Journal Writing
Greetings. The following materials are intended to provide an introduction to Journal Writing. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Effective Use of Student Journal Writing
Writing Assignments, Journals, and Student Privacy
Journal Writing: Does it Promote Long Term Retention of Course Concepts?
Dialogue Journal Writing
Dialogue Journal Bibliography
Journal Writing Every Day
Using Historical Journals in the Classroom
Citations from ERIC Database - Elementary
AN: ED454502
AU: Sims,-David
TI: Improving Elementary School Students' Writing Using Reading and Writing Integration Strategies.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Masters Program.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED454502
DEM: *Instructional-Effectiveness; *Journal-Writing; *Process-Approach-Writing; *Writing-Improvement; *Writing-Instruction
DER: Action-Research; Elementary-Education; Grade-3; Grade-4; Peer-Teaching; Reading-Writing-Relationship; Teacher-Behavior; Writing-Research
AB: This report describes a program designed to improve students' expressive writing in a midwestern elementary school classroom. The targeted third and fourth grade students demonstrated inconsistencies in the quality of their writing which interfered with their success in the classroom. Evidence for the existence of the problem included district formal writing assessments, journal writing scales, and teacher observations. Analysis of probable cause data revealed that writing process strategies were not consistently modeled by teachers or effectively used by students. Students reported displeasure and dissatisfaction with the rigorous writing tasks. Knowledgeable sources suggested that students did not connect reading and writing as closely related language processes and did not find writing relevant to their daily lives. Additional evidence suggested that many students' lack of prior knowledge may inhibit writing fluency and development. A review of solution strategies suggested by cited authors, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: explicit instruction and modeling of the writing process stages; writing in informal reader response journals; and participation in student-teacher writing conferences and peer collaboration. Post-intervention data indicated a moderate increase in students' use of the writing process strategies in formal tasks and a modest increase in students' writing fluency in informal journal writing activities. Given the complexity and multifaceted nature of the writing process, educators and researchers are encouraged to continue their quest for effective, efficient, and appealing strategies to improve underachieving students' writing performance. (Contains 31 references and 5 tables of data. Appendixes contain a school district writing rubric; writing process teacher observation form; an informal journal writing scale; a student writing survey instrument; and sample journal entries.) (Author/RS)
AN: EJ627301
AU: Burns,-Marilyn; Silbey,-Robyn
TI: Math Journals Boost Real Learning.
PY: 2001
SO: Instructor-; v110 n7 p18-20 Apr 2001
DEM: *Journal-Writing; *Mathematics-Instruction; *Student-Journals
DER: Elementary-Education; Elementary-School-Mathematics; Teaching-Methods; Writing-Across-the-Curriculum
AB: Presents suggestions to help elementary school teachers incorporate journal writing in math class, discussing a math journal's many uses (problem solving, process prompts, language experience, and class discussion) and explaining how to respond to what students write in their journals. A sidebar explains how to create a system for storing journals. (SM)
AN: EJ622076
AU: Shepardson,-Daniel-P.; Britsch,-Susan-J.
TI: The Role of Children's Journals in Elementary School Science Activities.
PY: 2001
SO: Journal-of-Research-in-Science-Teaching; v38 n1 p43-69 Jan 2001
DEM: *Cognitive-Processes; *Journal-Writing; *Science-Instruction
DER: Elementary-Education; Grade-4; Kindergarten-; Science-Activities
AB: Reports on a study that investigated ways in which children's use of science journals aided their acquisition of science understanding in one kindergarten and one fourth-grade classroom. Indicates that children recontextualized their understandings of science investigations and phenomena by using three types of mental contexts reflected in their science journals. These contexts were imaginary, experienced, and investigative worlds. (Contains 47 references.) (Author/ASK)
AN: EJ619513
AU: Fresch,-Mary-Jo
TI: Journal Entries as a Window on Spelling Knowledge.
PY: 2001
SO: Reading-Teacher; v54 n5 p500-13 Feb 2001
DEM: *Childrens-Writing; *Instructional-Improvement; *Journal-Writing; *Spelling-
DER: Case-Studies; Elementary-Education; Longitudinal-Studies
AB: Presents journal entries written by one child in kindergarten through fourth grade that demonstrates her changing understanding about spelling. Suggests what type of instruction might nudge her along in learning. Concludes that teachers must analyze individuals to best meet their needs and that a daily journal offers a perfect opportunity to examine what children know about how to spell. (SC)
AN: ED448462
AU: Ediger,-Marlow
TI: Student Journal Writing in Science.
PY: 2001
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED448462
DEM: *Content-Area-Writing; *Journal-Writing; *Sciences-; *Student-Journals; *Student-Motivation
DER: Elementary-Education; Expository-Writing; Instructional-Effectiveness
AB: Journal writing in science can be productive and stress basic skills. Students need to be highly motivated to engage in journal writing, and since the world of science fascinates most learners, chances for motivation are good. The subject matter to be written about needs to relate directly to the ongoing unit of study. Dramatizations, both formal and creative, can have students writing play parts from printed script such as the basal text. The author/educator supervised student teachers in the public schools for 30 years and enjoyed a fine dramatization by four sixth grade students involved in studying a unit on "Famous Scientists in the World." A cooperating teacher and student teacher supervised by the educator/author assisted a committee of four who made a model farm scene showing different methods of soil conservation. A basal for science can provide many ideas for journal writing, as can library books selected to relate directly to the science unit being taught. Improved understanding of science as well as better writing skills should be an end result of journal writing. (NKA)
AN: EJ633817
AU: Barlow,-Bob
TI: Journaling.
PY: 2001
SO: Instructor-; v111 n1 p44 Aug 2001
DEM: *Journal-Writing; *Writing-Skills
DER: Elementary-Education; Student-Journals; Teaching-Methods
AB: Daily journal writing can help students become strong, confident writers. Students can use journals to reflect on what they are studying, brainstorm on a topic before writing an essay, track and react to current events, and explore ideas in their imaginations. Tips for journal writing include: keep it stress free, reassure students they are writing for themselves, and avoid grading. (SM)
AN: EJ639631
AU: Harada,-Violet-H.
TI: Personalizing the Information Search Process: A Case Study of Journal Writing with Elementary-Age Students.
PY: 2000
SO: School-Library-Media-Research; v5 2002
AV: For full text: http://www.ala.org/aasl/SLMR/vol5/search/search.html.
DEM: *Journal-Writing; *Search-Strategies; *Student-Journals
DER: Affective-Objectives; Case-Studies; Cognitive-Objectives; Elementary-Education; Elementary-School-Students; Learning-Resources-Centers; Media-Specialists; School-Libraries; Teacher-Collaboration
AB: Reports on a case study that focused on journal writing as a means of deepening elementary school students' cognitive and affective awareness of the information search process. Describes the research team that conducted the research and the impact of journal writing on the school library media specialist's reflective practices. (Author/LRW)
AN: EJ617017
AU: Shepardson,-Daniel-P.; Britsch,-Susan-J.
TI: Analyzing Children's Science Journals.
PY: 2000
SO: Science-and-Children; v38 n3 p29-33 Nov-Dec 2000
DEM: *Freehand-Drawing; *Journal-Writing; *Language-Arts; *Science-Activities; *Writing-Composition
DER: Educational-Strategies; Elementary-Education; Student-Evaluation
AB: Explains the process of using science journals with first and second grade students in three activities to explore the instructional sequence. Suggests some strategies to use journals more effectively and makes recommendations on important points for student evaluation. (YDS)
AN: EJ617016
AU: Gibb,-Lori
TI: Second-Grade Soil Scientists.
PY: 2000
SO: Science-and-Children; v38 n3 p24-28 Nov-Dec 2000
DEM: *Plant-Growth; *Plants-Botany; *Soil-Science
DER: Elementary-Education; Grade-2; Hands-on-Science; Journal-Writing; Science-Education; Science-Process-Skills; Student-Evaluation; Teaching-Methods; Water-
AB: Introduces a germination bag activity in which students investigate the questions: (1) Why is soil brown? and (2) How do roots know when a plant has enough water? Uses scientific journals and posters for student evaluation. (YDS)
AN: ED439017
AU: Schwarz,-Justine-C.
TI: Vocabulary and Its Effects on Mathematics Instruction.
PY: 1999
NT: Master's Action Research Project, St. Xaxier University & IRI/Skylight.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439017
DEM: *Classroom-Communication; *Mathematics-Instruction; *Vocabulary-Development
DER: Elementary-Secondary-Education; Journal-Writing; Multiple-Intelligences; Teaching-Methods
AB: This report describes a program that enhanced vocabulary development and communication within the content area of mathematics. The targeted population was a rural K-12 school district located in the Midwest approximately an hour from three major metropolitan cities. Evidence for the existence of the problem included teachers' observation, Arithmetic Done Daily (ADD), class discussion, assessment of mathematics performance, and journal entries. Information gathered suggested that the students were lacking the understanding of content vocabulary for mathematics, and therefore had poor communications skills that lead to unsuccessful communication of their mathematical understanding of a problem and its probable answer. The interventions used were many of the same strategies used by teachers to teach vocabulary in reading and any other content area rich in vocabulary. These strategies included vocabulary journals, math journals, vocabulary word wall, and Multiple Intelligence strategies that would try to reach all learners. The textbook series that the school district adopted had a wealth of activities that developed and built an understanding of the language used in math. Post intervention data showed an increase in understanding and use of mathematical vocabulary in math performance and in communication of mathematical issues. All students who participated in the study increased their vocabulary knowledge level in the area of mathematics vocabulary. (Contains 58 references.) (Author/ASK)
AN: ED436410
AU: Frederick,-Lynda-R.; Shaw,-Edward-L., jr.
TI: Effects of Science Manipulatives on Achievement, Attitudes, and Journal Writing of Elementary Science Students Revisited.
PY: 1999
NT: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Point Clear, AL, November 17-19, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436410
DEM: *Hands-on-Science; *Journal-Writing; *Science-Achievement; *Student-Attitudes; *Student-Interests
DER: Elementary-Education; Instructional-Materials; Manipulative-Materials; Science-Education; Science-Interests; Teaching-Methods
AB: This paper describes a follow-up to a 1998 study that reexamined several aspects of elementary science students' achievement, attitudes, and journal writing in conjunction with an Alabama Hands-on Activity Science Program (HASP) grant utilizing the Full Option Science System (FOSS) kit. During the four weeks of the study, 20 fourth grade students were requested to reflect upon instruction through journal writing. Results suggest that an increase in posttest achievement scores may be attributed to incorporating the FOSS kit into science instruction. Results also support the use of science manipulatives as a means of increasing students' favorable attitudes toward science and science-related activities. (Contains 34 references.) (WRM)
AN: ED436286
AU: Lee,-Christine-Kim-Eng; Chew,-Joy; Ng,-Maureen; Hing,-Tey-Sau
TI: Teachers' Use of Cooperative Learning in Their Classrooms: Case Studies of Four Elementary School Teachers.
PY: 1999
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436286
DEM: *Cooperative-Learning; *Elementary-School-Teachers; *Teaching-Methods
DER: Case-Studies; Classroom-Techniques; Elementary-Education; Foreign-Countries; Instructional-Effectiveness; Instructional-Innovation; Interviews-; Journal-Writing; Motivation-; Observation-; Professional-Development; Teacher-Attitudes
AB: Four teachers at a Singapore Catholic elementary school implemented cooperative learning over a period of a year. The teachers received inservice training on cooperative learning and worked closely with a university research team as they implemented cooperative learning for social studies and other subjects. The teachers were subsequently interviewed in the middle and at the end of the project and observed three times in their classrooms. Teachers also maintained a journal regarding their experiences. Four major themes were identified within the four case studies: (1) the teachers' motivation for adopting cooperative learning in the classroom; (2) the concerns and difficulties faced by teachers; (3) the effects of this innovation on their pupils' learning; and (4) how the use of cooperative learning affected each teacher's own professional development. The findings of the research underscore the need for strong institutional support if teachers are to be motivated to use cooperative learning in a systematic and sustained manner. (Contains 10 references.) (KB)
AN: ED412559
AU: Woolley,-Sandy
TI: Writing through the Year: Building Confident Writers One Month at a Time. Grades 2-6.
PY: 1997
AV: Dandy Lion Publications, P.O. Box 190, San Luis Obispo, CA 93406; order no. DL 119 ($15.95).
NT: Illustrated by Mary Lou Johnson.
PR: Document Not Available from EDRS.
DEM: *Writing-Instruction; *Writing-Skills; *Writing-Strategies
DER: Class-Activities; Classroom-Techniques; Elementary-Education; Grammar-; Instructional-Effectiveness; Journal-Writing; Poetry-; Teaching-Guides; Vocabulary-
AB: Based on the idea that good writing is developed with instruction, critique, and practice, this book, intended for teachers of grades 2-6, offers a comprehensive outline for guiding students to writing competence. For each month of the school year, the book gives sample daily sentences for primary and upper elementary grades, journal writing topics, a variety of lessons for developing writing skills in a developmental fashion, poetry to memorize, poetry to write, and vocabulary development based on root words and prefixes. A wide variety of writing experiences are provided that allow students to work on grammar rules, to develop the ability to present ideas with clarity and organization, to think creatively, and to try out the richness of the written word. The book is organized into 10 chapters, September through June. Contains reproducible forms including sentence of the day, experts of the dictionary, and point sheets for various activities. (CR)
AN: ED409305
AU: Carter,-Charles-W.
TI: The Use of Journals To Promote Reflection.
PY: 1997
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED409305
DEM: *Educational-Psychology; *Journal-Writing; *Student-Attitudes; *Student-Experience; *Student-Journals
DER: Education-Courses; Education-Majors; Elementary-Secondary-Education; Higher-Education; Preservice-Teacher-Education; Teaching-Methods
AB: The purpose of this research with teacher education students was to explore the value of writing reflective journals. Data came from interviews, surveys, and informal conversations with students in an educational psychology course. The students were first asked if writing the journals helped them to reflect on their established beliefs, then whether this assignment led to any changes in beliefs and/or improvement in their ability to understand the perspectives of others, especially with respect to cultural diversity, and finally if the journal experience encouraged them to be more receptive to new approaches. Other issues included whether students found the assignment to be enjoyable, and if it helped the students to function more effectively in the course. Analysis of the data revealed that students enjoyed writing the journals and believed overwhelmingly that writing the journals increased the overall value of the course. Almost all indicated they would consider assigning this type of journal to their future students. Students agreed that the journal writing definitely did assist them in reflecting on their previous experiences and that this made material more relevant to the classroom. Responses were mixed as to the value of the assignment in promoting openness to new ideas, and most students did not find this activity valuable in helping them consider issues from the perspectives of others. (Contains 19 references.) (ND)
AN: EJ538342
AU: Shepardson,-Daniel-P.; Britsch,-Susan-J.
TI: Children's Science Journals: Tools for Teaching, Learning, and Assessing.
PY: 1997
SO: Science-and-Children; v34 n5 p12-17,46-47 Feb 1997
DEM: *Evaluation-; *Journal-Writing; *Science-Instruction; *Student-Journals; *Teaching-Methods
DER: Communication-Skills; Elementary-Education; Elementary-School-Science; Learning-Activities; Scientific-Concepts
AB: Discusses effective ways of using children's journals in science teaching and methods for assessing children's journals for science learning. Emphasizes the importance of children's own cognitive and verbal efforts to make sense of science phenomena. (JRH)
AN: EJ538481
AU: Cutforth,-Nicholas; Parker,-Melissa
TI: Promoting Affective Development in Physical Education. The Value of Journal Writing.
PY: 1996
SO: Journal-of-Physical-Education,-Recreation-and-Dance; v67 n7 p19-23 Sep 1996
DEM: *Child-Development; *Journal-Writing; *Physical-Education; *Student-Journals
DER: Elementary-Education; Elementary-School-Students; Feedback-; Student-Attitudes; Student-Evaluation-of-Teacher-Performance; Teacher-Student-Relationship; Teaching-Methods; Writing-Exercises
AB: By participating in carefully managed writing exercises at the end of class, physical education students can learn to set goals, evaluate themselves, and communicate effectively. The article presents excerpts from student journals in which students express their feelings about their own work and how the class is taught. (SM)
Citations from ERIC Database - Secondary
AN: EJ636320
AU: Garmon,-M.-Arthur
TI: The Benefits of Dialogue Journals: What Prospective Teachers Say.
PY: 2001
SO: Teacher-Education-Quarterly; v28 n4 p37-50 Fall 2001
DEM: *Dialog-Journals; *Journal-Writing; *Student-Journals
DER: Elementary-Secondary-Education; Feedback-; Higher-Education; Preservice-Teacher-Education; Student-Teacher-Attitudes; Teacher-Student-Relationship; Teaching-Methods
AB: Investigated preservice teachers' perceptions of the benefits and drawbacks to using dialogue journals in a multicultural teacher education course. Students perceived many benefits related to facilitation of learning, self-reflection, self-understanding, procedural convenience, expression of ideas, feedback, and teacher student relationships. Drawbacks related to journal requirements and procedures (e.g., submitting two journals each week) and time demands. (SM)
AN: ED455525
AU: Bartscher,-Mark-A.; Lawler,-Kim-E.; Ramirez,-Armando-J.; Schinault,-Kris-S.
TI: Improving Student's Writing Ability through Journals and Creative Writing Exercises.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Masters Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455525
DEM: *Creative-Writing; *Instructional-Effectiveness; *Journal-Writing; *Writing-Achievement; *Writing-Improvement
DER: Action-Research; Intermediate-Grades; Low-Achievement; Middle-Schools; Writing-Assignments; Writing-Skills
AB: This study describes a program for students in the target 4th, 7th, and 8th grades who exhibit low achievement in writing. This low achievement affects behaviors, attitudes, and peer interactions. Discipline referrals, district assessments, and teacher written assessments substantiate this dilemma. Probable cause for lack of writing skills has been attributed to lack of feedback from teacher to pupil and students' attitudes toward writing. Other probable causes are the unpredictable lifestyles of some students who are from low social economical status and poor health and readiness influences. The solution strategy involves cooperative learning, journalizing, and creative writing. The cooperative learning strategy will utilize group writing and peer review. The journalizing strategy will serve two purposes. First, the journal is an indicator of writing skills improvement. Second, the journal serves as a vehicle to improve written skills. The final components are the creative writing activities, which are used to increase interest and motivate students to write. Results are measured by data compiled from the writing rubric, expert interviews, and writing checklists. After compiling the results of the post-rubric both sites showed an improvement in writing skills. (Contains 10 unnumbered tables of data, 2 figures and 39 references. Appendixes contain survey instruments, rubrics, student artifacts, journal writing checklists, and student journal artifacts. (RS)
AN: EJ622895
AU: Bond,-Teresa-Fluth
TI: Giving Them Free Rein: Connections in Student-Led Book Groups.
PY: 2001
SO: Reading-Teacher; v54 n6 p574-84 Mar 2001
DEM: *Books-; *Critical-Thinking; *Discussion-Groups; *Student-Participation; *Teacher-Role
DER: Grade-5; Instructional-Effectiveness; Intermediate-Grades; Journal-Writing; Teacher-Researchers
AB: Focuses on the author's desire to create student-led discussion groups, instead of teacher-led groups. Considers specific research questions for student-led groups. Inquires what kinds of writing and discussion students would engage in if given the opportunity to make their own writing/discussion choices. Indicates that students do engage in critical thinking and assist others in understanding the text. (SG)
AN: ED446338
AU: Smith,-Carl-B.
TI: Writing Instruction: Current Practices in the Classroom. ERIC Digest D156.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
PY: 2000
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Tel: 800-759-4723 (Toll Free); Web site: http://reading.indiana.edu.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED446338
DEM: *Journal-Writing; *Process-Approach-Writing; *Writing-Instruction; *Writing-Workshops
DER: Class-Activities; Elementary-Secondary-Education; Instructional-Effectiveness; Writing-Attitudes
AB: Noting that the emphasis in writing instruction over the past 40 years has shifted from product to process, this digest focuses on the experience of individual teachers as they searched for ways to put the principles of process writing into practice in the classroom. The first section discusses writer's workshops, noting that teachers have found them effective in helping students (from as early as first grade) master the principles of process writing, and that they also improve students' feelings and attitudes about writing. The second section deals with questions about writer's workshops and potential problems that need to be considered. Journal writing is discussed in the third section. The digest's final section examines writing instruction in the upper grades, finding a predominantly "modernist" writing curriculum that fails to encourage proficient writers because it does not allow students the chance to experiment with various approaches beyond the five-paragraph essay structure. (SR)
AN: ED442109
AU: Abrams,-Scott
TI: Using Journals with Reluctant Writers: Building Portfolios for Middle and High School Students.
PY: 2000
AV: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 805-499-9774 ($24.95). Web site: http://www.corwinpress.com; email: order@corwinpress.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Journal-Writing; *Language-Arts; *Portfolios-Background-Materials; *Student-Journals; *Writing-Assignments; *Writing-Strategies
DER: Classroom-Techniques; High-School-Students; High-Schools; Instructional-Effectiveness; Middle-School-Students; Middle-Schools; Student-Development; Teacher-Response
AB: An effective language arts tool for teachers, especially those who teach at-risk, alternative, and special education students, this guidebook is designed to inspire even the most reluctant writers. The guide is organized so that journal topics are followed by non-revealing, non-threatening exercises to introduce writing as a means of expression and to allow students to test teacher reactions. Positive teacher responses then encourage students to move on to material that requires more personal reflection and further elaboration. Whether they use the journals for daily practice or weekly assignments, with this guide teachers can effectively lead students through critical thinking, self-discovery, and ultimately, more relevant and proficient writing. The guide can also assist teachers and students in creating a complete language arts portfolio. Highlights include the following: topical, chapter-opening quotes that instill deeper self-reflection; multiple questions for each topic to encourage more in-depth responses; suggested readings for more comprehensive assignments; suggested videos for each journal topic; flexible format for daily entries or weekly assignments; and 45 journal topics for weekly assignments throughout the academic year. (NKA)
AN: EJ603110
AU: Cantrell,-R.-Jeffrey; Fusaro,-Joseph-A.; Dougherty,-Edward-A.
TI: Exploring the Effectiveness of Journal Writing on Learning Social Studies: A Comparative Study.
PY: 2000
SO: Reading-Psychology; v21 n1 p1-11 Jan-Mar 2000
DEM: *Instructional-Effectiveness; *Journal-Writing; *Reading-Comprehension; *Social-Studies; *Writing-across-the-Curriculum
DER: Comparative-Analysis; Grade-7; Junior-High-Schools; Writing-Research
AB: Compares the effectiveness of incorporating two different types of reading comprehension strategies with journal writing to improve learning in social studies at the seventh-grade level. Finds the group that structured their responses according to the K-W-L comprehension model learned more than the group that summarized what they had read. (NH)
AN: EJ603144
AU: Kakkos,-Athanasios-Tommy
TI: Learning To Use Literature Response Journals: Lessons from the Classroom.
PY: 1998
SO: English-Quarterly; v30 n3-4 p51-63 1998
DEM: *English-Instruction; *Instructional-Effectiveness; *Journal-Writing; *Teaching-Experience
DER: Reader-Text-Relationship; Reading-Attitudes; Secondary-Education
AB: A teacher reflects about his first experience in using response journals in his literature classroom and his attempt to use the extant research and other teachers' suggestions. Response journals helped most of his secondary students to change from passive to active readers. Discusses techniques and concerns about implementing response journals. (RS)
AN: EJ588640
AU: Jurdak,-Murad; Zein,-Rihab-Abu
TI: The Effect of Journal Writing on Achievement in and Attitudes toward Mathematics.
PY: 1998
SO: School-Science-and-Mathematics; v98 n8 p412-19 Dec 1998
DEM: *Instructional-Effectiveness; *Mathematics-Achievement; *Student-Attitudes; *Student-Journals
DER: Foreign-Countries; Journal-Writing; Mathematical-Concepts; Mathematics-Instruction; Middle-Schools; Problem-Solving; Writing-Across-the-Curriculum
AB: Describes the results of a teaching experiment conducted to investigate the effect of journal writing on achievement in and attitudes toward mathematics. The results of ANCOVA suggest that journal writing has a positive impact on middle school students' (n=104) conceptual understanding, procedural knowledge, and mathematical communication, but not on problem solving, school mathematics achievement, or attitudes toward mathematics. Contains 29 references. (Author/WRM)
AN: EJ560800
AU: Gorman,-David
TI: Self-Tuning Teachers: Using Reflective Journals in Writing Classes.
PY: 1998
SO: Journal-of-Adolescent-and-Adult-Literacy; v41 n6 p434-42 Mar 1998
DEM: *Instructional-Effectiveness; *Instructional-Improvement; *Journal-Writing; *Reflective-Teaching; *Writing-Instruction
DER: Classroom-Techniques; High-Schools; Self-Evaluation-Individuals; Teacher-Improvement; Writing-Evaluation
AB: Describes how keeping a journal of four areas of concern helped a high school writing teacher implement changes in his teaching and discover what worked. Discusses how he used the journal to help him focus on implementing peer editing, teaching essay structure, improving student essay detail, and correcting essays more skillfully. (SR)
AN: ED409305
AU: Carter,-Charles-W.
TI: The Use of Journals To Promote Reflection.
PY: 1997
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED409305
DEM: *Educational-Psychology; *Journal-Writing; *Student-Attitudes; *Student-Experience; *Student-Journals
DER: Education-Courses; Education-Majors; Elementary-Secondary-Education; Higher-Education; Preservice-Teacher-Education; Teaching-Methods
AB: The purpose of this research with teacher education students was to explore the value of writing reflective journals. Data came from interviews, surveys, and informal conversations with students in an educational psychology course. The students were first asked if writing the journals helped them to reflect on their established beliefs, then whether this assignment led to any changes in beliefs and/or improvement in their ability to understand the perspectives of others, especially with respect to cultural diversity, and finally if the journal experience encouraged them to be more receptive to new approaches. Other issues included whether students found the assignment to be enjoyable, and if it helped the students to function more effectively in the course. Analysis of the data revealed that students enjoyed writing the journals and believed overwhelmingly that writing the journals increased the overall value of the course. Almost all indicated they would consider assigning this type of journal to their future students. Students agreed that the journal writing definitely did assist them in reflecting on their previous experiences and that this made material more relevant to the classroom. Responses were mixed as to the value of the assignment in promoting openness to new ideas, and most students did not find this activity valuable in helping them consider issues from the perspectives of others. (Contains 19 references.) (ND)
AN: EJ541857
AU: Di-Pillo,-Mary-Lou; and-others
TI: Exploring Middle Graders' Mathematical Thinking through Journals.
PY: 1997
SO: Mathematics-Teaching-in-the-Middle-School; v2 n5 p308-14 Mar-Apr 1997
DEM: *Content-Area-Writing; *Learning-Strategies; *Student-Attitudes; *Student-Journals; *Teaching-Methods
DER: Intermediate-Grades; Journal-Writing; Mathematical-Aptitude; Mathematics-Instruction
AB: Describes a project involving student journal writing designed to examine middle graders' mathematical thinking and disposition. Teachers gained insight into students' conceptual and procedural knowledge and attitudes toward mathematics. Students' responses suggested that they found journals to be a way of sharing their thoughts about mathematics, a learning tool that facilitated retention, and a way to communicate with teachers. (PVD)
AN: ED403568
AU: Chancer,-Joni; Rester-Zodrow,-Gina
TI: Moon Journals: Writing, Art, and Inquiry through Focused Nature Study.
PY: 1997
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($32.50).
NT: Includes 11 color illustrations.
PR: Document Not Available from EDRS.
DEM: *Art-Expression; *Integrated-Curriculum; *Journal-Writing; *Student-Journals; *Student-Participation
DER: Classroom-Techniques; Elementary-Education; Inquiry-; Learning-Processes; Lunar-Research; Middle-Schools; Natural-Sciences; Teaching-Methods; Writing-Across-the-Curriculum
AB: One of the greatest sources of wonder, the moon, becomes the focus of a classroom inquiry in this book which gives an illustration of integrated curriculum. Two teachers recount how their students observed the moon's transit for 28 days, recording their impressions in written and illustrated records called "Moon Journals." The book describes how the journals evolve from empirical observations into rich anthologies filled with prose, poetry, and artistic renderings using watercolors, pastels, printmaking materials, collage, and more. As the students experiment with multiple forms of composition, they begin to make sense of the world, and their place in it, in surprising ways. The book, extensively illustrated, is intended primarily for teachers of kindergarten through grade 8, but it can also be used in high school and even at home. It is meant to serve as a model of fruitful inquiry in any subject area--in the realm of nature or beyond. (Contains a list of 60 source books, divided by subject matter.) (CR)
AN: EJ534797
AU: Chapman,-Kathleen-P.
TI: Journals: Pathways to Thinking in Second-Year Algebra.
PY: 1996
SO: Mathematics-Teacher; v89 n7 p588-90 Oct 1996
DEM: *Curriculum-Guides; *Lesson-Plans; *Student-Journals
DER: Journal-Writing; Mathematics-Instruction; Misconceptions-; Secondary-Education
AB: Discusses the value of journal assignments for diagnosing and trouble-shooting misconceptions and for helping with lesson plans. Examples of assignments are included as well as student responses. (AIM)
AN: EJ531638
AU: Root,-Charlene-Hubans
TI: Having Art Students Use a Journal.
PY: 1996
SO: Teaching-and-Change; v3 n4 p331-55 Sum 1996
DEM: *Art-Education; *Journal-Writing; *Student-Attitudes; *Student-Journals
DER: Action-Research; High-School-Students; High-Schools; Teacher-Student-Relationship; Teaching-Methods; Visual-Arts
AB: A high school teacher researched the use of journals with art students. The teacher describes the research, obstacles, and redirection, noting that though students were not enthusiastic about journals in art class, many admitted that writing helped with their art. The research project improved communication between her and her students. (SM)
AN: ED395911
AU: Krol,-Christine-A.
TI: Preservice Teacher Education Students' Dialogue Journals: What Characterizes Students' Reflective Writing and a Teacher's Comments.
PY: 1996
NT: Paper presented at the Annual Meeting of the Association of Teacher Educators (76th, St. Louis, MO, February 24-28, 1996).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED395911
DEM: *Dialog-Journals; *Personal-Narratives; *Preservice-Teacher-Education; *Reflective-Teaching; *Teacher-Student-Relationship
DER: Classroom-Communication; Education-Majors; Elementary-Secondary-Education; Higher-Education; Interpersonal-Communication; Journal-Writing; Methods-Courses; Teaching-Methods
AB: Training teachers as reflective practitioners is an important element in many teacher education programs. Teacher education literature indicates that journal writing is an approach that fosters reflection, and is an effective source of dialogue between student and teacher. This document reports on an action research study on the use of journals in the development of reflective practitioners by investigating both student and teacher comments. The participants, 15 students enrolled in an "Approaches to Teaching" course, were required to keep a reflective dialogue journal as a class assignment. Additional data were gathered from sources such as interviews, questionnaires, and class lesson plans and notes. Analysis of the data identified six reflective writing modes for students: descriptive/narrative, affective, metacognitive, meta-affective, connective/extensive, and proflective writing. Teacher comments were characterized as affirming, think more or nudging, personal connection, give information, and little/no reaction. While the preservice teachers' journals displayed entries in all six modes, the descriptive/narrative and affective modes were used most frequently. These pre-reflective modes served as a foundation for developing the other four modes. In the metacognitive and meta-affective modes of writing, students began to move beyond description to recognition of their own understanding, emotions, and beliefs, and finally to substantive reflection in the connective/extensive and proflective modes. The teacher responded with a type of comment appropriate to the students' journal entry. (Contains 59 references.) (ND)
AN: EJ513912
AU: Jones,-Leona-L.
TI: Writing and Self-Discovery: Journals Encourage Fluency in Both.
PY: 1995
SO: Schools-in-the-Middle; v5 n1 p13-15 Sep 1995
DEM: *Creative-Writing; *Journal-Writing; *Student-Journals; *Writing-Improvement
DER: Elementary-Education; Instructional-Effectiveness; Middle-Schools; Program-Effectiveness; Self-Expression; Student-Attitudes; Teaching-Methods; Writing-Composition; Writing-Skills
AB: Examines the role of journal-keeping in the middle-school language curriculum. Suggests that continued writing leads to fluency in writing and reading, but students must be allowed space to practice this process. Using journals and associated activities provide students the space they need so they can actually begin to enjoy the writing process. Personal experience provides the stimulus. (AA)
 How Do Journalists Think? |
Other Resources (available either for sale or via interlibrary loan
Title: Journal writing in the secondary English classroom: a catalog of various techniques and their benefits to student learning
Author: Elizabeth Anne Davis
Year: 2001
Publication: Dissertation: Thesis (M.I.T.)--The Evergreen State College, 2001.
Title: Promoting journal writing in adult education
Author: Leona M English; Marie A Gillen
Year: 2001
Publisher: San Francisco: Jossey-Bass
ISBN 0787957747
Title: Notes from myself: a guide to creative journal writing
Author: Anne Hazard Aldrich
Year: 1998 1st Carroll & Graf ed.
Publisher: New York : Carroll & Graf Publishers
ISBN: 0786704330 (trade paper)
Title: Conversations of the mind: the uses of journal writing for second-language learners
Author: Rebecca Mlynarczyk
Year:1998
Publisher: Mahwah, N.J. : Lawrence Erlbaum
ISBN: 0805823174 (acid-free paper) 0805823182 (pbk.: acid-free paper)
Title: 350 fabulous writing prompts: thought-provoking springboards for creative, expository, and journal writing
Author: Jacqueline Sweeney
Year: 1995
Publisher: New York, NY : Scholastic Professional Books
ISBN: 059059933X
Title: At a journal workshop: writing to access the power of the unconscious and evoke creative ability
Authors: Ira Progoff; Ira Progoff
Year and Edition: 1992 1st ed
Publisher: Los Angeles : J.P. Tarcher
ISBN: 0874776279 : 0874776384 (pbk.)
Title: Students and teachers writing together: perspectives on journal writing
Author: Joy Kreeft Peyton
Year: 1990
Publisher: Alexandria, Va., USA : Teachers of English to Speakers of Other Languages
ISBN: 0939791366
Title: The Adventurous spirit Jean Craighead George on journal writing
Author: Jean Craighead George
Year: 1990
Publication type: Visual Material : Videorecording : VHS tape 1 videocassette (18 min.) : sd., col. ; 1/2 in. + 1 teacher's guide.
Publisher: Columbus, OH : Silver Burdett & Ginn
ISBN: ISBN: 0382213092 (video) 0382250842 (guide)
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