Using Reflective Journaling in a 7 th Grade Language Arts Classroom: Do You See the Results? Amy Addison Language Arts / 7 th Grade

Key Terms reflective journaling writing writing apprehension attitudes toward writing self-efficacy

Alignment with Conceptual Framework Tenets and Their Clusters of Related Competencies 1.0 Enthusiastic Engagement in Learning Knowledge of: 1.1: Content 1.2: Curriculum 1.3: Learners 2.0 Exemplary Professional Teaching Practices Skills of: 2.1: Planning 2.2: Instruction 2.3: Assessment 3.0 Caring and Supportive Classrooms and Learning Communities Dispositions of: 3.1: Reflection 3.2: Connections 3.3: Action Title / Author X

Research Question The purpose of this study is to examine the effect that reflective journaling has on 7 th grade Language Arts students.

Focus Question #1: What is the process of implementing supplemental reflective journal writing into a 7 th grade Language Arts classroom Focus Question #2: How do the written communication skills differ between 7 th grade students who do not use reflective journaling in the classroom versus those who do? Focus Question #3: What are the teacher and student attitudes about reflective journaling in the classroom?

Focus Question #1 Literature Review Primary SourcesHow Aligned to Focus Question Douillard, K. (2000)Implementation of reflective journaling in classroom. Dunlap, J (2006)Implementation of reflective journaling in classroom. Fritson, K. (2008)Implementation of reflective journaling in classroom.

Focus Question #2 Literature Review Primary SourcesHow Aligned to Focus Question Cisero, C. (2006)Studies the utilization of reflective journaling with a treatment and non- treatment group and its affects on students’ attitudes. Connor-Greene (2000)Studies the utilization of reflective journaling with a treatment and non- treatment group and its affects on students’ attitudes. Gau, Hermanson, Logar, & Smerek (2003)Studies the utilization of reflective journaling with a treatment and non- treatment group and its affects on students’ attitudes.

Focus Question #3 Literature Review Primary SourcesHow Aligned to Focus Question Reeves, L. (1997)Reveals insight pertaining to students and teachers attitudes toward reflective journaling. Bloom, L. (1980) Reveals insight pertaining to students and teachers attitudes toward reflective journaling. Kamler, B. (1993)Reveals insight pertaining to students and teachers attitudes toward reflective journaling.

Procedure and Methods Focus question.From whom were data collected? What methods were used to collect data? FQ 1:Suzanne JacksonOpen-ended evaluation rubric of instructional plan. FQ2:ParticipantsPre-post writing assessments FQ3:Self/ParticipantsReflective Journal Survey

References Bartscher, Mark a., Lawler, Kim E., Ramirez, Armando J., Schinault, Kris S. (2001). Improving student’s writing ability through journals and creative writing exercises. (Report No. CS ) Chicago, IL: Saint Xavier University &IRI/Skylight. (ERIC Document Reproduction Service No. ED ) Bloom, Lynn Z. “The composing Processes of Anxious and Non-Anxious Writers: ANaturalistic Study.” Paper presented at Conference on College Composition and Communication, Washington, D.C., March (ERIC Document Reproduction Service No. ED ). Cisero, C. (2006). Does reflective journal writing improve course performance? College Teaching, 54(2), Retrieved from ERIC database Connor-Greene, P. (2000). Making connections: Evaluating the effectiveness of writing in enhancing student learning. Teaching of Psychology, 27, 1, Douillard, Kim (2000). Reflective friday: time out to think. National Writing Project, The Quarterly-Fall 2000 pp Dunlap, J.C. (2006). Using guided reflective journaling activities to capture students’changing perceptions. Tech Trends, 50(6), Fritson, Krista, K. (2008). Impact of journaling on students self-efficacy and locus of control. Insight: A Journal of Scholarly Teaching, (3), Gau, Elisabeth, Hermanson, Jennifer, Logar, Michele, Smerek, Christine (2003). Improving student attitudes and writing abilities through increased writing time and opportunities. (Report No. CS ). Chicago, IL: Saint Xavier University & IRI /Skylight. (ERIC Document Reproduction Service No. ED481441) Kamler, Barbara (1993) Constructing gender in the process writing classroom. Language Arts 70(2), Reeves, L. (1997). Minimizing writing apprehension in the learner-centered classroom. English Journal, 86(6), Retrieved from ERIC database.