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This paper investigates feelings and emotions in intercultural development through an analysis of students' journals. It looks into the affective reactions to life in Spain and how these relate to the intercultural development of a cohort of 26 American students participating in a calendar year study abroad programme (SAP) in a Spanish university, a pertinent study given that Spain, which hosts 9,5% of total American students abroad, has become the third preferred destination of American university students (Institute of International Education, 2019). Although the literature on cultural dissonance highlights the prevalence of feelings of distress when sojourners are removed from their social support systems, findings divulge a myriad of feelings classified into 9 areas that show a balance between uncertainty and stress of study abroad (SA), and excitement and feelings of well-being. Departing from affective reactions, analysis has likewise been conducted on how students come to terms with a different reality. Data evince that understanding new meanings and symbols is done through a comparative/contrastive problematising orientation through which SA is presented as challenge rather than as threat. The paper concludes that SA and reflection upon it contribute to reassess and shift frames of reference, influencing intercultural development and personal growth. [ABSTRACT FROM AUTHOR]

This article deals with the issue of teaching methods and pedagogical tools implemented on elementary schools in Senegal. It focuses on the pedagogy project and the use of student journals in teaching and learning activities. The study questions an important aspect of pedagogical tool: student journals, kept by pupils while working on their project around which teaching and learning activities are centered. Therefore, questions we are trying to answer will revolve how that specific tool can contribute to the acquisition of French language, what characterizes it and how it is used by the pupils. Pedagogy Project is part of socio-constructivist learning theories in education. At the center of the system lies the project whose authors-actors are students. While knowing that different aspects of the system allow the integration of various factors influencing language acquisition (Klein, 1989), the questions we are trying to answer will revolve around how this particular tool can contribute to French language acquisition, which means characterizes it and how it is used by students. To conduct our study, we proceeded by participative observation while implementing project pedagogy system in elementary school in Dakar, Senegal. Data were collected through direct observation, interviews and notes on student journals have produced significant results on many issues. Through the experiment, student journals have proved to be effective on teaching and learning activities and acquisition of French as second language by allowing not only an active pedagogy, but also by promoting freedom of expression among pupils. With student journals and its characteristics, pupils have gradually produced texts that attest situated language skills acquisition and their need to express their concerns. Results have also shown the importance of student journals as effective tool for the teacher in classroom strategy. [ABSTRACT FROM AUTHOR]

This study aims to investigate students' mathematical communication skills through investigating their defining, using mathematical concepts and mathematical language skills. Additionally, this study aims to investigate the relationship between students' mathematical communication skills with their academic achievements. A seventh grade classroom at a public middle school in the province of Erzurum and 34 students and their mathematics teacher participated in the study. Students were asked to keep journals during seven weeks for sixteen Geometry standards after each standard. Student journals were analyzed in four hierarchical levels- Level 0 (Avaoidance), Level 1 (Incorrect Use), Level 2 (Incomplete Use) and Level 3(Correct and Complete Use) -by two researchers individually. Later, the researchers compared their categorizations and discussed till solving the disagreements. According to the findings of the study, participating students did not comprehend the concept definitions. It was seen that students attempted to use mathematical language in their journals as a way of communication. However, it should be noted that some incorrect use of mathematical language was apparent in student journals. This study also showed that it was hard to conclude that student mathematical communication skills differ based on their academic achievement levels. [ABSTRACT FROM AUTHOR]

Making scholarly information visible to web search engines is an ongoing challenge, and undergraduate research is no exception. Using a sample of award-winning undergraduate history papers and journals, the authors searched Google, Google Scholar, Microsoft Academic, and the authors' institutional repository to gauge the difficulty of locating these works. Given that many of these works were not easily found, results suggest that libraries and their institutions could be doing more to increase the discoverability of undergraduate research. Based on the success stories observed in this study, we offer strategies to libraries and librarians for increasing the visibility of undergraduate student research. [ABSTRACT FROM AUTHOR]

This study explores the sourcing, framing and tone of coverage of the 2012 election by university student newspapers in four swing states. The content analysis found these newspapers focus more on human interest and issue coverage than do their professional counterparts and are more neutral in tone as well as more richly sourced. [ABSTRACT FROM AUTHOR]

This analysis of the photographs of scientists published in The Science Times, the weekly science section of The New York Times, shows the actual gender distribution among U.S. scientists was accurately represented in the newspaper. A race gap, however, still exists, with non-white scientists being significantly underrepresented. The analysis of visual framing indicates The Science Times portrays scientists as expert professionals. [ABSTRACT FROM AUTHOR]

Despite numerous studies on formal interprofessional education programes, less attention has been focused on informal interprofessional learning opportunities. To provide such an opportunity, a collaborative peer review process (CPRP) was created as part of a peer-reviewed journal. Replacing the traditional peer review process wherein two or more reviewers review the manuscript separately, the CPRP brings together students from different professions to collaboratively review a manuscript. The aim of this study was to assess whether the CPRP can be used as an informal interprofessional learning tool using an exploratory qualitative approach. Eight students from Counselling Psychology, Occupational and Physical Therapy, Nursing, and Rehabilitation Sciences were invited to participate in interprofessional focus groups. Data were analysed inductively using thematic analysis. Two key themes emerged, revealing that the CPRP created new opportunities for interprofessional learning and gave practice in negotiating feedback. The results reveal that the CPRP has the potential to be a valuable interprofessional learning tool that can also enhance reviewing and constructive feedback skills. [ABSTRACT FROM PUBLISHER]

This article investigates the effects of blogging as an approach to journal writing in the EFL writing classroom by means of a 16-week comparative experiment involving two groups of EFL college students. The experimental group (EG) was required to blog daily while the control group (CG) was asked to do so using traditional pen-and-paper methods. The writing performance and general attitudes to and perceptions of journal writing in both groups were evaluated through a writing test and a semi-structured survey. The research results show that blogging a journal helped the students to achieve a greater improvement in their writing than did the regular pen-and-paper treatment. Additionally, although both groups developed similar learning attitudes in general, the EG experienced significantly less anxiety in writing than did the CG. This suggests that the blogging approach is an effective approach for students in developing both writing skills and learning attitudes. [ABSTRACT FROM PUBLISHER]

With the increasing use of English as a Lingua Franca (ELF), it is no longer appropriate to associate English purely with ‘native-speaking’ nations, but with a global community of users. This article reports on the use of listening journals in ELT to expose students to global Englishes (GE), a field that reflects the current global use of English. These journals served as a pedagogical task, and as a research instrument that involved the analysis of 108 journals consisting of 1,092 reflections on GE exposure. The results highlighted students’ current use of English, the impetus behind the selection of material for the listening journal, and their reflections on this exposure. The study not only shows a benefit in using listening journals to raise awareness of GE but also highlights limitations, including the reinforcement of stereotypes and a tendency to reflect on attitudes towards different varieties of English rather than how successful ELF communication is achieved. [ABSTRACT FROM PUBLISHER]

This article is an inclusive literature review intended to identify data in national and international journals indexed in several databases between 1995 and 2011. The databases consulted were Isi Web of Knowledge, Eric, PubMed, EbscoHost, Scopus, SciELO, Cuiden, Cuidatge and Scirus. The objective was to help determine how writing an introspective journal is of assistance to student nurses during their clinical practice, and to identify differences and similarities with the diaries kept by students in other disciplines. A broad review was conducted and 54 scientific articles were selected on the basis of inclusion and exclusion criteria, without ruling out any research methodology and including those that analyze student journals, in nursing or otherwise. I t was concluded that writing an introspective diary during clinical practice has a number of benefits for nursing students, such as improved communication with the patient, which is fundamental for care. Keeping a diary should be part of all undergraduate curricula in the field of clinical practice. [ABSTRACT FROM AUTHOR]

Transformative learning may involve gentle perspective widening or something more traumatic. This paper explores the impact of a transformative pedagogy in a course that challenges learners to “think like a planet”. Among six sources of intellectual anxiety, learners worry about: why Gaia Theory is neglected by their other courses; the removal of humans from “crown of creation” status; Gaia's unfamiliar multibillion-year timescales, comprehending the world system as a whole; the array of weaker and stronger Gaia concepts; and the diversity of viewpoints among classmates. Analysis finds that most learners coped with this exercise although some achieved this by compartmentalization. [ABSTRACT FROM PUBLISHER]

This qualitative study explored the use of metaphor within a somatic context as a means to bridge the divide between technique and expression in two undergraduate advanced intermediate ballet classes. Data included surveys, classroom observations, student journal responses and student work, as well as surveys and journal responses, one year after each course. Findings indicate that the metaphor ‘moving is like making out’ helped female students simultaneously realize their expressive and technical potentials through associations with meaningful personal experiences. Students discovered ways to think about their body in relationship to ballet movement and ballet technique became less about the labor involved in ballet and more about creating opportunities to experience pleasure in movement. Ultimately, students were able to formulate their own metaphors and used their imagination to establish personal connections to movement. These findings suggest the power of metaphor, and broader somatic approaches, as tools for ballet educators to help students transcend the dualism between technique and expression. [ABSTRACT FROM PUBLISHER]

The lived experience of academic teachers as they engage in feedback has received relatively little attention compared to student perspectives on feedback. The present study used an ethnographically informed methodology to investigate the everyday practices around undergraduates’ writing of fourteen UK HE teachers, in a range of disciplines and institutions, focusing on teachers’ perspectives. This paper presents analysis of interviews conducted as part of the study, in which feedback-giving emerged as significant, understood by participants in several potentially dissonant ways: as institutional requirement, as work and as dialogue. Findings suggest participants sometimes managed to reconcile these conflicts and carve out small spaces for dialogue with students, and also indicate that attempts to create greater opportunities for such work, by offering greater support and recognition at institutional level, must take account of teachers’ need for a sense of personal investment in student writing in their disciplinary contexts. [ABSTRACT FROM AUTHOR]

This paper discusses the role of a writing centre in creating spaces for talk about and change in disciplinary writing pedagogy. It asks how collaborative partnerships between disciplinary academics and Writing Centre practitioners might be established and nurtured sustainably. Drawing on insights from two collaborations with academics in political studies and law, the article asserts that writing centre practitioners play a valuable role in talking about and changing the way academic writing and literacy is taught in the disciplines. This is shown by working consistently with the understanding that critical reading, thinking and writing are literacy acts rather than generic skills and must therefore be learned and practiced in the disciplines. By supporting disciplinary academics in re-examining course outcomes, materials and assessments, and moving away from a ‘skills approach’ to writing, it is shown that building discipline-specific spaces for writing and literacy development is possible through these collaborative partnerships. [ABSTRACT FROM AUTHOR]

A major challenge that universities and lecturers face is improving the written output of their students. While many resources are invested in improving tertiary students' writing, lecturing staff and the broader community lament students' abilities. This article reports on a study investigating the characteristics of students' written texts and how they change when students are provided with feedback and an opportunity to rewrite. It reports on changes in both the content of the text (e.g. ideas and analysis) and its form (e.g. the structure of the text) in relation to the demands of the context, and relates the types of feedback provided to the changes observed. It shows that prescriptive text-specific feedback that addresses the integration of content, form, and context is effective in producing positive change in student texts. These findings have implications for universities, disciplinary lecturers, and writing instructors who are interested in improving students' written abilities. [ABSTRACT FROM AUTHOR]

In recent years, the Latin American scientific community has used several strategies aimed at improving the quality of its academic journals and directed to achieve greater impact and visibility. The article proposes that the creation and promotion of student journals can serve as a tool for the development of a successful publication culture in Latin America. The article also describes some student journals of psychology in Latin America, as well as exemplary international cases, particularly those of medical student publications. Finally, the article presents some ideas on the characteristics of quality student journals and identifies key tools for their development within the scientific community. [ABSTRACT FROM AUTHOR]

The use of reflective learning journals to encourage higher order learning outcomes is a growing area in higher education research and practice. However, without a unified and clear definition of reflection, identifying and assessing reflection is problematic for educators. In an attempt to address this issue, in 1999 Kember and colleagues devised a coding scheme based on the work of Mezirow, to identify and assess levels of reflective thinking in students' written journals. We evaluated the usefulness of this coding scheme in a business education context. Findings revealed that the scheme was useful in identifying categories of reflective thinking. Inter‐coder agreement was 0.802 which is satisfactory. On average, 65% of the journal content was coded as non‐reflection and 35% as reflection. A further outcome of the research was to refine the coding scheme and to provide suggestions for its application in teaching practice. [ABSTRACT FROM PUBLISHER]

This study set out to examine the implementation of a video blog (vlog) project in an English for Specific Purposes (ESP) course that aimed to increase students' opportunities to use the target language. Specifically, it explored students' perceptions towards vlogs and analysed the advantages and disadvantages of vlogs as identified by the students. Data sources included an attitude survey, an open-ended questionnaire, student interviews, written peer feedback, video clips in vlogs and reflective journals. The results indicated that firstly, the students favourably perceived the vlog project because vlogs not only helped them organise and reflect on their learning products, but also allowed them to archive their learning processes. Second, they reported a number of advantages associated with vlogging, such as visual representation, relief from time constraints, self-evaluation, professional development, wider audience, peer learning and technical capability. Third, in the opinion of the students, the challenges compromising the effectiveness of the vlog project involved technical difficulties, affective interferences, weak linkage to real-time communication and time issues. In light of these findings, the researcher proposes two pedagogical implications for ESP instructional practices. [ABSTRACT FROM AUTHOR]

We focused on young, low-income, African American children in first- to third-grade classrooms where they experienced varied forms of interactive, participatory, and dialogic pedagogy in the context of yearlong, integrated science-literacy instruction. Using conversations that started around children's own science journals, which were an important part of teaching and learning science in their classrooms, we studied 25 children's ideological becoming relative to the practices of science and schooling and the interplay between their selves and others. We found that 'doing school' was a dominant narrative intertwined with 'doing science.' Following behavioral codes and constructing smartness as a large amount of knowledge seemed to be an important part of their school world, antithetical in some ways to the active, inquisitive, questioning, flexible view of science and science learning that their classroom instruction aimed for. Nevertheless, children had also constructed valuable scientific practices and sophisticated conceptions that involved science as capital (social, cultural, or affective) for scientists and/or for themselves as scientists. How children made sense of their experiences in and out of school and interpreted their teacher's and peers' words and actions, and how they saw themselves as competent, were echoed in the varied ideological becoming in their science worlds. © 2011 Wiley Periodicals, Inc. Sci Ed 95:824-851, 2011 [ABSTRACT FROM AUTHOR]

This case study aims to examine an academic library's roles in facilitating the creation and hosting of open access student-run research journals. In addition to providing an online platform to host the journals, the library acquaints students with scholarly publishing, assists them in securing various resources available on campus, and offers support for content management. There are challenges and opportunities for the library as it undertakes the responsibility of hosting student journals. The article concludes with a discussion of possible topics for future research. [ABSTRACT FROM AUTHOR]

In this paper, we review 11 research articles that examine the level of reflection found in student journals in higher education across a range of disciplines. Our review reveals little to no consistency in the research community around the mechanisms and process of assessing levels of reflection in student journals. Our analysis also reveals that the quality of reflection found in student journals varies considerably across studies. In terms of trends, the five of 11 studies found that students or journals were not overly reflective and contained mostly descriptive accounts of events. Four of the 11 studies found that the majority of students or journals were somewhat reflective. Only two of the 11 studies found a high percentage of students or journals were highly reflective. We conclude with a series of factors to be considered when assessing the quality of reflection in student journals. [ABSTRACT FROM AUTHOR]

Although reflective journals are widely used across many disciplines in higher education, the research that examines their use presents an unclear picture of the quality of reflection found in them. Some research reveals that student journals contain primarily deeply reflective entries. Yet other research presents a less optimistic perspective, finding that a majority of student journals contain mostly descriptive accounts of events, with little to no critical reflection present. In this article, we seek to explore these conflicting results and identify a series of factors that may limit or enable high quality reflection in student journals. Such factors are clarity of expectations, training, responses, assessments, relationships with the lecturer, and developing the practice. We draw upon our reading of the literature, our multi-phase research project on journal writing, and reflections on our own teaching practice. [ABSTRACT FROM AUTHOR]

The representation of a variety of stakeholders' voices during the deliberation of public issues is vital for the proper functioning of a liberal democracy. This qualitative study examined an activity involving deliberation among children and preservice teachers in the United States. In the activity that we call partner journals, children were partnered with preservice teachers as pen pals to deliberate shared current events texts. Data included partner journals, written reflections from preservice teachers, and interviews with the children's teachers. All students gained perspective consciousness of someone with a different social positioning, a higher-order thinking skill vital to social justice and democratic education. The issues of teacher disclosure and power were particularly important to preservice teachers. Findings suggest implications for future research on partner journals with other partnerings of different social positionings. [Copyright &y& Elsevier]

Freeform written personal development journals are used within the Radiation Therapy (RT) program at the University of Newcastle to promote reflection on practice. The journals are developed by students on completion of each semester based professional placement (clinical placement). To evaluate the level of reflection within journals the Newcastle Reflective Analysis Tool (NRAT) was developed. The NRAT allows for both narrow and broad classification of reflective writing, useful for formal and informal reflective writing assessments. This paper provides validation of the NRAT in the assessment of freeform reflective writing and its use in the assessment of reflection in RT student journals. The results also indicate the need to introduce interventions to foster students' reflective writing ability within the RT program. As a result of these findings the Newcastle Reflective Inventories (NRI) have been developed. The NRIs are short form guided inventories aimed at assisting students with their reflective writing development. [ABSTRACT FROM AUTHOR]

The events of September 11, 2001 provided the author with expanded ways to think about reflective journal writing in her graduate and undergraduate mathematics methods courses. Student journal entries are highlighted which illuminate the relationship among emotions and mathematics learning, the value of community in the learning environment, and the search for pattern and order outside of the mathematics classroom. These powerful reflections offer a view of mathematics learning that is intensely connected to the writers' lives and provide a grounded linkage to the mathematics learning of the classroom. [ABSTRACT FROM AUTHOR]

The article discusses how science teachers can use reflective writing to examine students' critical thinking and if they can properly apply knowledge learned during instruction. The authors note how student journals can reveal student misconceptions, help teachers plan lessons and allow students to develop learning strategies. Reports based on student group discussions can reduce teacher workload. Guided reflection papers may also be assigned to students.

Concepts and findings from research on identity development are employed to better understand why current science teacher preparation programs are failing to prepare teachers who are able and choose to implement the vision for science education articulated in professional standards. Identity theory is used as a theoretical lens to make sense of and better address some of the unique challenges of becoming a reform-minded science teacher, a professional identity that does not reflect the common norm in the profession; these challenges include the emotional risk and possible need for “repair work,” lack of familiarity with and buy-in into complex practices of inquiry, and the need for opportunities to participate in competent practice and have this participation acknowledged. Two basic design principles for science teacher preparation are identified as a result of this analysis: (a) the need to create safe places and scaffolded ways for beginning science teachers to try on and develop their identities as reform-minded science teachers, which may include capitalizing on the unique opportunities of practice teaching in out-of-school contexts; and (b) the need to offer opportunities to be recognized, by self and others, as reform-minded teachers through ongoing, structured, and supported reflection. © 2007 Wiley Periodicals, Inc. Sci Ed91:822–839, 2007 [ABSTRACT FROM AUTHOR]

This article describes the first stage of a multistep project that examined whether and to what degree journal writing provides information about students' achievement of desired learning outcomes in diversity training. Participants were 18 communication sciences and disorders graduate students enrolled in a 2-course, interinstitutional, Web-based instructional sequence derived from experiential learning models. Examples of written reflections from student journals used in the first course illustrate how students applied course materials to their personal and professional experiences. Results suggest that journaling is a viable approach to assessment and that the content and level of reflection in student journals may provide evidence relative to specific learning outcomes and levels of achievement. [ABSTRACT FROM AUTHOR]

Based on extant pedagogical and research applications of fiction to communication studies, this essay argues that fiction not only engages students and entices them to read, but also builds critical thinking and writing skills. The author used Carl Hiaasen's Native Tongue and Christopher Buckley's Thank You for Smoking as "texts" in an upper-division public relations class to enhance student learning outcomes. Student journals, class discussion, and final exam essays all indicated that the novels helped students reflect deeply on certain ethical issues in public relations and to think critically about course content. The essay includes suggestions for using this "novel" approach to textbooks. [ABSTRACT FROM AUTHOR]

This study focuses on the use of reflective audiotaped journals within a university content-based English as a second language (ESL) course. The journals encouraged students to build connections between the themes explored in class and their personal experiences, values and beliefs.Data for this study came from 54 audiotaped journal entries made by 18 students and an unstructured ethnographic group interview. Analysis by the teacher-researcher identified recurring themes through a constant-comparison method. The results suggest that through audiotaped journals, students were able to investigate course content in ways that were particularly relevant to their lives. They used critical thinking skills to analyze topics explored in class, and they examined their identity-shifting processes. Finally, they perceived the journals as valuable opportunities for oral language practice and self-assessment.The results support the adoption of constructivist learning approaches which encourage students to take a more active and participatory role in the classroom. As students became responsible for linking course content to their personal experiences, they made conscious choices about areas of the curriculum which they wished to explore further and about the strategies they would use to monitor and evaluate their learning. [Copyright &y& Elsevier]

Focuses on the use of journals as a means of encouraging students to write. How students express themselves better in a written personal journal; Background, goals and methods of the study; Three categories that reappeared throughout the study; Why journals were beneficial.

In this article the author, a science teacher, outlines a journal project he assigned to his physics students as they read the book "A Brief History of Time" by Stephen Hawking. He comments on the processes used by both he and the students in completing and assessing the journals and discusses how his reading of the journals has helped him forge a better relationship with his students. He also provides a list of recommended science books that may be used for the journal assignment.

The article presents a study that focuses on the journal entries completed by students in response to specific program evaluation questions that were given to them in the final days of the field course. It is highlighted that journals can be used as a pedagogical tool for bringing a narrative perspective to what students are experiencing in an extended field study.

The article discusses the use of cloud-based journaling and note-taking in science education. Topics discussed include the use of multimedia by students in their journaling, the use of blogs as a way to start the online journaling process, and the use of tagging by students to allow them to search their online journals in the future.

Introduces publications for students of history. Copies of the first five issues of `The Villanova University Student History Journal,' sponsored by the Tau-Phi Chapter; Volume 3 of `The Upsilonian,' of Upsilon-Upsilon Chapter of Cumberland College; Contact information.