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Reflective Learning Journals are used to engage students in the learning process. To motivate students to complete the Reflective Learning Journal it is common practice to allocate marks and it is in this area that problems arise. To address the problems rubrics have been used however, most rubrics are based on assigning marks to very straightforward learning objectives embedded in almost every major assignment, and this is not so easy when evaluating/assessing the writing of a reflective journal. Deriving a rubric to suit a reflective learning journal requires attention to writing analytics rather than traditional learning outcomes. This paper presents a rubric developed from the literature on written self-reflection textual analytics. The approach provides a formula driven method as an objective means to alleviate any perception of subjectivity.

Research indicates that reading strategy instruction improves comprehension. Conceptualizing strategy training as mediating reading strategy use through collaborative and reflective practices, the present study examined the combined effect of peer-collaborative strategic reading and reflective journaling on strategy use and comprehension. Data were collected from 72 ninth-grade participants, employing a pretest-posttest comparison group design, through Reflective Journals, Reading Comprehension Test, and the Survey of Reading Strategies. The experimental group (n=36) participated in strategy training, while the comparison group (n=36) had regular study hours. Reflective journals show that the experimental group improved in rationalizing the conditional knowledge of strategies, using strategy clusters, employing responsive actions, specifying the details of strategy use and verbalizing the reading process. Findings also indicate that the experimental group outperformed the comparison group in post-test in comprehension and frequency of strategy use. The findings imply that reading strategy instruction models and teachers can increase the collaborative and reflective nature of strategy training to develop students' strategic reading and comprehension.

This study explored the use of digital notebooks in an elementary science methods course to encourage teacher candidates (TCs) to think critically about and reflect on important aspects of elementary science teaching. Framed within John Dewey's experiential education and the application of this work to science education, we examined how TCs experienced digital science notebooks and the ways in which TCs plan to use them in their future classrooms. Data sources from two course sections included pre- and post-surveys and focus group interviews and were analyzed qualitatively. Findings suggest TCs' engagement in digital notebooks as an inquiry experience and the investigative tasks therein supported organization of thoughts and reflection, taking multiple perspectives, and resulted in different levels of confidence in using digital notebooks, particularly regarding technology. Teacher candidates valued digital notebooks for use with students, noting the recording of observations and scientific explanations, differentiation and multimodal strategies, accessibility/shareability, and creativity. Concerns about digital notebooks included technology difficulties, technology access, and appropriate usage for elementary students. This study provides critical insights into how TCs perceive digital notebooks, an online tool that can be used to support active inquiry experiences in science, as students and as teachers.

This qualitative study utilizes a phenomenological approach to assess impact of education-based service-learning experience on undergraduates' self-authorship process at a 4- year university. Research questions focused on implementing Boud et al. (1985) model of reflection as a framework for journaling; identifying participant variables indicative of self-authorship; and deciphering if a combination of service-learning activities and participant variables elicit self-authorship growth. Themes determined from participants' journal entries indicate service learning experiences combined with critical reflection elicit development in inner voice, or at minimum, engage students in recognizing internal dialogues. Several noted the benefit of classroom activities in helping them make meaning of experiences. Others drew on past experiences to shape how they acted and thought as a teacher for the students they were helping. Many noted they found it impactful or disheartening to learn about their students' backgrounds; this internal conflict often served as an opportunity for participants to re-consider their worldview, at least from an educational sphere. Even though many enrolled to meet the university's experiential learning course requirement, participants overall appeared to develop a stronger inner voice.

Background: Globally, teaching practice has been at the heart of teacher education programmes. For quality teaching and learning, literacy student teachers are expected to develop metacognitive attributes and critical thinking to integrate theory and practice. Because of the dominance of autonomous models in literacy teaching and learning nationally and internationally, literature continues to report poor literacy attainment, especially for indigenous language learners. Contrasting this deficit view, this article employed languaging as a lens to describe student teachers' reflections on their interactions with Grade 3 learners using multimodal and linguistic repertoires, which they both bring from socio-cultural contexts as well as utilisation of embodied representational modes. Aim: To explore how Foundation Phase (FP) student teachers used languaging and semiotic modes to enhance literacy teaching and learning in Grade 3 classrooms. Setting: An Eastern Cape Institution of Higher Education. Methods: In this qualitative study, four purposely selected FP isiXhosa Home Language student teachers used reflective journals to articulate their individual and peer classroom literacy practices. Data were thematically analysed. Results: Findings revealed the importance of acknowledging authentic and diverse linguistic resources that learners bring from their socio-cultural backgrounds as well as the use of multimodal literacies in the classroom context. Conclusion: This study concludes that languaging allowed learners and student teachers to exploit multimodalities and linguistic repertoires that they bring from their socio-cultural backgrounds. Contribution: This study demonstrates the pedagogical literacy strategies that created live dialogical engagements between student teachers and learners. These can be useful to teacher educators as well as teachers in the Foundation Phase contexts and thus improve literacy teaching and learning, especially in indigenous languages.

ePortfolios are a collection of digital evidence demonstrating learning over time, and are a high-impact practice for students that can be curated for specific audiences. In multidisciplinary programs, such as agriculture/agribusiness, students often have nuanced learning journeys and graduate with a range of skills and work-integrated learning (WIL) experiences. It can be difficult for both students and potential employers to recognize the depth and breadth of the students' individual learning journey, and the skills that they possess. Integrating ePortfolios into an agriculture/agribusiness program has the potential to improve outcomes for student, institution and employer by providing an innovative solution to this tension. It can encourage students to develop technological and reflective skills, as well as highlight their specific WIL experiences, knowledge and understanding. However, while ePortfolios can be a powerful tool, there are challenges to successful implementation. These are addressed via a series of research-driven recommendations.

This qualitative study was conducted in a private school in Abu Dhabi, the United Arab Emirates, to explore the role of reflective diaries as a form of formative assessment in promoting self-regulated learning (SRL) among English as a Second Language learners. Specifically, the study aimed to discover the impact of reflective diaries on students' cognition and metacognition as well as the role they play in increasing students' motivation. Data were collected via semi-structured interviews with six students from grade six and reflective diaries from twenty students. Zimmerman's cyclic model of self-regulated learning and Vygotsky's Social Constructive theory were used as frameworks for understanding the role of reflective diaries in promoting self-regulated learning. Using a thematic analysis, two categories of themes emerged as research questions one: what is the effect of a reflective diary on students' cognition/epistemological beliefs? (comprehension of knowledge and utilization of knowledge); and two categories of themes emerged as research question two: what is the effect of a reflective diary on students' metacognition? (awareness of knowledge and regulation of cognition); one theme emerged as research question three: what is the role of reflective diaries in increasing students' motivation? (attending to feelings). The study identifies its limitations and recommendations for future research.

In the study reported on here the reflective journals of student teachers enrolled for the Postgraduate Certificate in Education (PGCE) were explored to determine what new learning they had acquired during their teaching practice. Reflection is a process of reviewing an experience of practice to analyse it for improvement. In this way, reflective journals could be viewed as a tool that moulds and harnesses the professional development of student teachers. Critical emancipatory research was adopted to reflect on student teachers' journaling as an important assessment tool to be used to empower students with pedagogical content to convey knowledge to learners. In the study we purposively sampled a selected group of 10 PGCE students' reflective journals. We found that students' reflective journals are important tools that shape student teachers' professional identities during teaching practice. Furthermore, we found that student teachers' journaling is an emancipatory platform that allows students teachers to think independently and innovatively to free their thoughts on real teaching and learning situations. We recommend that teacher training institutions should emphasise the importance of journaling in teacher training programmes with a focus on critical thinking and problem-solving innovation.

This article explains how teachers can use educational vlogging as a tool to facilitate students' reflective practice in primary schools. Vlogging is a short duration video recording that engages the learner in critical self-reflection. The widespread accessibility of digital devices in Irish schools offer primary teachers opportunities to use vlogging as a tool to enable students to reflect on their learning, and gather learning analytics that provide insight into the learning process. The Educational Entrepreneurial Approach (EEA) (Crotty, 2014) to action research was employed to show how examining a COVID-19 school news broadcasting project provided the rationale for developing and creating an e-learning course. This course consisted of fifteen educational videos that aimed to enable teachers to facilitate student vlogging in a disadvantaged primary school. Research data was gathered through reflective journaling and validated through meetings between me as researcher (Author 1), my Supervisor (Author 2), and fellow students on the MSc. in Education and Training Management (eLearning) colleagues -- hereafter referred to as MEME. Findings offer insights into the benefits and limitations of educational vlogging and detail how creating the e-learning course, "Vlogging in the Primary School," was transformative for me and for the school. The outcomes indicate that educational vlogging can potentially benefit teachers and students in Irish primary schools and beyond.

Journaling assignments are generative practices for the sport management classroom because they can help students process course content through self-reflection and relate their acquired knowledge to their experiences and worldviews. This essay presents journaling as an example of contemplative pedagogy, an educational technique that supports the development of skills in mindful self-awareness, as well as the translation of course content to practical knowledge through calm and creative expression. The essay outlines the practical implementation of contemplative journaling in undergraduate courses and contends that it is a useful pedagogical tool for the sport management classroom, particularly in helping students engage with topics concerning social justice and inequalities in the industry.

The COVID-19 pandemic forced many instructors to find new ways to achieve learning outcomes and connect to students within a hybrid or online teaching landscape. However, some of the creative ways instructors connected with students can now be used both in online classes and as we adapt back into full-time in-person instruction. Virtual notebooks were a tool used by this writing team to help structure online and in-person courses at both the undergraduate and graduate level, as well as facilitate collaboration and reflection. Grounded in a connectivist pedagogy, virtual notebooks are interactive, "live" resources that allow instructors and students to collaborate in real time, link to outside resources easily, and store information in a central location. Three vignettes (two undergraduate courses, one graduate course) provide specific applications and recommendations for virtual notebook use in recreation and leisure courses. A companion website is also provided to assist with logistical concerns, linked here: https://bit.ly/VirtualNotebooks.

In teacher training, it is important to support prospective teachers as they become reflective practitioners. The aim of the study was to discover what, in the opinion of student teachers, are the advantages and disadvantages of using a video diary for learning purposes compared to a written diary. A questionnaire was used to collect data from 34 student teachers, which was then analyzed using qualitative content analysis. In the opinion of student teachers, the advantages of the video diary format were authenticity, team-building facilitation, efficiency, novelty, professionalism, and historical value. The disadvantages were related to anxiety, technical issues and digital competence, usage demands for location, text composition, and hesitation regarding possible video circulation.

This paper forwards discourse analysis as a productive way to consider the ways in which the possibilities available for middle grades preservice teachers in justice-oriented teacher education programs are complicated by larger discourses relating to teacher neutrality and teacher education as a transformational narrative. To illustrate this, written journals from 12 preservice teachers in a justice-oriented teacher education program are analyzed and discussed.

Service learning connects theoretical knowledge to community settings. Reflective journals were used to document student service-learning experiences in a Community Nutrition course component. Reflective journal data obtained from students (n=137) during different semesters were analyzed qualitatively. The service-learning partners included Nutrition Education, Food Provision, and Local Food sites. Positive impacts were noted on personal, social, and academic development of students for all sites. Service-learning assignments can impart transferrable skills and enhance student development.

This study, based on two questionnaires directed to translation lecturers in UK Higher Education (HE), aims to explore the teacher awareness of learner autonomy in the UK university translation classroom, and the extent to which students of translation are encouraged to become autonomous learners. It covers six aspects of translation education, i.e., objective setting, learning strategies, resources, technology, learner reflection and assessment, and teacher's role. The results provide insights to the teachers' understanding of student choice, control and responsibility in autonomous translation learning. The findings suggest that the translation students in UK HE are offered the most choice in translation resources and technologies, and the least choice in co-deciding translation syllabi, specialized professional goal and teaching materials; they seem to share consistent control with their teachers over the whole learning process, from goal-setting, to translation task completion, group collaboration, final version and translation quality criteria decision, to self-evaluation and reflection; they are encouraged to take responsibility for their translation products, collaboration in class, for learning to translate, and learning to evaluate and reflect. Nevertheless, the importance of encouraging student self-evaluation, peer-evaluation and self reflection in UK translation education seems to be underestimated, and is recommended to be brought to the forefront of further research.

Reflection journal writing is recognized as an effective learning activity in facilitating learners' self-regulative skills and abilities and their academic performance in the literature. It is evident that self-regulation is of vital importance in learning. Hence, this study aims to investigate self-reflective journal writing on university students' self-regulation strategies in a scope of academic presentation and speaking course. An exploratory mixed-method research design was adopted. The participants were selected with convenience sampling method and included 94 undergraduate students studying at a prominent English-medium instruction public university. The data was collected through an online questionnaire, and students' reflections on the 'Reflection Journal' task, which aimed to develop their awareness of the strategies that work for their own learning. Students were assigned to videotape their two main presentations during a required language course, and to keep a journal to reflect on certain points predetermined by the course instructor. The study aims to both investigate the perceptions of students about self-regulated learning in presenting, and the effectiveness of the journal task in promoting their learning. The findings indicated that the majority of students benefited from the task which helped them to reflect on their own micro-level presentation skills. This study concluded that reflective journal keeping could facilitate students' self-regulation and learning performance when developing academic presentation skills.

Metacognition can be considered as knowledge about one's own cognitive activities and their regulation during learning processes (Flavell, 1979). Students are, then, involved in metacognitive mental activities when they think about what they have learned, how they have learned it, or how they can relate it to their personal experiences, among other things. Based on this, students who develop these skills should show more appropriate strategies to know what they need to find out or do while learning. Therefore, understanding and controlling these cognitive processes may be one of the most essential skills that teachers should encourage at all academic levels (Anderson, 2002). The Guided Learning Diary (GLD, Bort-Mir, 2016) was developed as a learning diary with several aims: (i) defining the general and specific objectives of the content to be taught, (ii) developing the students' metacognitive skills through strategic questions, and (iii) promoting the development of important competences such as self-criticism, autonomous learning, self-evaluation and capacity for improvement. The GLD also allows a self-evaluation process for teachers, thus facilitating the supervision and improvement both of the contents of the course and the didactic methodology. This tool was developed and applied within the Theatre in English subject at Universitat Jaume I, embedded in the third course of the English Studies Degree, and the students' results were significantly higher than those of previous years (Bort-Mir & Silvestre-López, 2017). The present research proposes a technological turn in the application of the GLD with the use of the open-source tool Penzu™. The creation of academic online diaries with this tool may improve students' motivation while promoting meaningful and self-regulated learning in Higher Education environments, thus helping students reach academic success. Penzu™ allows this investigation to widen the scope of the GLD to the general public.

In this article the authors present two different ways in which journaling has been utilised with final year pre-service teacher students (PSTs) in their primary/middle science and mathematics pathway course. Pedagogical practices that model effective teaching and learning in a tertiary setting are an integral component of this course. As teacher educators exploring ways to develop our practices, we introduced journaling as a teaching and learning tool. The first results section of this article focuses on the journaling experiences of PSTs, including the different ways they chose to engage with journaling and factors contributing to their engagement or disengagement. The second presents four case studies of PSTs who used journaling as part of their action research and/or in their final teaching practice. The findings highlight a number of different approaches to journaling which support graduate and pre-service teachers in their endeavours to be reflective teachers of mathematics and science

The aim of this study was to determine the effect of question prompts on the process of journal writing by comparing unstructured and structured journals from pre-service teachers in the context of a Teaching Practicum course. Four early childhood pre-service teachers in their final year of undergraduate study constituted the case of this study. The unstructured and structured journals they kept in this process were compared in terms of content and reflection levels, and a questionnaire was utilized to determine their views. The study showed that when compared to unstructured writing, the use of question prompts assisted the pre-service teachers in achieving an advanced level of reflection in their journal writing.

Storytelling was initiated, as a part of this study, in a Pakistani university's undergraduate English class, involving reflective discussions and journal writing, to create a safe space where students can raise their voices. In a collectivist society, like Pakistan, society's norms are preferred over individual agencies (Bittles & Small, 2016), which instills a "collectivist obligation" amongst the youth to follow society's ways (Watkins & Biggs, 2001, p. 282) and, ultimately, distancing critical thinking (Feyyaz, 2016) and muting disparate voices (Zaidi et al., 2016). Moreover, Pakistan, being a developing country, faces multiple social and political issues (Droogan, 2018; Saeed et al., 2014) adding further pressure on these young minds. With technology, media, and education, the country's youth, especially majors in English, have started comparing their norms with modern values (Zubair, 2006) resulting in adjustment issues (Haidar, 2021a) which require attention and ventilation. In this study, the classroom was developed as a venting space for students whereby storytelling helped students in confronting conflicts, deliberating causes and navigating solutions. Data from journaling, discussions, and students' interviews revealed these practices were helpful in attaining mental peace, developing tolerance and building stronger human connections.

The present education system demands reforms and constructive planning to meet the changing needs resulting from the changing global scenario and technological evolution. National Education Policy (NEP-2020) is a commendable effort to address this need. It places the teacher at the center of the fundamental reforms of the entire system. According to NEP-2020, teacher education programs are expected to adapt to the evolving demands of school education and the global landscape. The teacher education system should engage in providing a facilitator who contributes to the overall development of students for the student community. Therefore, increasing the efficiency of the teacher is the key to meeting the challenges of the 21st century teaching and learning process in the digital scenario. Reflection is an essential aspect of the learning process. Deep reflection prompts deeper learning. Deep reflection is anticipated for pre-service teachers to become professional teachers and for lifelong learning. Reviewing existing practices in teacher education for reflective practices is significant. The use of reflective journals has been identified as an effective tool to promote reflection in pre-service teachers. Studies have been conducted to explore the benefits of the use of reflective journals and the various ways in which journals can be used and assessed in teacher education programs. The studies have identified ways and strategies for promoting reflective thinking among pre-service teachers. However, the focus of this literature review is on the issue of writing reflective journals in pre-service teacher education programs.

The study's research question was how a one-year initial teacher education (ITE) programme could equip prospective teachers for present needs and local challenges and the demands of a fast-changing world. To this end the study explored the perceptions and experiences of student teachers who were enrolled in an ITE programme for secondary school education at a metropolitan university in South Africa. Data were generated via focus-group interviews, reflective journals, individual interviews, and questionnaires. The findings are that the student teachers developed beginner knowledge for practice, grasped the significance of reflective practice, developed a basic understanding of the complexities of teaching, and felt ill-equipped to employ a basic repertoire of pedagogical skills/tools. The implications of the study propose that a one-year ITE programme would benefit from having a sharp focus. Supporting pre-service teachers towards developing adaptive expertise in relation to becoming "learning specialists" is proposed as an organising framework for a one-year teacher preparation programme.

First-year university students are confronted with a different culture of feedback than they were used to in secondary education. Since the emphasis at university is mainly on independent learning, students need to fulfil the role of a self-regulated learner and need to develop feedback literacy to make use of the multitude of feedback opportunities. In this study, reflective logs were used to capture first-year engineering students' most impactful feedback experiences. It was demonstrated that reflective logs are a valuable instrument to provide insight into students' feedback literacy. Moreover, a significant association between the reflection level and the presence of the different feedback literacy characteristics was found. Although most of the students acknowledge the basic understandings of feedback, only about half of the reflective logs point to a more advanced use of feedback opportunities. The lack of some specific characteristics suggest that students behold a teacher-centred view of feedback. Therefore, it is important to explicitly introduce them to the contemporary learner-centred definitions of feedback so that they can recognise the variety of feedback opportunities. The study further endorses that developing reflective skills can be an important precursor to feedback literacy.

In this study, the role of reflective practice and collaborative learning practice in promoting learner autonomy (LA) and improving reflective thinking skills (RT) and related learner perceptions were explored. A mixed-method design was preferred to investigate the issue, with participants enrolled in an Academic English Skills (EAP) course (N = 41). Quantitative data analysis of pre- and post-test scores of Learner Autonomy Scale (LAS) and Reflective Thinking Scale (RTS) detected no statistically significant difference in participants' learner autonomy and reflective thinking skills. However, the results of Change in Learner Autonomy Scale (CLARTS) demonstrated a statistically significant change in LA and RT. Finally, the qualitative findings obtained from student interviews supported the results of CLARTS and revealed positive attitudes of learners towards reflective practice and collaborative practice.

Colleges are currently involved in an epic struggle to keep students enrolled. One reason for student attrition involves non-academic issues such as executive functioning. In the present study, we investigated how journaling helped influence paradigm shifts in students' thinking regarding a growth mindset towards their educational performance. We used a multiple case study approach with four students from a large urban community college to explore their paradigm shifts toward a growth mindset. We found that the students' reflective journaling effectively augmented their metacognitive awareness (the ability to think about their thinking) because the students started to realize how their thoughts were not in sync with their behaviors. Consequently, these students were then able to shift their thinking as it related to success in their academic endeavors. These findings present the opportunity to gain insight regarding college retention by examining the powerful ways journaling can connect students to their thinking and behavior.

This study aims to explore the experiences of postgraduate students, Master's and Doctoral, on using online learning journals (OLJs). In line with the nature of the study, instrumental case study was managed by the researcher as a qualitative research design in the current study. Participants include 12 graduate students, Master's and Doctoral, studying Curriculum and Instruction. The researcher administered criterion sampling, which is one of the purposeful sampling methods, to determine participants. During the data collection process, the researcher employed interviews and written documents. Semi-structured in-depth interviews and a focus group interview were held with the participants within the scope of the interview. In respect to written documents, learning journals were reviewed by the researcher. Content analysis method, which is mostly adopted for written and visual data in qualitative research, was administrated to analyse the obtained data. The results suggest that keeping regular OLJs contributed to learners emotionally, cognitively and academically.

While the significance of imparting reflective thinking skills to business undergraduates is widely acknowledged, the optimal approaches to attain this objective remain uncertain. Furthermore, there is a scarcity of empirical evidence regarding the effectiveness of specific teaching initiatives aimed at achieving this goal. Therefore, firstly, this pilot study introduces a digital approach to developing reflective thinking skills. It builds upon the integration of using photographs to capture learning experiences, combined with written narratives within the context of constructing an e-portfolio. Secondly, responding to the need to validate technology's role in developing reflective thinking skills, this pilot study utilised hierarchical linear regression to analyse survey responses from 41 business undergraduates. The aim was to test hypotheses related to the proposed initiative. The pilot study findings uncover that higher digital competencies in portfolio creation strengthen the link between the effectiveness of photo use for capturing learning experiences and undergraduates' reflective thinking skill development.

Background: Experiential learning is commonly used in postsecondary settings, especially in undergraduate, agricultural, and laboratory courses. However, a lack of attention has been paid by educators to critical components of experiential learning. Purpose: The effects of reflection mode (peer-verbal or written journal reflection) and transfer level (same, near, or far transfer) on students' content knowledge were examined in a postsecondary, animal science, laboratory course. Methodology/Approach: A quasi-experimental, two-way, analysis of covariance (ANCOVA) was utilized. This 2 x 3 factorial design was utilized to test the main and interaction effects of two independent variables (reflection mode and transfer level) on one dependent variable (content knowledge). A pretest score was included as a covariate to control for students' prior knowledge. Findings/Conclusions: There was a significant interaction effect between the independent variables of reflection mode and transfer level on the dependent variable of content knowledge. Written reflection (when coupled with near transfer), and same transfer (when coupled with peer-verbal reflection), were statistically significant. Implication: Multiple modes of reflection and application can be used during experiential learning in order to achieve effective content knowledge gains. When experiential learning is planned and developed with intentionality, learners receive a valuable, educative experience.

This study aims to unpack the reflective learning processes involved in developing a Masters' research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students' reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and Smith's (1995) framework. Our findings are that the nature of each individual blog topic affected the quality and level of reflection, which in turn is affected by the 'learning ecology' (Harvey, Coulson, & McMaugh, 2016 p. 12). More highly scaffolded blogs showed greater evidence of reflective practice. Likewise the nature of the practice (starting research) influenced reflection, since many processes are internal rather than requiring explicit practice to reflect on. In addition, as nascent practitioner researchers, the students are also involved in reflexivity rather than reflection and therefore some topics encouraged this form of reflection more than others did. This study is significant in that it explores reflection in research and practitioner contexts, focuses on early career researchers/practitioners and brings a multidisciplinary perspective.

This research is experimental research with a 2x2 factorial design. In this study, the researcher took students of two classes as a sample of the research, one for the experimental group (EG) and the control group (CG). There were 32 students in each experimental and control class, so the total sample was 64 students. Both of these classes were considered to have English knowledge and writing skill at the same level. The samples of the experiment group taught by using a reflective journal and the control class taught by using the traditional writing method. And all these samples are viewed from students' motivation. The sample was obtained by implementing a cluster random sampling technique. Each class was divided into two groups each of which consisted of 16 high motivation students and 16 low motivation students. the researcher used Multifactor Analysis of Variance (ANOVA) 2x2 to know the effects of the independent variables Reflective Journals and traditional writing method and attributive variable (Students' Motivation) toward the dependent variable (Writing skill). And the research result reveals as follows; (1) Reflective Journals is more effective than traditional writing method to promote students' writing. (2) Students have high motivation have better writing skill than those low motivation students. (3) There is an interaction between teaching assessment and students' motivation to teach writing.

With the emphasis on building twenty-first-century skills in learners, English language teachers are challenged to find activities that will build English language proficiency while promoting higher-order thinking in the target language. One reason is that an individual learner's zone of proximal development (ZPD) for language proficiency and for critical thinking may be different. ZPD--the difference between the learner's ability to solve problems independently in relationship to his or her ability to solve problems with guidance (Vygotsky 1978)--is an important concept to consider when developing twenty-first-century skills. Inquiry-based learning takes ZPD into consideration by using scaffolding to guide the learner through the process of posing questions, thinking critically about issues, and solving problems (Chu et al. 2017). One method to incorporate inquiry-based learning into a language classroom--and help students process their experience, develop language proficiency, and build twenty-first-century skills--is through inquiry notebooks. The transition from high school to college can be difficult socially and academically, and many learners do not have a formal outlet to share their experiences. This led the author to use inquiry notebooks with first-year university students to get them to think critically about their college experience, both in and out of the classroom. This article will explain the rationale and describe the procedures to implement inquiry notebooks as an instruction tool to put twenty-first-century skills in reach for English learners.

The project-based learning approach is a learning model that encourages the active participation of gifted students, supports high-level cognitive activities, requires a wide range of tools and resources, consider academic and social skills together and emphasizes the use of technology. technology. This study is based on the learning experiences of gifted children designed with project-based approach. The study employed a holistic single-case embedded design, one of the qualitative research designs. The study group of the research consists of four gifted students in a Science and Art Center in the South Marmara Region. Criterion sampling, one of the purposeful sampling types, was used to determine the study group. Learning experiences of the gifted children through project-based learning approach were determined via reflective journals. The data in the reflective journals written by gifted students were given with direct quotations within the framework of the main theme and sub-themes, and inferences and interpretations were made. It was found out that gifted children have an advanced level reflective writing ability. It was also observed that participants grounded their projects with real-life problems and made inter-disciplinary connections in their reflections. Besides, bearing the character traits of gifted children, the participants effectively used higher-level thinking skills ad cognitive strategies.

There exists a disconnect between instruction about biological evolution and acceptance of evolution by students. This disconnect prevents students from applying the theory to their lives or to their understanding of the field of biology. We examine the literature for common barriers to the acceptance of evolution, correlates with acceptance of evolution, and potential means by which education might result in increased levels of acceptance among students. We find that by changing the way that teachers themselves are taught, and by altering the methods teachers use to teach, it is likely that student acceptance of evolution can increase from instruction.

Although reflective journal writing (RJW) has become a popular way to evaluate learning, little is known about participants' perceptions upon this educational activity. The purpose of this research paper was to utilize Importance-Performance Analysis (IPA) to determine the dimension of pre-registered student nurses' perception on reflective journal writing. A total of thirty conveniently selected participants contributed to the study. Data was collected based on an adapted survey questionnaire. Data was analyzed through SPSS (V. 24) as well as importance-performance matrix. By using IPA matrix, participants rated the importance attribute in the "ideal" reflective journal writing and how satisfied they were with their performance in the actual setting. With a two-dimensional grid of importance and performance, the location of these attributes would determine what the participants' ideas were regarding RJW and how the educators would take necessary action accordingly. For the most parts, the results indicated that participants were satisfied with the academic practice. IPA proved to be a useful evaluation tool enabling curriculum and syllabus designers to identify the strength and weaknesses of RJW as perceived by participants.

This study provides an insight into using personalized weekly e-Learning Journals to improve self-regulated learning (SRL) of university students. Quasi-experimental method with time series data analysis was used. Pre and post-tests together with time series data over an intervention period on SRL were collected. 54 students in an undergraduate course wrote personalized weekly e-Learning Journals (e-LJs) in the Learning Management System (LMS) over a 10-week period. The e-LJs contained selfreflection prompts designed according to the course curriculum activities and assessments to scaffold students' SRL. It was found that students' SRL improved significantly over the intervention period. The time series data on SRL shows that students' SRL varied according to the timing of assessments. Academic staff can help university students improve their SRL by providing personalized weekly e-LJs that contained self-reflection prompts. These prompts need to be personalized according to the course curriculum activities and assessments.

This qualitative case study was an in-depth exploration into how writing may facilitate disciplinary literacy in an eleventh grade physics classroom. In response to the dearth of writing instruction in high school disciplinary classrooms, this study was an in-depth exploration into how writing may facilitate the cultivation of disciplinary writing in physics. The study focused on the perspectives of three participants during a semester of implementing writing by using sentence starters in physics. Findings showed participants were resistant to the change in curriculum and learning. Modelling effective disciplinary writing to support students may help improve attitudes and identities as writers.

This study investigated the effects of multimodal tasks on critical reading ability and perceptions of Thai university students. To compare effects on critical reading ability, students were randomly assigned to experimental and control groups and assessed with pre- and post-critical reading tests. Furthermore, reflective journals and semi-structured interviews were used to gain in-depth information about students' perceptions towards the multimodal tasks. The findings revealed that the experimental group with the treatment of multimodal tasks outperformed the control group in critical reading test scores. Furthermore, evidence from the reflective journals and semi-structured interviews showed that students generally had a positive perception of the multimodal tasks. The multimodal tasks not only assisted them in proposing critical reading ideas and fostered analytical thinking skills, but also enhanced intrinsic motivation and learning autonomy.

Microteaching, an efficient teacher training technique, provides teachers an opportunity to enhance their teaching competencies. This study explored the effects of microteaching on the teaching skills of the pre-service teachers at a college of education in Bhutan. The study pursued a mixed mode of research methodology adopting a quasi-experimental pretest-posttest design. A sample of 64 Bachelor of Education (B.Ed.) second year students were selected to participate by clustered random sampling. The students received microteaching guidance from a team of four tutors including the researcher. The data source included teaching skills assessment, assessment of the analysis report, and students' reflective journal. After performing satisfactory validity and reliability checks, the quantitative data assembled from pretests and posttests and reflective journals were analyzed and interpreted using t-test with p<0.05 level of significance, mean, standard deviation and descriptive statistics frequency. Qualitative data was analyzed based on the grounded theory of Strauss and Corbin (1998). Analysis from the teaching skills assessment analysis report and student's reflective journal revealed that microteaching not only improved the teaching skills of the pre-service teachers but also enhanced their confidence in general.

Math journals provide students with opportunities to articulate their understanding of math concepts and/or their frustrations with the gaps in those understandings. The use of these journals supports metacognitive thinking to enhance understanding and application. This study examined the use of math journals by fourth grade students as a conduit for critical thinking, reflection, and real-world math application. For this study, student journal entries consisted of identification of a real-life event, narrative of both the problem's description as well as the rationale for choosing the problem, the use of a problem-solving strategy learned during class instruction, and the use of a numeric or pictorial model to arrive at the solution. Upon completion, students shared his/her journal entry with the entire class. Through this research, I witnessed evidence of growth in mathematical understanding and computation, and I saw students make a deeper connection to math's many real-life applications in their own lives.

Purpose: This study aimed to identify the effect of using reflective diaries in 4th grade Turkish classes on bilingual students' academic achievement and writing skills. Research Methods: A one-group pretest-posttest design was employed with a study group of 4th graders identified according to convenience sampling method. Data were collected by utilizing the Academic Achievement Test for Turkish Course for measuring students' academic achievement in Turkish classes in addition to the Writing Skills Scoring Rubric for evaluating students' written work and writing skills. Both the test and the rubric were developed by the researcher. During the intervention phase of the research, students were asked to write their daily achievements in their reflective diaries for 13 months. Feedback and corrections were provided for these reflective diaries and the effect of reflective diaries on writing skills were explored. Findings: Findings revealed significant relationships between students' academic achievement and writing skills. There were no significant differences in students' academic achievement and writing skills in terms of gender. Implications for Research and Practice: Results of the research indicate that using reflective diaries increased bilingual students' academic success and improved their writing skills irrespective of gender.

The purpose of the study is to evaluate the effects of chemistry activities applied in summer science camp on secondary school students. Action research was used in the study as the method. The sample of the study consists of 48 7th grade students who study at elementary school in Çayeli district of Rize province, in Turkey. Each week 24 students participated in the camp, which lasted two weeks. The activities that were carried out are: "The Gases in the Air", "Sad Tears of the Sky", "Recycling", "Let's Use Soap and Be Clean", "Soap Foam Fountain". During the activities, "Chemistry Science Interview Form" including four open-ended questions related to chemistry was applied to the students before and after the activities in the camp. Besides, "Reflective Journals" were used to reveal the participants' thoughts about the chemistry activities that were applied in the camp. Content analysis was used in analyzing the data collection tools. It was found out that students can use more conceptions and statements on chemistry, and they can associate them with daily life in a better way after the science camp. Also, the findings indicate that chemistry activities which were carried out within the scope of the project contribute to chemistry, and to the students' interest in this profession.

Universities around the country are beginning to feel the need to add a global dimension to their programs. One way to prepare teachers to address the challenges associated with teaching children in a global age is through carefully structured, international study abroad where the candidates are immersed in another culture and school system. This article seeks to demonstrate how a successful Teacher Education study abroad program can develop and transform pre-service candidates' global perspective. This qualitative study was informed by the use of journal writing to prompts by ninety-six teacher education students over three different summers to learn about the Literacy Hour used in British schools during a study abroad conducted during an 8-week immersive learning experience in a setting in a northern British city. Readers will learn from participants themselves through carefully reported vignettes that focus on four themes that emerged in data analysis: Global Awareness, Retrospective Appreciation of U.S. schools based on British Literacy Practices, Teaching Self-Efficacy, and Travel Maturity.

Reflection is a key component for integrating meaningful collegiate service-learning experiences with a student's personal and professional growth. The purpose of this mixed methods study was to compare two types of reflective journal writing (guided and open-ended) utilized in undergraduate Communication Disorder courses. A comparison of pre- and post-Service-Learning Survey (SLS) data and reflective journal writing samples indicated value for both types of written reflection.

This paper proposes using video-supported reflection to facilitate EFL students' reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students' reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students' reflective abilities and their perceived learning gains. Problems encountered by the students are identified and discussed in light of research and practice on how to support and enhance reflective learning.

The University of Sydney has introduced a program of engaging engineering students throughout their degree program in diverse forms of exposure to, and engagement with, professional practice. As part of this program students are required to write detailed reflections on each activity. These reflections provide a rich source of information regarding students' level of conceptual understanding and the extent of consideration of different professional competencies. This article reports on research that uses this data in exploring the relationship between students' academic performance and the nature of their reflections on a broad range of professional engagement activities. A large set of student reflections (N=8,628, totalling approximately 3.5 million words) completed by N=1,633 students was thematically coded against both Blooms taxonomy and the Engineers Australia Stage 1 Competency standards. These results were then compared to students' academic results. Reflections were dominated by verbs associated with level 3 (apply) and level 6 (create) of Blooms taxonomy, reflecting the focus on making within the Engineering discipline. Reflections related to design activities exhibited the highest levels of cognitive complexity, whereas activities emphasising understanding tended to rank the lowest in complexity. Surprisingly, there wasn't a significant correlation between the dominant Bloom level of the students' reflections and the academic performance (or improvement) of the students, nor was their academic performance correlated with a stronger tendency towards undertaking activities that emphasised particular competencies. The results highlight the importance of design during professional engagement activities in encouraging higher levels of reflection.

Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers' reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers' experience in collaborative reflection sessions. I used data collected through observations, the participants' reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants' reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.

Reflectivity is regarded as an indispensable component of teacher education. Through a reflective teaching/learning model, pre-service teachers may have the opportunity to become a reflective practitioner and train their students in a more reflective fashion. With this in mind, 12 pre-service teachers were assigned to keep reflective journals for a ten-week practicum period. Each week, they were assigned a new task related to the practicum components involving classroom management, lesson planning, micro-teaching, and teachers' roles. The data obtained from the reflective journals and face-to-face interviews were analysed in accordance with grounded theory including initial and focused coding. The findings suggest that the level of reflectivity of participants mostly remained on the very first level of reflectivity (Recall Level). Upper levels of reflectivity (Rationalization and Reflective Level) were observed to be rather lower than the Recall Level, implying that such reflectivity practices require longer stretches of time to gain the habit of reflective thinking. Also, most of the participants highlighted the contribution of journals to the enhancement of critical reflection.

The purpose of counselor supervision has evolved to include the development of counseling students' reflective thinking. This article conceptualizes a method, discursive digital reflection (DDR), which was established to facilitate the development of counselors who are reflective practitioners and involves clients in reflective discourse of the counseling process. DDR has its conceptual roots in reflective journaling, dialogic reflection, interpersonal process recall, and reflecting teams. The article outlines and describes the process of DDR as well as suggestions for its use as a supervision tool. The DDR method holds significant promise for counselor supervision approaches that aim to develop students' reflective practices and cultural competence through supervision.