Reflective Journaling: A Portal Into the Virtues of Daily Writing

2019 ◽  
Vol 73 (5) ◽  
pp. 597-602
Author(s):  
Steve Portman
Keyword(s):  
Reflective Journaling ◽  
Daily Writing

UPAYA MENINGKATKAN KEMAMPUAN MENULIS DEVELOPING PARAGRAPH OF EXPLANATION TEXT MELALUI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATA PELAJARAN BAHASA INGGRIS SISWA KELAS XII IPA 4 SMAN 9 PEKANBARU

2017 ◽  
Vol 1 (1) ◽  
pp. 54
Author(s):  
Muslainy Muslainy
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Class Action ◽  
Test Results ◽  
English Class ◽  
Survey Results ◽  
Contextual Teaching ◽  
Classroom Action Research ◽  
Daily Writing

This study is a class action (class action reseach). Based on test results daily writing on students' class XII IPA 4 SMAN 9 Pekanbaru encountered symptoms as follows: only 11 students or 30,55% of the 36 students who have the ability to write a developing Paragraph of explanation textdalam good English so it has reached KKM predetermined is 85. A total of 25 students or 69,4% of the 36 students had difficulty in writing textsehingga developing paragraph of explanation they have not been able to achieve a predetermined KKM. Students find it quickly bored with the lessons presented, it can be seen from their activities are often played or talked with friends when subjects exercised. This study was conducted in two cycles, the data is described is writing developing paragraph of explanation text, ie before the action on the first cycle, the second cycle, each cycle is done in one meeting. This classroom action research in order to work well without barriers obstructing the smooth running of the study, researchers compiled stages traversed in action research, namely: (1) planning/ preparatory actions; (2) Implementation of the action; (3) observation; and (4) reflection. Based on the results of the discussion and analysis as presented in chapter VII can be concluded that the application of the approach contextual teaching and learning (CTL) can improve the ability to write a text explanation developing paragraph of english in english class students of class XII IPA 4 SMAN 9 Pekanbaru. Based on the survey results revealed that developing writing skills of explanation text paragraph british student before action classical gained an average of 64,40 in the first cycle of classical gained an average of 72,50, the second cycle obtain the average classical 90,20.

Feedback in Reflective Journals Fosters Reflection Skills of Student Teachers

2020 ◽  
pp. 147572572096619
Author(s):  
Martin Pieper ◽  
Julian Roelle ◽  
Rudolf vom Hofe ◽  
Alexander Salle ◽  
Kirsten Berthold
Keyword(s):  
Feedback Control ◽  
Field Experiment ◽  
Student Teachers ◽  
Conceptual Knowledge ◽  
Journal Entry ◽  
Reflective Journaling ◽  
Online Platform ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Fostering Reflection

The main goal of this study was to test whether feedback from a lecturer and tutor on an initial reflective journal entry fosters reflection quality in a subsequent journal entry and reflection skills in student teachers. To address these questions, we, a team of educators and psychologists, conducted a field experiment during the practical semester. Student teachers ( N = 54; 40 female) wrote two reflective journals about their own classroom teachings on an online-platform and were randomly assigned to one of two conditions: (a) reflective journaling with feedback (experimental condition, n = 27) or (b) reflective journaling without feedback (control condition, n = 27). Feedback in reflective journaling fostered reflection quality in the subsequent journal entry and conceptual knowledge about reflection. These findings indicate that feedback in reflective journal-keeping exerts a powerful influence in fostering reflection in student teachers during their practical semester.

RN-BS Students’ Reports of Their Self-Care and Health-Promotion Practices in a Holistic Nursing Course

2016 ◽  
Vol 35 (3) ◽  
pp. 221-246 ◽  
Author(s):  
Bozena M. Padykula
Keyword(s):  
Health Promotion ◽  
Instructional Strategy ◽  
Short Form ◽  
Single Case ◽  
Self Care ◽  
Reflective Journaling ◽  
Holistic Nursing ◽  
Practical Action ◽  
Self Discovery ◽  
Nursing Course

Purpose: This study explored RN-BS students’ self-care and health-promotion (SCHP) practices in a semester-long holistic nursing course with emphasis on the utility of self-reflection through journal writing. Design: A qualitative single case study blended in practical action research. Method: Fifteen RN-BS students enrolled in the holistic nursing course completed (a) three reflective journal entries (beginning, midterm, and conclusion); (b) two IHWA-short form surveys (beginning and conclusion); and (c) one demographic form (beginning) of the course. Findings: Three reflective journals indicated that students’ understanding of their SCHP practices progressed from novice, to advanced, and finally to competent from the beginning, middle, and at the conclusion of the course. Four findings emerged in relation to reports of their SCHP practices: (a) new awareness of self, (b) application of SCHP practices knowledge, (c) role modeling, and (d) dedication to SCHP practices beyond the semester. Four findings emerged in relation to participation in the reflective journaling about reports of their SCHP practices: (a) self-discovery, (b) retrospective self-evaluation, (c) useful intervention for SCHP, and (d) beneficial learning tool in academic environment. Conclusions: Reflective journaling enhanced students’ SCHP practices and was recognized as useful instructional strategy to improve learning in the classroom.

Word processing and Written Composition: An Intervention for Children with Mild Intellectual Disability

2000 ◽  
Vol 24 (2-3) ◽  
pp. 53-59
Author(s):  
Maria Van der Kaay ◽  
Ken Wilton ◽  
Michael Townsend
Keyword(s):  
Intellectual Disability ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Mild Intellectual Disability ◽  
Children's Writing ◽  
Written Language Development ◽  
Age Range ◽  
Daily Writing ◽  
Word Processing Package

The effectiveness of word-processing as a supplementary written language intervention was examined in a sample of 14 children with mild intellectual disability. The children were enrolled in two special classes in an Auckland primary school. The study was initiated in the senior classroom (age-range 9–11 years), where a personal computer had been installed. In the initial week the children were taught to use a word-processing package, and for the next eight weeks, the children used the computer for daily writing activities. The computer was then shifted to the junior classroom (age-range 6–8 years), and after an initial 1-week period of learning to use the computer/software, the children used the computer for daily writing activities for the next four weeks. Samples of the children’s writing were collected over a 16-week period immediately prior to the introduction of the computer and immediately following the completion of the computer writing period. Each of the samples was subsequently rated on eight qualitative categories. Both classes showed significant improvements in the “organisation” of their writing, and the senior class also showed an increase in their “authority” as authors. The results suggest that use of a word-processing package can help to facilitate the written language development of children with mild intellectual disability

Students' Learning Through Reflective Journaling

Santalka ◽  
2009 ◽  
Vol 17 (4) ◽  
pp. 32-37 ◽  
Author(s):  
A. Liuolienė ◽  
R. Metiūnienė
Keyword(s):  
Reflective Journaling

Teaching Technical Writing to Foreign Students

1973 ◽  
Vol 3 (2) ◽  
pp. 103-108 ◽  
Author(s):  
Joan L. Pavelich
Keyword(s):  
Foreign Students ◽  
Technical Writing ◽  
Native Language ◽  
Writing Problems ◽  
Job Application ◽  
The Many ◽  
Daily Writing ◽  
Concise Expression ◽  
Application Forms

Students are selected by a diagnostic essay. They begin simply, by completing job application forms, personal resumes, and letters of application, tasks which require concise expression of facts, which reveal much about the students' backgrounds, and which they must use to get a job. Then they move to the daily writing problems an engineer faces. In every class they also practice exercises that correct the many errors caused by the change from their native language into English.

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