dokumentoidun prosessin vaiheet. Tuloksissa esiteltiin laadun määritelmät neljään näkökulmaan jaettuna, joista jokaisessa opettajalla on keskeinen rooli: 1. Opetuksen järjestämisen näkökulma: minkälainen opetusohjelma ja opetuksen järjestäjä on? 2. Oppimistulosten näkökulma: minkälaisia taitoja lapset oppivat? 3. Lasten elämänlaadun näkökulma: miten lapset kokevat varhaiskasvatuksen? 4. Merkityksen antamisen näkökulma: millaisia merkityksiä lapset saavat varhaiskasvatuksen tilanteissa? Tulokset osoittivat, että opettajien pedagoginen osaaminen vaikuttaa varhaiskasvatuksen laatuun laatu-käsitteen näkökulmasta riippumatta.
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Schafer, Bette Jane. "Two-way dialogue journals between student teachers and cooperating teachers as a mentoring tool /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137744.

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Hoo, Hui-Teng. "Negotiating self and peer feedback on teamwork competencies with the use of reflective journals in higher education." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10054277/.

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Negotiating Self- and Peer Feedback on Teamwork Competencies with the Use of Reflective Journals in Higher Education Results indicate an overall improvement in teamwork competencies over three time points. Features of what students reflect on their learning of self and peer feedback were discovered. Major implications for practices related to teamwork and the development of teamwork competencies in higher education are discussed.
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SUN, SHUYAN. "A Comprehensive Review of Effect Size Reporting and Interpreting Practices in Academic Journals in Education and Psychology." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1216868724.

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Cheng, Biao. "Using Social Network Analysis to Investigate Potential Bias in Editorial Peer Review in Core Journals of Comparative/International Education." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1633.pdf.

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Kelly, Karinsa Michelle. "Science Journals in the Garden: Developing the Skill of Observation in Elementary Age Students." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1536.

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The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were assessed using pre- and post-assessments, student journals, and student interviews using three criteria: Accuracy, Detail, and Quantitative Data. Statistically significant improvements were found in the categories of Detail and Quantitative Data. Scores did improve in the category of Accuracy, but it was not found to be a statistically significant improvement.
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Mavis, Joni E. "Journal Writing in the Secondary Mathematics Classroom." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281623548.

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Chirema, Kathleen Dympna. "The use of reflective journals in the promotion of reflection and learning in post registration nursing students." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4710/.

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Reflective journal writing has frequently been used in nursing and other health care fields as an educational strategy to promote reflection and learning. Although reflective journal writing is recognised as a valuable tool to promote students' learning, very little research has been undertaken to evaluate its use. The overall aim of this study is to examine the use of reflective journals in the promotion of reflection and learning in post-registration nursing students. In order to achieve that aim a qualitative descriptive case study design was utilised to examine four objectives. The first was to analyse reflective journals completed by students during a period of learning in order to determine the extent and level of reflection achieved. The second, to examine the use of reflective journals as an educational strategy for facilitating learning in the practice setting. Thirdly, there was the intention to examine the nature and content of guidelines given to students with regard to the use of a reflective journal, and fourthly, to examine the support given to students by preceptors in relation to completing a reflective journal during their practice experience. A purposive homogenous sample of eighty one part-time post-registration nursing students undertaking one of four modules, either as part of the Diploma in Professional Studies in Palliative Care Nursing or the Diploma in Breast Care Nursing during one semester constituted the total sample. Forty- two students agreed to participate in the research. Data were collected from reflective journals completed during one module and by interviews with fifteen students, two teachers and three preceptors. Forty-two journals were analysed to determine the extent and level of reflection using a model devised by Boud et al. [1985] and adapted by Wong et al. [1995]. A model devised by Mezirow [1990] was used to identify the non-reflectors, reflectors, and critical reflectors. The findings suggest that student writing can be used as evidence for the presence or absence of reflective thinking. Allocating students to the three categories of non-reflector, reflector and critical reflector was possible. However, identifying textual elements within the journals and allocating them to the finer levels of reflection was more difficult and less reliable. Evidence suggests overall that journals are a useful tool for promoting reflection and learning. However, some students appear to benefit more from journals than others. Approximately two thirds of the respondents were able to demonstrate varying levels of reflection and were classified as either reflectors or critical reflectors. The remaining one third of the respondents were unable to demonstrate any levels of reflection. Overall respondents expressed positive views, regarding the use of reflective journals. However, a small number found writing challenging and some questioned their use. Some respondents preferred to talk about their reflections rather than write them in a journal. The importance of receiving clear guidance on the purpose of journal writing from teachers, and the need for non-judgemental feedback were highlighted as important factors in promoting the effective use of journals. Some concern was expressed regarding the disclosure of confidential information, and also who would have access to journals when used for assessment purposes. The issue of the time required for reflection and writing a journal was a major concern for some respondents. Students valued the role of preceptors in supporting their journal writing during the practice experience. Preceptors considered that the preparation they received for their role was adequate. However, they did request debriefing sessions following their support of students who had experienced difficult situations. This study has presented further evidence that overall, reflective journals may be used as a tool to promote reflection and learning in post-registration nursing students.
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Gomez, Martha Galindo. "The development of written language among kindergartners using interactive journals: Four case studies." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1286.

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翁少珊 and Siu-shan Cindy Yung. "A comparison of comparisons in the field of comparative education: a content analysis of English-medium andChinese-medium journals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960637.

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Ittzes, Zsuzsanna 1968. "Written conversation: Investigating communicative foreign language use in written form in computer conference writing and group journals." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282366.

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The purpose of this dissertation was to investigate the use of German as a foreign language during written conversation in an intermediate German course. Specifically, the study compared the language output of intermediate students of German in the context of the innovative computer conferencing and the more traditional group journals. The dissertation aimed to serve two purposes: (1) to provide further insights into the role of computer-mediated interaction for promoting the successful development of communicative competence in foreign language pedagogy (both in theory and practice); (2) to shed light on the quality of language that learners produce in the two writing contexts, in terms of grammatical and lexical accuracy, sociolinguistic appropriateness and communicative success. For these purposes, the researcher analyzed the language output of 46 subjects at the University of Arizona during the Fall semester of 1996. Learners' language output was examined using statistical analyses (matched t-tests and multiple regression analyses), discourse analysis and the ethnography of writing. The results indicated many differences of the language produced in the two writing contexts. Although there was no difference between them in terms of lexical diversity, learners' language in computer conferencing reflects a higher level of grammatical accuracy, richer lexicon and improved comprehensibility (as rated by native speaker judges). Furthermore, learners had a more positive attitude towards the computer conferencing than towards the group journals. Learners were also found to use the two writing contexts for different communicative purposes (computer conferencing reflected interaction among participants, while group journals were monologues). Finally, learners managed conversations, and prevented or resolved instances of miscommunication, differently in the two conversational contexts. In conclusion, it can be said that the results of this study concur with previous research that supports the beneficial implementation of computer-mediated interaction in foreign language pedagogical contexts (Healy Beauvois, 1995; Kern, 1995; Leppainen and Kalaja, 1995). This dissertation was also able to contribute to our understanding of the level and quality of interlanguage of intermediate German learners, to our knowledge of how writing context and purpose interact, and to our understanding of the process of pidginization in foreign language learning contexts.
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Kelly, Patricia. "Towards Globo Sapiens : using reflective journals to prepare engineering students able to engage with sustainable futures." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16301/.

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How do we help students to integrate their tertiary education with their development as " wise" global citizens and professionals? The study engages with this question through exploring the use of Reflective Journals as a central and integrating strategy for learning and assessment for a socially and culturally diverse group of students in a large, compulsory, first year, one-semester Engineering unit [BNB007: Professional Studies] between 2000 and 2004. The study supports the hypothesis that Reflective Journals can be an effective strategy for improving the often-criticised poor communication skills of domestic and international students in technical fields. For many students, the process of reflection also became a means of learning about their learning. Attitude surveys administered to students pre and post the teaching intervention in the years 2000-2002 showed positive changes in anticipated directions that encouraged further research. If attitude change was occurring in BNB007, what was the nature of the change? The research showed that at a deeper, longer term and more complex level, this new self-awareness supported many students to develop the kind of futures thinking and social learning " that will be necessary to navigate the transition to sustainable futures" (Raskin et al., 2002). The study contributes to the literature and to methodology through the first complementary use of two new methodologies, Sense-Making and Causal Layered Analysis. Thirty in-depth Sense-Making based interviews, including four with staff, indicate that 'meta-reflection' and transformative learning did take place. Expressing these qualities in the discourse of internationalisation as " global portability" or even " global competence" is unsatisfactory because these popular terms do not embody the qualities graduates need to create sustainable futures. As currently used, they mainly serve a market-dominated version of globalisation and its allied internationalisation-as-profit discourse. Raskin et al proposed a more appropriate term, " sustainability professionals", emerging from a preferred, valuesbased globalisation inspired by a vision of humane, sustainable futures that see " rights assured, nature treasured, culture rich and the human spirit animate" (p.70). This more challenging concept of a graduate for the 21st century is expressed here through the term Globo sapiens, whose qualities are identified in this study. Such professionals are willing to think critically and to assume responsibility for their impact on communities and the planet. This is the critical-futures oriented, transformative and therefore radical notion connoted by the title Towards Globo sapiens. This research identified some of the terrain and challenges of a post-development vision in a vocational area of teaching in Higher Education. It explained how particular students resisted or reconstructed their worlds when challenged at fundamental levels, but within a supportive atmosphere. Thus the study contributes to what educators might need to know, be and do, in order to teach effectively for the transformations urged by Sustainability Scientists, among others, and upon which any sustainable alternative futures depend. The study is underpinned by transdisciplinary syntheses that help to illuminate each area in new and fruitful ways.
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Yung, Siu-shan Cindy. "A comparison of comparisons in the field of comparative education : a content analysis of English-medium and Chinese-medium journals /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2005774X.

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Beddes, Kiera. "What is Being Said about Historical Literacy in Literacy and Social Studies Journals: A Content Analysis." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5997.

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The Common Core State Standards and the National Council for the Social Studies (C3 Framework) have recently prompted renewed emphasis on literacy, particularly in history, therefore it is important to analyze and compare what exactly the teacher educators of leading journals are saying about historical literacy. This study examines the literacy messages for the history classroom in The Journal of Adolescent and Adult Literacy and Theory (JAAL) and Research in Social Education (TRSE) from 2010-2015. An emergent, qualitative content analysis was used to analyze data from these journals. Results from this study indicates definitions on historical literacy vary between journals, both journals focused on elements of historical literacy over the whole concept, and historical literacy is addressed differently for distinctive intended participants. Implications from this study concerning teacher educators and history teachers are examined and possibilities for further research are also discussed.
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Attias, Michelle D. "Journaling in Search of the Neurodivergent Self: An Arts-based Research Project Dialoguing with Kurt Cobains Journals." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619018292032792.

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Packard, Myrna. "A study of the use of dialogue journals in an introductory course in preservice teacher education for the purpose of assessing and promoting cognitive development /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801321267.

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Johnson, Samantha Simone. "Exploring Dialogue Journals as a Context for Connecting with and Supporting the Emotional Lives of Fourth Graders." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8751.

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About 20 percent of school-aged children, 18 years and younger, struggle with mental health issues in America today. Mental health issues lead to greater rates of suicide, depression, loneliness, anxiety, and bullying that takes place in and out of schools. This exploratory multiple case study looks at how 10 fourth graders, five male and five female, use a weekly entry in a dialogue journal letter to their teacher to share their emotional lives. I explore how a dialogue journal can open up a space between students and teachers for emotional aspects of life and learning to be included in schools. This study specifically explores what children say about their lives and feelings in a dialogue journal across a period of a school year. I also inquire into changes in a period of crisis teaching when a worldwide pandemic closes down school and children are forced into distance learning in their homes. We find that 1) students can share feelings, ideas and parts of themselves with me in a dialogue journal that they don't share in class, 2) the journal provides a space for them to elaborate upon and become more aware of their feelings, 3) students seek to have a personal connection with their teacher, 4) students have comments and feedback about what is happening in the classroom, and 5) the student's entries affected my immediate practices as a teacher and added insights and ideas for future practices on how I could have been even more supportive to the students.
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Ehlers, Megan Elizabeth. "Student-teacher Interaction Through Online Reflective Journals in a High School Science Classroom: What Have We Learned?" Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5871.

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Three challenges in current secondary school science classrooms are (a) meaningful integration of technology, (b) integration of reading and writing in content courses, and (c) differentiation of instruction to meet individual student needs in courses. This is an exploratory study of an urban, high school marine science course in which a teacher added communication with her students via asynchronous online journals. This intervention was intended to enable the teacher to understand how students were constructing knowledge and their understanding of marine science topics. Data included journal postings from all students and the teacher throughout the semester, as well as the teacher's personal journal.
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Jenkins-Todd, Derone I. (Derone Ilene). "Determination of Author Characteristics and Content of Educational Computing Articles in Community/Junior College Serials Literature, 1977-1991." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278735/.

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The study was undertaken: (a) to categorize the contents of educational computing articles using a taxonomy developed by Knezek, Rachlin, and Scannell (1988), (b) to examine the trends in educational computing subject matter addressed in community/junior college journals between 1977 and 1991, and (c) to identify and analyze specific characteristics of contributing authors and their employing institutions which might explain writing and publication biases.
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Nivens, Ryan, and Daniel Romano. "A View on Research in Mathematics Education in Republic Of Srpska during 2010–2015 through Quantitative Analysis of Published Texts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2636.

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Studies of the publishing practices in mathematics education have situated sets of journals in tiers of quality. These reports document the rankings and prestige of only a subset of the wealth of journals available for publishing in mathematics education. We posit that there is value, quality, and purpose to be found in journals that present studies that are of value on a regional level, and that the studies are extremely important to the field. This is particularly important for journals published in languages other than English, and the studies referenced above are almost entirely English-language journals. In this paper we seek to demonstrate that we as a field of researchers cannot discount the value and role of these regional and small-country journals. Using a case study of one small European country, we quantitatively present the areas of strength and weakness in the publishing practices in mathematics education journals that are unlikely to be seen beyond the region of their publication. We conclude with recommendations to publish in areas where research is lacking as well as recommendations to the community at large to recognize the value of such outlets.
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Sutherland, Alexandra. "Writing, identity, and change : a narrative case study of the use of journals to promote reflexivity within a Drama Studies curriculum." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004384.

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The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed through reflective writing practices, and how these identities might relate to the arguments for the development of reflexivity. The development of reflexivity is seen as integral to contemporary educational policies associated with lifelong learning, and the skills required of graduates in South Africa's emerging democracy. These policies centre on means of preparing students for a world characterised by change and instability, or what Barnett (2000) has termed a "supercomplex world". The research findings suggest that journal writing within a Drama Studies curriculum, allows students to construct subjectivities which support Barnett's claim that "the main pedagogical task in a university is not that of the transmission of knowledge but of promoting forms of human being appropriate to the conditions of supercomplexity" (Barnett, 2000b: 164). In addition, the development of different writing genres within a Drama Studies curriculum allows students to develop disciplinarily relevant ways of discussing and researching artistic processes and products. A reflective journal is a potential site for students to interrogate and construct emerging identities which enable them to negotiate diversity, thus preparing them for their lives beyond the university.
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Austin, Pam, and Paul Webb. "Using a values-based approach to promote self-efficacy in mathematics education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82316.

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Wiorogorska, Zuzanna. "Shaping information literacy for enhancing the use of scientific journals comparative study on academic users' behaviour." Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30052/document.

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L’étude présentée dans cette thèse s’inscrit dans la problématique générale de la maîtrise de l’information et dans le prolongement de travaux antérieurs conduits à ce sujet en France et en Pologne. L’objectif est d’évaluer l’expérience, les connaissances et les compétences des doctorants français et polonais quant à leur usage des revues scientifiques offertes par les bibliothèques universitaires, et ce, afin de mettre en place un programme éducatif, dédié aux doctorants, basé sur les standards de la maîtrise de l’information et visant à développer leur usage des revues scientifiques
The purpose of the research described in this thesis was: to present the problem of information literacy (IL) from the perspective of the previous works in this domain, especially those conducted in France and in Poland; to evaluate the experience, knowledge, and skills of French and Polish doctoral students in the area of use of scientific journals offered by academic libraries; and to prepare and educational project for doctoral students, based on IL international standards and principally aimed at increasing the use of scientific journals
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