Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using learning journals in higher and continuing education
ARTHUR M. LANGERTeachers College, Columbia University in the City of New York, 203 Lewisohn Hall, Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for encouraging critical re� ection among non-traditional students and to compare variances with studies among traditional students. An objective of the study was to understand how adult students in a ‘technical’ computer class responded to the requirement for learning journals. Qualitative research focused on whether learning journals prove to be an effective teaching tool in science-based, adult learning. The study was conducted at Columbia University’s Computer Technology programme in Continuing Education. Results suggest that non-traditional students are more skeptical than traditional students about using learning journals and more likely to use them as study tools. An implication of this study is that student perception and skepticism of the assignment can affect the objective of developing re� ective thinking. This implication stresses the need to account for student perception in studies on learning journals and critical re� ection.Introduction
The use of learning journals as a method for engaging traditional students in critical re� ection has been widely discussed in the literature. However, their use in assisting adult non-traditional students, particularly those who are engaged in profession-orientated educational programmes of continuing higher education has received comparatively little attention. This paper focuses on the question of how the use of journals impacted the learning process of adult students of the latter category and how this impact compared to that of students of the former category. Speci� cally, the study focused on students attending a computer technology class. The class, Computer Architecture, is a required course in an 18-month computer technology certi� cation programme at Columbia University. The courses in this certi� cation programme are designed for adult students interested in changing their careers. The curriculum focuses on real-world topics that are essential to the effective technology practitioner in the workplace. The instructor for the course required the submission of a weekly learning journal from each student during the 15-week course. Students were asked to be re� ective about new career opportunities and how to apply technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd DOI: 10.1080/13562510220144824
For the purposes of the study, a select number of journals were reviewed from three successive semesters of the same class; each had over 100 students. Subsequent to the class, students were interviewed to provide further elucidation of the data supplied in th ...
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxmattinsonjanel
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same class; each had over 100 students. Sub-
sequent to the class, students were interviewed to provide further eluci ...
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxssuserf9c51d
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same class; each had over 100 students. Sub-
sequent to the class, students were interviewed to provide further eluci ...
Name QC#7Date Question of the WeekPositive Asp.docxgilpinleeanna
Name: QC#7Date:
Question of the Week:
Positive Aspects:
Interesting Aspects:
Negative Aspects:
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same ...
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxmattinsonjanel
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same class; each had over 100 students. Sub-
sequent to the class, students were interviewed to provide further eluci ...
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxssuserf9c51d
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same class; each had over 100 students. Sub-
sequent to the class, students were interviewed to provide further eluci ...
Name QC#7Date Question of the WeekPositive Asp.docxgilpinleeanna
Name: QC#7Date:
Question of the Week:
Positive Aspects:
Interesting Aspects:
Negative Aspects:
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same ...
The Effect of E-Journaling on Student EngagementQUESTJOURNAL
ABSTRACT: The writing to learn movement transformed writing pedagogy in the 1960‟s.Rejecting an emphasis on “disciplinary rigor, standard curricula, and standard „objective‟ evaluation,” (Russell, 1994, p. 11), Britton espoused language instruction that focused on exploratory forms of writing including journaling (Britton, 1975). While there is research on the impact of writing, few studies focus on journaling at the postsecondary level. Even fewer studies investigate journaling in freshman composition classes and virtually no studies focus on journaling in developmental composition classes specifically. This study addressed the potential outcomes of electronic journaling in developmental composition classes. The purpose of the qualitative study was to investigate how students in freshman developmental composition class use journal writing. Explored through the lens of the student-perspective, 17 students were invited to journal on Blackboard throughout the semester. One primary research question was posed: What kind of effect does electronic journaling (e-journaling) have on student engagement and self-perceived growth? This article focuses on the most distinct and clearly articulated theme which arose; the relationship between e-journaling and student engagement. Participants found e-journaling helped them become more informed, more enthusiastic, and less stressed. The majority of student-participants were satisfied with their self-perceived success as both writers and thinkers.
Using ePortfolio to Foster Interdisciplinary Thinking and Effective Pedagogic...Premier Publishers
This work describes a project using ePortfolio as a medium to facilitate effective pedagogical strategies in the context of a group-based research paper assignment spanning class boundaries. Small groups of students were required to complete a scaffolded, semester-long project culminating in a group research paper based on some topic of relevance to the fields of biology and chemistry. Each group consisted of students from a chemistry class and a biology class. Our aim was to enhance student understanding of scientific concepts, while exercising critical thinking, writing, and reflective skills in an interdisciplinary context using ePortfolio as the medium for work and feedback. We describe the nature and development of the assignment, its implementation and challenges encountered in the process of developing and refining the project. This work was implemented with two cohorts of students. The first attempt revealed a series of shortcomings centering around lack of student interactions and unresponsive group members. These issues were largely alleviated in the second implementation. Our basic framework can be adapted by educators in any discipline seeking to implement multiple pedagogical approaches simultaneously through using ePortfolio. Our experience suggests that the pedagogical strategies we utilized can be successful given adequate instructor engagement and feedback.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Monitoring The Status Of Students' Journey Towards Science And Mathematics Li...noblex1
A major focus of the current mathematics and science education reforms is on developing "literacy;" that is, helping students to understand and use the languages and ideas of mathematics and science in reasoning, communicating, and solving problems. In many ways, these standards documents are far more voluminous and complex than any scope and sequence in place in school systems today. But these documents are meant to be used as frameworks which provide guidance in education reform - they are not the definitive sources articulating to teachers how education reform must occur in their classrooms.
Our plan in this discussion is to lay out the components of mathematics and science literacy as set down in the major reform documents and then, using selected how-to articles, to show how strategies and activities tried by math and science teachers have been used, or can be used, to promote math and science literacy among students. For pragmatic reasons only, our discussions often focus either on mathematics or science reform recommendations and examples. In doing this, we do not mean to imply that the elements of literacy in these disciplines are somehow separate or different. In fact, the separate discussions show how both the mathematics and science education communities, coming from different directions at different points in time, independently arrived at similar positions and many of the same recommendations regarding the ideas of literacy.
In support of this discussion of the components of literacy, we also provide samples of resources, materials, and services that teachers might find useful in promoting mathematics and science literacy in their classrooms. The how-to articles are meant to be quick-reads that can be applied or adapted to classrooms directly. These articles are included to make it easier to decide which ones might be of special interest. Other articles and documents are intended as sources of a more general background. These documents provide some of the research bases and rationales behind some of the reform recommendations. Finally, we have included other references and information on databases which are not directly cited in the discussion but might prove valuable as additional sources of classroom ideas.
During the last decade, the mathematics education community appeared to lack clear focus and a sense of direction. Although many conferences were held, papers written, and reports produced, there was not a general consensus regarding which direction mathematics education should head.
The Standards offer an organization of important mathematical topics and abilities by grade-level groups (Kindergarten - grade 4, grades 5 - 8, and grades 9 - 12). Throughout the Standards the emphasis is: "knowing" mathematics is "doing" mathematics.
Source: https://ebookschoice.com/monitoring-the-status-of-students-journey-towards-science-and-mathematics-literacy/
Muslims in the Golden Age is the theme for the research project. You.docxssuserf9c51d
Muslims in the Golden Age is the theme for the research project. You are required to prepare a minimum of 25-minute presentation on the life, work, and contributions of a Muslim scholar, scientist, poet, artist, etc. from the Golden Age of Islam (not contemporary scholars). You can choose any form of media for your presentation paper. A narrated paper has been the common form used in the past; however, the addition of voice-over is required. If you require assistance with the recording, please email instructors.
This project should be completed individually. The objective of this project is to explore the Muslims' contributions to the modern civilization.
Resources:
Format, Length and Style: The presentation must include:
• Minimum of 3 page. Each of pages should be visually appealing, contain relevant content.
• Narrate each page without reading the text line by line. Use the narration to explain and elaborate on what is presented on the pages
• Correct spelling and grammar
• APA citation and bibliography on a separate page
.
Multiple Sources of MediaExamine the impact of multiple sour.docxssuserf9c51d
Multiple Sources of Media
Examine the impact of multiple sources of media on children and adolescents. Discuss how media influences children and adolescents differentially at various ages. Discuss at least one positive and at least one negative result of media exposure for children and adolescents.
Respond to the discussion by referencing at least one reputable media source.
Response Guidelines
Respond to fellow learners' posts and the sources they cite. Ask questions and expand on the research to further the discussions. Respond to comments made by at least two learners. Your responses to learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings.
.
More Related Content
Similar to Teaching in Higher Education, Vol. 7, No. 3, 2002Re ecting.docx
The Effect of E-Journaling on Student EngagementQUESTJOURNAL
ABSTRACT: The writing to learn movement transformed writing pedagogy in the 1960‟s.Rejecting an emphasis on “disciplinary rigor, standard curricula, and standard „objective‟ evaluation,” (Russell, 1994, p. 11), Britton espoused language instruction that focused on exploratory forms of writing including journaling (Britton, 1975). While there is research on the impact of writing, few studies focus on journaling at the postsecondary level. Even fewer studies investigate journaling in freshman composition classes and virtually no studies focus on journaling in developmental composition classes specifically. This study addressed the potential outcomes of electronic journaling in developmental composition classes. The purpose of the qualitative study was to investigate how students in freshman developmental composition class use journal writing. Explored through the lens of the student-perspective, 17 students were invited to journal on Blackboard throughout the semester. One primary research question was posed: What kind of effect does electronic journaling (e-journaling) have on student engagement and self-perceived growth? This article focuses on the most distinct and clearly articulated theme which arose; the relationship between e-journaling and student engagement. Participants found e-journaling helped them become more informed, more enthusiastic, and less stressed. The majority of student-participants were satisfied with their self-perceived success as both writers and thinkers.
Using ePortfolio to Foster Interdisciplinary Thinking and Effective Pedagogic...Premier Publishers
This work describes a project using ePortfolio as a medium to facilitate effective pedagogical strategies in the context of a group-based research paper assignment spanning class boundaries. Small groups of students were required to complete a scaffolded, semester-long project culminating in a group research paper based on some topic of relevance to the fields of biology and chemistry. Each group consisted of students from a chemistry class and a biology class. Our aim was to enhance student understanding of scientific concepts, while exercising critical thinking, writing, and reflective skills in an interdisciplinary context using ePortfolio as the medium for work and feedback. We describe the nature and development of the assignment, its implementation and challenges encountered in the process of developing and refining the project. This work was implemented with two cohorts of students. The first attempt revealed a series of shortcomings centering around lack of student interactions and unresponsive group members. These issues were largely alleviated in the second implementation. Our basic framework can be adapted by educators in any discipline seeking to implement multiple pedagogical approaches simultaneously through using ePortfolio. Our experience suggests that the pedagogical strategies we utilized can be successful given adequate instructor engagement and feedback.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Monitoring The Status Of Students' Journey Towards Science And Mathematics Li...noblex1
A major focus of the current mathematics and science education reforms is on developing "literacy;" that is, helping students to understand and use the languages and ideas of mathematics and science in reasoning, communicating, and solving problems. In many ways, these standards documents are far more voluminous and complex than any scope and sequence in place in school systems today. But these documents are meant to be used as frameworks which provide guidance in education reform - they are not the definitive sources articulating to teachers how education reform must occur in their classrooms.
Our plan in this discussion is to lay out the components of mathematics and science literacy as set down in the major reform documents and then, using selected how-to articles, to show how strategies and activities tried by math and science teachers have been used, or can be used, to promote math and science literacy among students. For pragmatic reasons only, our discussions often focus either on mathematics or science reform recommendations and examples. In doing this, we do not mean to imply that the elements of literacy in these disciplines are somehow separate or different. In fact, the separate discussions show how both the mathematics and science education communities, coming from different directions at different points in time, independently arrived at similar positions and many of the same recommendations regarding the ideas of literacy.
In support of this discussion of the components of literacy, we also provide samples of resources, materials, and services that teachers might find useful in promoting mathematics and science literacy in their classrooms. The how-to articles are meant to be quick-reads that can be applied or adapted to classrooms directly. These articles are included to make it easier to decide which ones might be of special interest. Other articles and documents are intended as sources of a more general background. These documents provide some of the research bases and rationales behind some of the reform recommendations. Finally, we have included other references and information on databases which are not directly cited in the discussion but might prove valuable as additional sources of classroom ideas.
During the last decade, the mathematics education community appeared to lack clear focus and a sense of direction. Although many conferences were held, papers written, and reports produced, there was not a general consensus regarding which direction mathematics education should head.
The Standards offer an organization of important mathematical topics and abilities by grade-level groups (Kindergarten - grade 4, grades 5 - 8, and grades 9 - 12). Throughout the Standards the emphasis is: "knowing" mathematics is "doing" mathematics.
Source: https://ebookschoice.com/monitoring-the-status-of-students-journey-towards-science-and-mathematics-literacy/
Muslims in the Golden Age is the theme for the research project. You.docxssuserf9c51d
Muslims in the Golden Age is the theme for the research project. You are required to prepare a minimum of 25-minute presentation on the life, work, and contributions of a Muslim scholar, scientist, poet, artist, etc. from the Golden Age of Islam (not contemporary scholars). You can choose any form of media for your presentation paper. A narrated paper has been the common form used in the past; however, the addition of voice-over is required. If you require assistance with the recording, please email instructors.
This project should be completed individually. The objective of this project is to explore the Muslims' contributions to the modern civilization.
Resources:
Format, Length and Style: The presentation must include:
• Minimum of 3 page. Each of pages should be visually appealing, contain relevant content.
• Narrate each page without reading the text line by line. Use the narration to explain and elaborate on what is presented on the pages
• Correct spelling and grammar
• APA citation and bibliography on a separate page
.
Multiple Sources of MediaExamine the impact of multiple sour.docxssuserf9c51d
Multiple Sources of Media
Examine the impact of multiple sources of media on children and adolescents. Discuss how media influences children and adolescents differentially at various ages. Discuss at least one positive and at least one negative result of media exposure for children and adolescents.
Respond to the discussion by referencing at least one reputable media source.
Response Guidelines
Respond to fellow learners' posts and the sources they cite. Ask questions and expand on the research to further the discussions. Respond to comments made by at least two learners. Your responses to learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings.
.
Multicultural Event WrittenPlease choose and research a cult.docxssuserf9c51d
Multicultural Event Written
Please choose and research a cultural or diverse event that you are not familiar with. Examples can include a ritual, holiday, religious custom, cultural practice, cultural celebrations, etc. While these are a few suggestions please think outside the box and find something that interest you.You will write a 2 - 3 page paper, APA format (this does not include the cover or reference page). It will consist of :
the introduction of the cultural/diverse event
describe the event (be sure to provide enough detail so that the reader can understand it)
What is unique/different of the event from your culture or custom?
What is the frequency of the event?
What is the importance of the event?
What did you learn about the cultural/diverse event that you did not know?
Are there any similarities to you and your families events?
provide a conclusion.
Please be sure to use reputable resources to complete the assignment. You should have a minimum of 4 sources .
.
Multi-Party NegotiationFor this Essay, you will explore the co.docxssuserf9c51d
Multi-Party Negotiation
For this Essay, you will explore the complexities that occur with multi-party negotiations and groupthink.
Your essay will address the following points.
§ Describe two-party, coalitions, and multi-party negotiations.
o Within your description, include a real-life example of how these types of negotiation are used in the business world.
Describe the social complexities of the Space Shuttle Challenger explosion.
What is "groupthink," and how did it affect the Challenger?
Make sure you include your source used for this portion of your research.
What do you think you would have done if you were in that Challenger meeting?
Your essay must be a minimum of three pages in length, not including the title page and reference page. Reference source for your paper. Follow proper APA format, including citing and referencing all outside sources used
.
Music has long been used by movements seeking social change. In the.docxssuserf9c51d
Music has long been used by movements seeking social change. In the 1950s and '60s, this was particularly true, as successful black and white musicians openly addressed the issues of the day. During the '60s, popular white singers, such as Bob Dylan and Joan Baez, lent both their names and their musical talents to the American Civil Rights Movement. In fact, music long assisted those working to win civil rights for African Americans. Freedom songs, often adapted from the music of the black church, played an essential role in bolstering courage, inspiring participation, and fostering a sense of community.
Instructions:
Your PowerPoint presentation should include the following:
• Background and explanation of your special topic.
• Brief background of your American musician/artist.
• The relationship your American musician/artist had to this special topic and the contributions
they have made.
• An explanation of how your American musician/artist connected to and influenced both music
and American society and culture.
Special Topics in American Music - Final Project
MUS320 - American Music
Requirements:
• Presentation must consist of 7-10 slides, with additional title and reference slides, all formatted
in accordance with the most current APA guidelines.
• Each slide will provide succinct points of the key information that you wish to convey.
• Use the Notes section to elaborate on the information presented in each slide. The Notes section is your narrative for the presentation. Here is a tutorial on how to use speaker notes in PowerPoint. If you do not have a LinkedIn Learning account (complimentary for Post students), refer to the Course Information page for information on how to set it up so you can properly view this video.
• At least four (4) images - Two (2) related to your special topic and two (2) related to your artist.
• A video example from YouTube including music from your artist.
• Cite and reference at least three (3) scholarly sources. One of these sources may be your textbook.
.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
Multimedia Instructional MaterialsStaying current on technolog.docxssuserf9c51d
Multimedia Instructional Materials
Staying current on technology is an essential aspect of being an educator. Today’s students are digital natives, and they often respond better to media than to traditional methods of teaching. Having a strong technology repertoire is important.
Create a matrix detailing a variety of multimedia, technology, games, apps, and other technological tools for teaching reading and writing to struggling readers and writers. Include five tools/media/apps and address the following, in 100-200 words per tool:
· App/technology tool description, app/technology location (online, offline through software, through a game console, etc.), and the cost.
· Age level or academic level for which the technology is appropriate.
· Advantages of using the technology.
· Drawbacks to using the technology.
· Rationalize why struggling students may benefit from the app/technology tool.
Additionally, write a 250-500 word overview of the contents of the matrix, describing how you will implement technology in your ELA classroom. Justify which of these technologies you think will be most beneficial and describe how you might convince an administrator to help you acquire the technology.
Support the matrix and summary with 3-5 resources.
Course Paper Assignment: 30% of course grade, Final Paper due in Week 11
Proposal Due: April 22, (1 page) – Description of proposed project (abstract), Proposed Case Studies (3 to start), Bibliography with at least 3 sources
Final Paper Due: May 19, Week 11
Course Analytical Paper – Assignment
In this paper you will provide a rigorous and thoughtful analysis on your chosen theme, to include an analysis of one case study project or several projects, as a comparative analysis. The paper must include a clear and concise Thesis Statement, shown in “bold” at the end of the introductory paragraph. Please use proper paragraph form, beginning each paragraph with a Topic Sentence and ending with a Concluding Sentence. Keep your paragraphs approximately the same length, throughout. Use our course readings, along with 10 or more sources, to help you construct arguments. Cite using proper APA
form, when using text from sources. The goal of your paper is to prove (or disprove) the Thesis Statement. Writing a detailed outline is highly recommended. Include the following:
1. Title Page – Include a unique title for your paper topic, your name, my name, course name/number, and the quarter: “Spring 2020” You may also include an image or multiple images on the cover.
2. Final Paper (at least 8-10 pages of double-spaced text, images not included) – Font size: 11 or 12; Margins: ½ inch or 3/4 inch max on sides.
3. Bibliography (include at least 10 sources, 6 of which must be books or articles. The remaining 4 sources, or more, can include video lectures and other multimedia). Use APA format. You may use more than 10 total.
4. Include illustrations and project documents. Analytical sketches a.
Murray Bowen is one of the most respected family theorists in th.docxssuserf9c51d
Murray Bowen is one of the most respected family theorists in the field of family therapy. Bowen views the family unit as complex and believes it is important to understand the interactions among the members in order to solve problems. Satir and Minuchin also advanced family therapy with their concepts and models. As a clinical social worker, using these models (along with having an ecological perspective) can be very effective in helping clients.
For this Discussion, review the “Petrakis Family” case history and video session.
By Day 4
Post
(using two concepts of Bowen’s family theory) a discussion and analysis of the events that occurred after Alec moved in with his grandmother up until Helen went to the hospital. If you used the concepts of structural family therapy, how would your analysis of the situation be different? Which family theory did you find to be most helpful in your analysis? Finally, indicate whether Satir’s or Minuchin’s model is the more strength-based model. Why?
The Petrakis Family Helen Petrakis is a 52-year-old heterosexual married female of Greek descent who says that she feels overwhelmed and “blue.” She came to our agency at the suggestion of a close friend who thought Helen would benefit from having a person who could listen. Although she is uncomfortable talking about her life with a stranger, Helen said that she decided to come for therapy because she worries about burdening friends with her troubles. Helen and I have met four times, twice per month, for individual therapy in 50-minute sessions. Helen consistently appears well-groomed. She speaks clearly and in moderate tones and seems to have linear thought progression; her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. Helen says that other than chronic back pain from an old injury, which she manages with acetaminophen as needed, she is in good health. Helen has worked full time at a hospital in the billing department since graduating from high school. Her husband, John (60), works full time managing a grocery store and earns the larger portion of the family income. She and John live with their three adult children in a 4-bedroom house. Helen voices a great deal of pride in the children. Alec, 27, is currently unemployed, which Helen attributes to the poor economy. Dmitra, 23, whom Helen describes as smart, beautiful, and hardworking, works as a sales consultant for a local department store. Athina, 18, is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant; Helen describes her as adorable and reliable. In our first session, I explained to Helen that I was an advanced year intern completing my second field placement at the agency. I told her I worked closely with my field supervisor to provide the best care possible. She said that was fine, congratulated me on advancing my career, and then began talking. I listened for the reasons H.
Mrs. Thomas is a 54, year old African American widow, mother and gra.docxssuserf9c51d
Mrs. Thomas is a 54, year old African American widow, mother and grandmother, who lives with her daughter and four grandchildren (ages 12, 10, 7 and 5) in a 4 story walk up apartment. She is an active member of her church community and friends, comments that she had so much energy that she exhausted all of them just being around her. At age 51, she was diagnosed with non-Hodgkin’s lymphoma. Busy with raising her grandchildren, a little more than 3 years went by before she sought attention for her symptoms and was diagnosed. Despite aggressive treatments with chemotherapy and radiation, her diseased progressed and she was considering undergoing a bone marrow transplant. Climbing the stairs to the apartment one afternoon she became very short of breath and collapsed. Her twelve, year old granddaughter called 911. At the hospital she was minimally responsive and in severe respiratory distress. She was intubated and transferred to the ICU. A family meeting with the oncology and ICU team was called to discuss Mrs. Thomas’s advanced condition, the fact that she would probably not survive further treatment for the lymphoma and to develop a plan of care. Fifteen family members arrived, including her daughter, pre-teen granddaughters and grandson, three nieces, four nephews, several friends from her church and the minister. On being asked that only the immediate family participate in the meeting, the family and friends became angry and insisted that all of them be involved in this discussion.
1. The students should focus their thoughts on the dynamics of this family meeting. If you were the nurse in this situation, how would you address meeting? Here are some questions that may help your thinking. W
hat is your impression regarding this scenario? What are some concerns you have with this case? What do you anticipate would happen? How would you handle all the family members and friends wanting to be included in the discussion? There is not right or wrong answer. But remember you need a professional journal to support the discussion.
2. Now think about you being the patient. How would the situation be handle within your family? Have you thought about what kind of care you would want? Does someone know what you would want if you had a catastrophic event? Would family members support the decision maker's decision for for you?
.
Multiple Source Essay, Speculating about CausesProposing a Solution.docxssuserf9c51d
Multiple Source Essay, Speculating about Causes/Proposing a
Solution
.
Topic: Women Mistreatment and Inequality in the US.
7 PAGES INCLUDING (
REFERENCE, ABSTRACT, TITLE PAGE
) - SO BASICALLY 4 PAGES
CONTENT.
4 pages content includes:
Specific thesis with your three causes that explains why you are arguing for something
Cause 1 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 2 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 3 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Conclusion
Minimum of 4 sources. I provided 4 sources but you can use other RECENT sources.
IN ATTACHMENTS: ASSIGNMENT SHEET + SOURCES AND TIPS.
MUST BE DONE TOMORROW BY 11 PM PACIFIC TIME (in 23 hours)
.
Multiyear Plans Please respond to the followingDo you.docxssuserf9c51d
"Multiyear Plans"
Please respond to the following:
Do you think the federal government should increase spending on Social Security and Medicare for the elderly? If not, how should the elderly fund retirement and medical costs? Provide research support for your positions.
.
Multinational Financial Management
Determine key reasons why a multinational corporation might decide to borrow in a country such as Brazil, where interest rates are high, rather than in a country like Switzerland, where interest rates are low. Provide support for your rationale.
.
Murder CasePreambleAn organization system administrator .docxssuserf9c51d
Murder Case
Preamble
An organization system administrator was labeled as the key suspect in a homicide case. The accused claimed that he was at work at the time of the murder.
Police Intervention
The police asked his employer to help them verify his alibi. Unpredictably, the same organization, occasionally trained law enforcement personnel to investigate computer crimes and was eager to help in the investigation.
Collaborative Strength:
The organization worked with police to assemble an investigative team, seized the suspect computers in his office and residence, and backup tapes on a file server managed by his employer. All of these evidence were stored in a room to where only members of the team had access.
Harsh Situation
At the initial stages, the operation appeared reasonably well documented, but the reconstruction process was a disaster. The investigators made so many omissions and mistakes that one computer expert when reading the investigator's logs, suggested that the fundamental mistake was that the investigators locked all of the smart people out of the room. The investigators, in this case, were unaware of the situation and unwilling to admit the slip-up.
As a result of the investigators' omissions and mistakes, the suspect's alibi could not work together. Digital evidence to support the suspect's alibi was identify later but not by the investigators. If the investigators had sought expert assistance to deal with a large amount of digital evidence, they might have quickly confirmed the suspect's alibi rather than putting him through years of investigation and leaving the murderer to go free.
Lesson Learned
The case amplifies forensic investigators' requirements to obtain fundamental knowledge of computers, compatible operating systems, and application software programs.
Forewarning forensic investigators to seek the assistance of the system administrator during the criminal investigation.
Scenario
You have been retained as a Deputy Technology officer at the University and charged with the responsibility of developing an Acceptable User Policy for the department of computer science based on this murder case.
Question 1
Use the AUP to amplify the advantages and disadvantages of investigators' quarterly training on most currently used operating systems such as Microsoft Windows, Macintosh, UNIX, Linux, Sun System, and more.
Scenario 2
The investigators, in this case, were unaware of the situation and unwilling to admit the slip-up. As a result of such omissions and mistakes, the suspect's alibi could not work together. Digital evidence to support the suspect's alibi was identify later but not by the investigators. If the investigators had sought expert assistance to deal with a large amount of digital evidence, they might have quickly confirmed the suspect's alibi rather than putting him through years of investigation and leaving the murderer to go free.
Question 2 "Investigators allowed the Murderer to.
Multimodal Personal Narrative – Develop a multimodal document to bot.docxssuserf9c51d
Multimodal Personal Narrative – Develop a multimodal document to both visually illustrate and verbally express a personal transformation.
Use a one-page newspaper or single-panel brochure format to present a personal narration of a transformation of your choice from a point in your childhood to today. You might discuss a career aspiration you had as a child, transition to the job you held as a teenager, and lastly, explain the profession you maintain today. Use connecting ideas to ensure you have a cohesive essay, which will ultimately (in the conclusion) explain what you learned from this transformation. For example, how and why did you go from point A (job 1) to point B (job 2) and then on to point C (job 3)? Or, you might consider illustrating a transformation based on a way of life or philosophy.
Implement three photos to represent your ideas, feelings, etc., at the three focal points in your life. You may use personal photos, clip art, or other images, but be sure you use and/or attribute them appropriately. For example, you are free to use your personal photos as you’d like, but make sure to choose clip art or other images that you either have permission to use freely or that you cite adequately. Equally consider your document’s layout, such as text sizes, photo placement (near the related essay text), and colors, in addition to how you present your content, to include thesis, support, and organization.
Sample thesis statement:
Growing up in Sedona, Arizona, I was constantly looking up into the clear night sky, viewing multiple constellations and shimmering stars, which had me yearning to reach them—literally—so when I turned 16, I began working as a camp counselor at a space camp, which ultimately led to a career at NASA; my journey taught me that if I reached for the stars, nothing could stop me.
Length:
This assignment should be at least 500 words.
Underline your thesis statement.
.
Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docxssuserf9c51d
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Multimedia activity Business OrganizationVisit the Choose Your .docxssuserf9c51d
Multimedia activity: Business Organization
Visit the Choose Your Business Structure (Links to an external site.) section of the U.S. Small Business Administration’s website.
If you were to start your own business, which business entity structure would you choose? Justify why your chosen structure is the best organizational form.
Explain the following business structures: sole proprietorship, partnership, LLC, and a corporation. In your analysis address the following for each business structure:
Steps to form
Personal liability for owners
Taxation
Advantages and disadvantages
Your paper must be three to five pages (excluding title and reference pages), and it must be formatted according to APA style as outlined in the Writing Center. You must cite at least two scholarly sources in addition to the course textbook. Cite your sources in-text and on the reference page.
.
Multicultural PerspectiveToday’s classrooms are diverse and .docxssuserf9c51d
Multicultural Perspective
Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge.
Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the
Common Core State Standards Initiative (Links to an external site.)
(CCSS), develop a learning activity that includes these key features of multicultural education:
Integration of content
– How does your learning activity incorporate content from different cultures?
Reducing Prejudice
– How does the learning activity attempt to minimize any of your own prejudices as well as your students?
Making Teaching Equitable
– How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential?
Empowering Learners
– How does the learning activity empower all students to work toward their academic potential?
Construction of Knowledge
– How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection.
Click to view an
example
of this week's assignment.
You have several options in completing this task:
Write a three-four page paper (does not include a title page or reference page).
Develop a PPT presentation that is 8-10 slides long (does not include title page slide or reference page slide).
Use Voicethread or Prezi that is 8-10 slides long (does not include a title page slide or reference page slide).
Use a combination of the above.
Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the
Ashford Writing Center (Links to an external site.)
, and be sure to include a title page or slide as well as reference page or slide.
.
Muhammad Ali, how did his refusal to go into the army affect his.docxssuserf9c51d
Muhammad Ali, how did his refusal to go into the army affect his professional career.
Tommy Smith, what happened to him after coming home from the Olympics at the raising his fist.
LeBron James, what has been his influence in today’s society when it pertains to social injustices.
.
MS 113 Some key concepts that you need to know to navigate th.docxssuserf9c51d
MS 113: Some key concepts that you need to know to navigate through
the key reading – I will keep updating these
1.democracy
2.citizenship
3.public sphere
5. Nation and nationalism, nation-state, government, sovereignty
4. oligarchy (polyarchy, plutocracy, aristocracy and so on)
4.capitalism
5.liberalism, neoliberalism
6.civic republicanism
7.socialism
8.authoritarianism
9.populism
10. fascism
11. Marxism -ideological, hegemonic, discursive
12.globalization
13.transnational media spheres
14. consumerism, neoliberal consumer democracy
15. social movements
16. identity politics
17. recognition and redistribution debate
18. political power
19. the notion of common good
20. the digital divide
21: digital public sphere
22. communitarianism
23. social construction of culture
24. poststructuralism
25. postmodern
26. modernity
27. civil society
28. civil disobedience
29. civic engagement
30. structure and agency
31. pluralism and multiracialism, multiculturalism
A NEW FRONTIER
SOCIAL MEDIA / NETWORKS
DISINFORMATION AND
PUBLIC INTERNATIONAL LAW
IN THE CONTEXT OF
ELECTION
OBSERVATION
by Michael Meyer-Resende
Democracy Reporting International (DRI) operates on the conviction that democratic,
participatory governance is a human right and governments should be accountable to
their citizens. DRI supports democratic governance around the world with a focus on
institutions of democracy, such as constitutions, elections, parliaments and rules of
democracy grounded in international law. Through careful assessments based on field
research with partners, DRI convenes diverse stakeholders to promote policies that
strengthen democratic institutions. A non-profit company, DRI is based in Berlin and has
offices in Tunisia, Lebanon, Ukraine, Pakistan, Sri Lanka and Myanmar.
Michael Meyer-Resende is a lawyer with twenty years of experience in political
transitions and democratisation. Works in Europe, the Middle East, Africa and Asia. His
professional experience includes two years legal practice in Berlin, four years with the
Office for Democratic Institutions and Human Rights (ODIHR) of the OSCE (Warsaw),
three years with the election team of the European Commission in Brussels and
journalistic experience with the BBC. In 2006 he co-founded DRI and serves as Executive
Director since then. He publishes it regularly in newspapers like The New York Times,
The Guardian, Politico, Frankfurter Allgemeine Zeitung and think tank publications.
This publication was produced with the financial support of the European Union.
Its contents are the sole responsibility of Michael Meyer-Resende and do not necessarily
reflect the views of the European Union.
Graphic and layout design: Giorgio Grasso for Democracy Essentials
Cover photo: Ezequiel Scagnetti
Interior photos: Victor Idrogo (pp. 3, 6-7, 17); Ezequiel Scagnetti (p. 22)
CREDITS
3
TABLE OF
CONTENTS
I. SUMMARY
II. BACKGROUND
III. INTERNATIONAL LAW
AND NATIONAL LA.
Much has been made of the new Web 2.0 phenomenon, including social n.docxssuserf9c51d
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? How do secure software development concepts support protecting applications?
Pages: 1
APA format
References
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Home assignment II on Spectroscopy 2024 Answers.pdf
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ecting.docx
1. Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using learning journals in higher and
continuing education
ARTHUR M. LANGERTeachers College, Columbia University
in the City of New York, 203 Lewisohn Hall, Mail Code 4114,
2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of
learning journals as vehicles for encouraging critical re� ection
among non-traditional students and to compare variances with
studies among traditional students. An objective of the study
was to understand how adult students in a ‘technical’ computer
class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove
to be an effective teaching tool in science-based, adult learning.
The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results
suggest that non-traditional students are more skeptical than
traditional students about using learning journals and more
likely to use them as study tools. An implication of this study is
that student perception and skepticism of the assignment can
affect the objective of developing re� ective thinking. This
implication stresses the need to account for student perception
in studies on learning journals and critical re�
ection.Introduction
The use of learning journals as a method for engaging
traditional students in critical re� ection has been widely
discussed in the literature. However, their use in assisting adult
non-traditional students, particularly those who are engaged in
profession-orientated educational programmes of continuing
higher education has received comparatively little attention.
This paper focuses on the question of how the use of journals
impacted the learning process of adult students of the latter
2. category and how this impact compared to that of students of
the former category. Speci� cally, the study focused on
students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month
computer technology certi� cation programme at Columbia
University. The courses in this certi� cation programme are
designed for adult students interested in changing their careers.
The curriculum focuses on real-world topics that are essential to
the effective technology practitioner in the workplace. The
instructor for the course required the submission of a weekly
learning journal from each student during the 15-week course.
Students were asked to be re� ective about new career
opportunities and how to apply technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15
Ó 2002 Taylor & Francis Ltd DOI:
10.1080/13562510220144824
For the purposes of the study, a select number of journals were
reviewed from three successive semesters of the same class;
each had over 100 students. Subsequent to the class, students
were interviewed to provide further elucidation of the data
supplied in the journals. The purpose of the study was to
understand the immediate and extended impact of journals as a
learning tool for working with adult students, and for promoting
critical re� ection. The � ndings of this study raise questions
about the pedagogical assumption, expressed in the literature,
that journals provide a tool for learning (e.g. DeAcosta, 1995)
and that critical re� ection can be assessed in student journals
independently of non-re� ective considerations or factors (i.e.
Kember et al., 1999). An implication that follows from this
study stresses the need to check theoretical frameworks, built
around such pedagogical assumptions, against actual student
responses: in this case, against the impact of the journal-writing
requirement.The Concept of Re� ection in Learning
The use of journals as a learning tool in the development of
critical re� ection poses a basic question about the role of re�
ection in learning. Re� ection has received a number of de�
3. nitions from different sources in the literature. Depending on
the emphasis on theory or practice, literature de� nitions vary
from philosophical articulation, as in John Dewey and Jurgen
Habermas, to formulations from practice-based perspectives,
such as the research-in-action constructs developed by Scho¨n
(1983), or Kolb’s (1984) use of re� ection in the experiential
learning cycle. With speci� c respect to teacher training,
Morrison (1996) referred to re� ection as a ‘conceptual and
methodological portmanteau’. According to Morrison, the
manner in which re� ection is commonly used has shuttled
between the process of learning and the representation of that
learning.
With respect to the process of learning, Moon (2000) suggested
that individuals re� ect on something in order to consider it in
more detail. Dewey (1933) and Hull� sh & Smith (1978)
suggested that the use of re� ection supports an implied
purpose: individuals re� ect for a purpose that leads to the
processing of a useful outcome. With respect to the role of re�
ection in learning, therefore, ability and process are also
individual. While many people re� ect, it is in being re� ective
that people bring about ‘an orientation to their everyday lives.
For others re� ection comes about when conditions in the
learning environment are appropriate’ (Moon, 2000, p. 186).
Engendering the appropriate learning environment is the
pedagogical task. Journal writing represents a formal tool for
developing re� ective thinking. Holly (1989) referred to the
metacognitive effect of journal writing, and its ability to enable
self-enquiry and facilitate critical consciousness. Indeed, the
literature offers evidence that students, regardless of the course
topic, improve their learning by keeping journals. Abbas &
Gilmer (1997) explored the use of learning journals as an
interaction between student and instructor, designed to
stimulate active learning. Their research promoted the role of
the instructor as active facilitator in the journal-writing process.
Taggart & Wilson (1998) expanded this concept by suggesting
strategies to enhance a student’s re� ective capabilities while
4. writing journals.
Verifying re� ective thinking in journal writing became the
subsequent question to consider, one taken up by Kember et al.
(1999). Their study adapted Mezirow’s (1991) categorisation
scheme for codifying evidence of re� ective thinking in journal
writing. The current study engages, directly and by implication,
some of the above-mentioned pedagogical practices and
assumptions surrounding critical re� ection and its relation to
the use of learning journals.The Use of Learning Journals
This section provides an analysis of the existing literature on
learning journals in higher education and summarises common
themes about their use as learning tools. This section also
focuses on the three major areas of research on learning
journals that form a basis for the current study. They are:
· the value that journals bring to the student learning process
and the concern for how journals can be used by instructors to
facilitate student cognitive development in the � elds of
science, engineering, and mathematics;
· learning journals and the transition from theory to practice;
· the various types of learning journals that have been used to
facilitate critical re� ection in student learning.
The Value of Learning Journals in Science, Engineering and
Mathematics
A review of how learning journals have been applied in the �
elds of science, engineering, and mathematics is important in
the context of the current study in a computer technology
curriculum. This group of � elds may not, at � rst, appear to
provide an applicable environment to support journal writing
because of its specialized set of knowledge criteria: knowledge
based on axioms and demonstrable proof. However, Moon
(2000) suggested that while there are relatively few accounts in
the literature, there are clear indications of the manner in which
learning journals have been used to facilitate learning in these
disciplines. For example, in the � eld of science research it has
been shown that learning journals force students to replicate
5. ideas and facts (Powell, 1997; Chatel, 1997; Meese, 1987).
Harmelink (1998) found that science students who kept journals
improved their learning and communication skills. Perhaps the
most signi� cant research, done by Selfe et al. (1986), has been
on the question of how journal writing assisted mathematics
students. Their study showed that while learning journals did
not necessarily assist students with earning higher grades on
tests, journals did assist students in developing abstract
thinking that in turn allowed them to better conceptualise the
meaning of technical de� nitions. In addition, students
appeared to develop better strategies in problem solving through
writing as compared to just memorising calculations. Their �
ndings are further supported by research from BeMiller (1987).
Selfe & Arbabi (1986) studied responses to journal writing
among physics students, requiring them to write at least one
page each week on their experiments. Although most students
initially responded negatively to the exercise, 90% of them
eventually admitted that the journals helped them clarify their
ideas and thoughts. Grumbacher (1987) examined physics
students and found that through the use of journals they were
better able to synthesise their knowledge, and re� ect upon its
impact on their learning and personal experiences. Signi�
cantly, and corroborated by the current study, the research on
learning journals in these ‘technical’ disciplines appears also to
suggest that students do not initially understand how and why
journals can help them. This suggestion was especially evident
in the initially negative responses that students reported in the
Selfe and Arbabi study.
Learning Journals and the Transition from Theory to Practice
This section focuses on how learning journals can be used to
relate classroom theory to situations of practice outside the
classroom. The importance of moving from theory to practice is
relevant to the current study in that its subjects are adult
students seeking new careers. Indeed, the process of taking
material learned in the classroom and understanding its
6. application in the workplace is signi� cant for student success
in their new careers.
Dart et al. (1998) conducted a study on how graduate teachers
in training used journals to relate theory to practice. These
researchers found that students were better able to link theory to
practice and vice versa in the latter parts of the course, thus
supporting their claim that the use of journals provided a new
method of learning and re� ection. In the � eld of nursing,
Johns (1994) discusses ‘in� uencing factors’ in re� ective
writing and how they can guide learning from experience. Heath
(1998) used ‘double entry’ journals, which require secondary
(subsequent) re� ection on initial entries, to provide guidance
for students in understanding how to link theory to practice and
back to theory. Morrison (1996) based his research on Scho¨n’s
(1983) concepts of ‘re� ection-in-action’ and ‘re� ection-on-
action’; like Heath, he posed questions to students that required
them to consider relationships among personal, academic, and
professional activities, thus expanding their vision and
developing re� ective activity.
Also linked to adult education theory is the challenge that
learners face when attempting to overcome their biases
(Mezirow, 1990); Rainer (1978) used journal activities to
enhance a sense of perspective that over time affected student
attitudes and behavior. With respect to personal experience, a
useful section in a journal can be the ‘period log’, in which a
period of life is reviewed and a common theme or direction is
considered.
Types of Learning Journals
Journals can be created in different shapes, sizes and forms.
However, whether a journal is recorded in an audio, video or
word processing medium, the signi� cant organizing concept is
in its design and structure. Listed below are three types and
formats that have been used.
An unstructured journal allows students to produce their own
format. Using their own design, students tend to use a free
7. writing format, open to a range of content and structure of
design. Unstructured journals often resemble a diary format.
Unfortunately, the unstructured nature of this type of journal
makes it dif� cult to compare with other formats used by
students in the same class, and thus makes it dif� cult to
ascertain how students are re� ecting and learning as a group.
A structured journal carries an imposed form of constraint
regarding the manner in which it is written. Its purpose is to
bene� t both instructor and student. The instructor obtains
value by receiving information in a speci� c format or range of
formats. This allows the instructor to compare student responses
and re� ections and obtain feedback on speci� c discussions
and lectures. Students, for their part, are able to follow a
template, which serves to provide guidance to students on
approaching and developing journals (Johns, 1994).
The development of dialogue journals, which can be used
methodologically to train student expression and re� ection,
was explored by Garmon (1998) and Peyton (1993). Peyton’s
model resembled a mentor/mentee relationship requiring a
consistent one-on-one interface and a dialogue journal as the
vehicle for communication. Staton et al. (1988) de� ned
dialogue journals as a method to encourage the exchange and
development of ideas between two or more writers. Lukinsky
(1990) provided guidance to instructors on the development and
use of different types of learning journals, and discussed the
bene� ts of each type for the distinct purpose of increasing re�
ective capacity in student writing. Thus, the literature suggests
that students bene� t more from the guidance and formal
instruction of a teacher in developing self-re� ective critical
thinking than without this guidance.
In summary, the existing literature on the use of learning
journals in higher education indicates that it can be an effective
learning instrument. Students initially tend to � nd the use of
journals uncomfortable or have dif� culty understanding why it
is being requested. There is evidence that the use of learning
journals facilitates critical re� ection, particularly as it assists
8. students in conceptualising abstract meaning and relating it to
practice. Research on the use of learning journals in technology
� elds in higher education among non-traditional students,
however, is lacking.Research Methods
A review of the literature on learning journals for students in
higher education, as summarised above, provides theoretical and
contextual grounding for the current study and informs its two
principle modes of inquiry:
· an evaluative review of the learning journals submitted by
students; and · an interview of selected students who completed
the course.
Review of Learning Journals Submitted by Students
Students were required to submit learning journals each week
referencing the prior week’s lecture. The format used varied
from student to student; however, the instructor provided
sample formats so that students would receive guidance on what
a journal could look like. Students were required to submit two
copies of their journals: one copy was returned to the student
the following week with comments from the instructor; the
second copy was kept for analysis. Thus, the instructor used a
dialogue journal format to facilitate critical re� ection.
Learning journals from 20 students were selected for study.
There were three components to the selection process:
· equal representation by student gender;
· 10 students from each of the two sessions of the course;
· an equal distribution of students from the three different
departments of study (or study major).
The actual selection was made by sequentially selecting every
tenth student in alphabetical order by last name. Journals were
� led in sequential order by last name. If the gender and study
major were not equally represented, then the researcher
continued the cycle of selection by starting with the second � le
� rst and reviewing every third folder. This process was
continued until the sample selection was satis� ed. Each
student set of learning journals consisted of up to 15 journals,
9. or one for each class session. Therefore, up to 300 physical
learning journals were read.
Three researchers read each student set of learning journals in
the sample with the aim of identifying information about the
content, formatting style and subject matter they contained.
Researchers also read for indications of critical re� ection. The
review focused on the overall value that the student reported
from the lectures. Notes from this review were then
summarised. Common themes and concerns were extracted so
that questions could be developed for an interview guide
(Appendix I), which was used with a select number of students
who had completed the course.
Interviews with Selected Students
Two researchers solicited 10 student volunteers to be
interviewed 6 months after completing the course. Their
objective was to gain an understanding of student perceptions of
the journal-writing assignment and of the extended effects of
learning journals on students. These students were approached
during a subsequent course in the curriculum in which the
instructor announced that volunteers were being sought. The
volunteers signed a consent form agreeing that their interview
data would be used for research purposes and reported in
aggregate only. Four of the 10 students were male.
The interview guide (Appendix I) was developed to facilitate
organisation, consistency and coverage of the questions—
objectives discussed in Patton (1990). This interview guide was
not supplied to interviewees; it was used by two researchers as a
checklist to ensure that interviews touched on relevant topics.
Each interview lasted approximately 30 minutes. While the
interviewees did not receive a copy of the questions, the
researchers initially provided them with an idea of the topics
that were the focus of the study.Results of the Study
This section presents the results of the study in terms of an
analysis, and two summaries of data collected from the journals
and interviews; it compares the data to related literature on the
10. use of learning journals in higher education.
Learning Journal Analysis
While students were encouraged to be creative in formatting
journals, 90% of the journals appeared in the format provided as
a sample with the syllabus. This outcome suggests that in spite
of the encouragement toward independent formatting, students
were concerned with using a format that appeared to be
preferred by the teacher. Possible reasons for this type of
response, according to Kerka (1996), include the following:
‘lack of pro� ciency with re� ective writing, fear resulting
from open-ended writing requirements, privacy issues, and
unequal balance of power between teacher and students’. Fisher
(1996) and Abbas & Gilmer (1997) also cited concerns related
to this type of student response. They considered the student–
teacher interaction through various interpretive concepts: e.g. as
challenges, bonds or ‘non-threatening’ modes of learning
encountered and encouraged through the use of journals. This
response can also be cited as an instance in which the
opportunity for self-re� ective response—in the matter of
formatting—was bypassed in favour of following a given model.
Secondly, with respect to content, 55% of the students
submitted journals that seemed to become more self-re� ective
in the latter part of the course. The criterion for self-re� ection
was based on written indication about how the student assessed
content from class lectures in relation to their work or their
experiences in life. For example, one student concluded: ‘I
return to work the next day feeling empowered and much more
knowledgeable. I think about what I had known instinctively
before the class [which] is now backed up with concrete
knowledge and how much more I need to learn if I wish to stay
in this � eld’. The increase in self-re� ection, noted as an
increase in the frequency of such assessments, while moderate,
could be attributed to two intervening factors. First, the
instructor provided weekly written feedback on the journals,
often encouraging students to discuss how they relate the
11. lectures to other areas of interest. Thus, students were prompted
to be more re� ective. This interactive dimension of the writing
process compares to the function and, hence, bene� ts, of the
dialog journal described in Peyton (1993). Garmon (1998)
speci� cally identi� es the dialog journal as a tool that
promotes re� ection. The current study adds the dialogic
dimension to the two general claims that learning journals
facilitate interaction between students and instructor (Abbas &
Gilmer, 1998) and encourage re� ection (Kerka, 1996).
A second factor contributing to the incremental development of
critical thought during the latter part of the course may be the
natural progression of cumulative experience and practice.
Indeed, less than 5% of the students admitted having previous
experience with learning journals. The implication from these
facts supports De Acosta’s (1995) claim that student journals
provide opportunities for students to learn how to re� ect.
Other researchers have identi� ed the use of journals as a
technique for enhancing re� ective thinking and facilitating
self-discovery (Taggart & Wilson, 1998; Fisher, 1996). The
remaining 45% of students submitted journals that did not
demonstrate an incremental development in critical re� ection.
This comparative lack suggests unwillingness or inability to
explore the material in ways extending outside its technical
content. The literature provides a number of reasons why
students might � nd journal writing challenging and dif� cult.
Francis (1995) found that some students resist because they
cannot see relevance in the exercise of writing journals to their
current interests. Other students feel re� ection is
overemphasized (James & Denley, 1993). Canning (1991)
reported that some students have study habits that let tasks
build up over time until delivery or examination is necessary.
Such habits are at odds with incremental progressions of
learning possible through weekly journal writing.
Twenty-� ve per cent of the journals addressed questions to the
instructor. These questions typically requested clari� cation of
an issue discussed in class or covered in assigned readings. The
12. relative lack of questions could be attributed to a number of
factors, some relating to those introduced by Kerka (1996),
cited above. One factor could be that students felt
uncomfortable with submitting written questions to their
instructor. Another might be related to stigmatisation associated
with submitting, in essence, written evidence of a student’s
limited comprehension: a privacy issue. In other instances, the
problem becomes more signi� cant for students who come from
cultures that de� ne this interrogative type of communication as
inappropriate or disrespectful to the teacher. Furthermore,
students might feel more comfortable with simply asking
questions in class, which to them might result in a better and
more immediate response. Finally, students might feel incapable
of articulating a technical question in a format with which they
are otherwise comfortable; i.e. they may have a limited ability
to articulate questions in writing.
Summary of the Interviews
Researchers followed the interview guide in each of the 10
sessions. The demographics of the 10 students are shown in
Table 1.
Results from the interview allowed researchers to further assess
the signi� cance and relative successes of the student journals.
Their heterogeneous responses are summarised under the
question headings that follow.
1. What was your initial reaction to being required to use a
learning journal? Students’ initial reactions were mixed, and
sometimes prejudicial toward journal writing. One student felt
‘insulted at � rst to be required to use something that seemed
better suited for children’. Another student was not upset, but
had reservations about how to do a journal and ‘whether there
was enough information to � ll-up the journal’.
Yet one student was glad and felt comfortable writing the
journals.
TABLE I. Demographics of the 10 students
Gender
13. Race
Current profession
Columbia Major
Male
Caucasian
Sales
Information systems
Male
Caucasian
Finance
Information systems
Male
African American
Banking
Information systems
Male
Asian
Manufacturing
Database
Female
Asian (Indian)
Advertising
Database
Female
African American
Clerical
Information systems
Female
Caucasian
Teacher
Information systems
Female
Latino
Sales
Information systems
Female
14. Caucasian
Graphic artist
Information systems
Female
Caucasian
Law
Information systems
2. How did you use the learning journals during the course?
Students used journals as transcripts; that is, they used them to
verify their understanding of material that was discussed in
class and in readings. Two students used the journal as a way of
studying for exams and by using them as they would session
handouts (which were not supplied to the class by the
instructor). Four students used the journals as a means of
balancing their learning style with the instructor’s style of
teaching. In this case, the teacher’s lecture style was noted as
being ‘at odds with the way I preferred to learn’. The learning
journal, therefore, allowed this student to mediate the teacher’s
style into a form that facilitated a knowledge transfer.
3. What were the bene� ts of doing learning journals? Students
responded that knowledge transfer was the most bene� cial
aspect of their learning journals. The process of having to
articulate in writing the meanings of technical terms was
reported as a particularly effective learning experience. Six
students felt that a key bene� t to using journals was that it
forced a discipline on them to review class discussion. One
student stated: ‘it forced me to do the work, and I did not have
to redo my notes; it simply was a great study device’. Students
saw the bene� ts of the learning journal as a vehicle to con� rm
their understanding of the material.
4. What were the downsides or disadvantages of using learning
journals? Students unanimously felt that the time requirement to
do journals was the biggest disadvantage of using them.
Students also stated that their lack of experience with using
learning journals delayed its effectiveness as a learning tool. In
essence, the process of learning how to best write and use
15. journals was an initial impediment that was perceived as wasted
time. Five students found that producing learning journals on a
weekly basis was dif� cult and unnecessary. These students
preferred to summarise their learning according to subject
sections as opposed to a perceived arti� cial cutoff imposed by
a class schedule. Finally, one student stated that hand-written
notes were just as effective in learning as submitting a journal
in a typed and formal presentation. Hand-written learning
journals, according to this student, are more natural, challenge
students to take better notes and are much more time ef� cient.
5. Did producing learning journals change your learning
process? One student felt that the journals helped him to
perform better academically. Another suggested that the process
helped her understand the ‘real-world’ aspects of the course
material. She stated: ‘it also made me more critical of the
material as well as my instructor’. Another student felt that the
experience of using journals had a permanent impact on him
professionally. Speci� cally, the journals have instilled good
habits in taking notes during professional meetings and
conversations.
6. Have you continued using learning journals in other courses
or in other situations? Five of the 10 students continue to use
journals in other classes even though they are not required to do
so. Three students stated that, while they did not ‘journalize’
their notes, the experience of using learning journals had signi�
cantly improved their note taking abilities. None of the students
complained that other instructors did not collect and respond to
the journals. This continued practice suggests that the journals
have value to these students notwithstanding any collaboration
with an instructor.
7. Do you think that learning journals can be used for all types
of courses? All of the students felt that learning journals were
not for every course. They speci� cally stated that courses held
in computer laboratories would not be conducive to journal
writing. It appears from the responses that learning journals are
better suited for lecture and discussion classes as opposed to
16. hands-on computer application courses.
8. Did you use the learning journal as a way of collaborating
with your instructor? Students used their learning journals to
ask questions of the instructor or to suggest that the instructor
review certain topics. The students did not use the journals to
communicate or explore concepts with the instructor or to
question his approaches to the class syllabus. Thus,
collaboration was simpli� ed and limited to a formal question
and answer format.
9. Did the journals assist in critical re� ection? Students were
puzzled by the concept of critical re� ection and struggled with
why it would be important in journal writing. After the concept
of critical re� ection had been explained, students still felt that
there was not enough time to delve into a self-analysis or re�
ective process. Students showed an interest in the concept, but
not an understanding of how to approach doing it.
Summary of Common Themes
Several common themes emerged from a review of the journal
readings and interview responses.
· Students had initial concerns about their ability to handle the
journal. Writing journals caused over half the students in the
sample to feel anxiety, especially those who were coming back
to school after a long absence.
· Some students initially felt insulted by the requirement to
produce learning journals. They felt that journals were better
suited for children than for adults.
· Students have dif� culty designing their own presentation
formats; they need guidance in the format of the learning
journal. Less than 5% of the students had prior experience with
producing journals.
· Students used the journals mainly to list and summarise
material covered in class, rather than as vehicles of
communication with the instructor.
· Only 50% of the journals were submitted on a weekly basis.
This statistic suggests that it is dif� cult for adult students to
17. take the time or discipline to complete journals weekly.
· The use of learning journals may not be for all types of
classes, speci� cally those that require hands-on laboratory
work.
· Students may not understand the concept of critical re�
ection. Instructors need to teach key concepts before expecting
students to understand the value of learning journals and how to
use them.Implications: factoring student perceptions
The literature review in the preceding section reveals the
prevailing assumption that student journals can provide an
opportunity for expression and development of critical re�
ection. (Other interpretive concepts proposed and examined in
the literature include promoting, prompting, facilitating and
enhancing critical re� ection.) This terminology underscores
the basic pedagogical assumption that continues to warrant the
assignment of learning journals in adult college courses today.
The assumption, justi� able or not, motivates the administration
of the journal assignment; that is to say, it falls properly within
the instructor’s domain of assumptions. It informs the
instructor’s perception (expectations, value and utility) of the
journal assignment. The goal of promoting critical re� ection
through the use of student journals is based on the perception of
what the journal assignment can accomplish: that it can provide
the opportunity for exercising critical thinking. Unfactored into
this unilaterally motivated assignment, however, is an
awareness or appreciation of the student’s domain of
assumptions: how student goals, expectations, and perceptions
of the same assignment can impact the pedagogical goal of
achieving critical re� ection.
Kember et al. (1999) proposed that the success of student
journals in producing re� ective thinking is to be determined by
assessing whether re� ective thinking can be identi� ed in the
journals themselves. While their proposed model is useful in
very speci� c ways, it remains a unilateral project that is
unconcerned, by schematic design, with taking into account the
student’s perception of the assignment itself: how students
18. respond to the requirement of such an assignment, and their
sense of its practical utility and educational worth. In fact, if
these types of concerns were to be identi� ed in a student
journal, according to the model of Kember et al., they would
most likely be coded as introspective—a non-re� ective
activity. The current research investigated several aspects of
this introspective activity to better understand student reception
and perception of the journal assignment in terms of its
practicality and value. The results of this study demonstrate
several ways in which student reception/perception of the
learning journal assignment can impact the practical outcome of
an assignment whose purpose is to promote re� ective thinking.
An implication suggested by the � ndings of this study point to
an inextricability between re� ective and affective dimensions
in the process of developing critical re� ection through the use
of student journals.
The Kember et al. model represents an attempt to develop an
objective method for testing re� ective thinking. The question
may be raised, however, whether the attempt to formalise such
an objective method is appropriate to the testing of a
phenomenon that involves and derives from an interactive
relationship between the tester and the testee—whether the
testor, a factor by virtue of being a reader, assigner and grader
in the course of the journal writing process, can be objectively
factored out of an analysis of what is essentially an interactive
exchange. The fundamental question that arises is whether
critical re� ection can be properly studied in isolation of the
surrounding, contextualising, and in� uencing factors that
contribute to its relative success or failure.
The current study shows that feelings of anxiety and insult,
feelings that the journal requirement is inappropriate to the
adult student’s sense of maturity and real-life time constraints,
and feelings of inadequate preparation or knowledge to master
the journal assignment have been expressed by students in
relation to the process of journal writing and the objective of
critical re� ection. In the Kember et al. model, these
19. considerations would be categorised as affective responses,
more appropriate to introspection than critical re� ection.
Nevertheless, affective factors assert in� uence on the practice
of journal writing and, hence, the demonstrations of critical re�
ection they may or may not contribute to. If students show a
lack of re� ective thinking in journal writing, it could mean
that they have not been properly exposed to a learning
environment that focuses on re� ective skills, or to produce the
written evidence of re� ective thinking.
The current study suggests that the production of re� ective
thinking is affected by student attitudes and pre-conceptions
about the vehicle itself, the learning journal. A study that
simply demonstrates a lack of re� ective thinking in student
journals can leave the researcher at an empirical dead-end. A
demonstrable lack of re� ective thinking can suggest no
pedagogical course of action. Learning about student reaction
and responses, however, can suggest and identify arenas of
concern traditionally addressed through pedagogical courses of
action. Furthermore, studying student responses at the affective
level reveals the in� uences and practical inextricabilities, of
so-called non-re� ective activity, such as introspection, in the
production of re� ective thinking. It also points to a theoretical
idealism in the distinction made between these realms of
thinking—the philosophical idealism of freeing thoughts from
feelings and their cultural sources—as well as revealing the
impulse to impose hierarchical classi� cations on student
thinking in the form of schematic divisions.
What does it mean to separate affective from re� ective
thinking? To abstract any kind of thinking from its worldly
context of personal and social complexities? And to classify
students (via an interpretation of their writing) according to a
schema whose classi� catory criteria are not necessarily
explained or understood by the students? The goal of
determining the level of re� ective thinking is a project that
bypasses the question of determining whether the assignment of
journal writing does or does not in practice encourage re�
20. ective thinking, and bypasses the question of how the
requirement of this assignment can impact the opportunities to
think re� ectively.
The Kember et al. model can be used to classify statements as
demonstrating an occasion or lack of indicators assumed to
evince re� ective thinking in student journals, but it cannot
con� rm anything more than a perceived presence or lack of
signs of re� ective thinking in student writing. Given that
writing is not all there is to thinking, we need to augment our
understanding about the complexities of critical re� ection
when we draw conclusions about one type of activity by citing
evidence of a phenomenologically different activity.
To begin to assess the potential for re� ective thinking as a
practice engendered in the use of learning journals, one can
begin by assessing student perceptions and uses of the vehicle
itself. What students feel about the required assignment can
affect their performance in ful� lling the aim of achieving
critical re� ection. How they understand and perceive this aim
cannot be underestimated as a factor that affects the qualitative
production of re� ective writing. When the aim of a writing
assignment is to promote critical thinking, it is reasonable to
take into account factors that can in� uence (enhance or inhibit)
its production.Conclusions
The responses among non-traditional students, demonstrated in
the � ndings of this study, speak to the need to consider student
reception and perceptions of the journal writing assignment in
order to evaluate its usefulness as a tool for developing critical
re� ection among traditional as well as non-traditional students.
Some results of the study support the existing literature. For
instance, the study was consistent with the literature in
demonstrating that learning journals can improve knowledge
transfer for students. This heuristic effect was supported in the
feedback received from the 300 journals that were read, the
feedback received from student interviews and the comparative
analysis of this data with results assessed from other studies
concentrating on students in science-related courses. On the
21. other hand, some of the results of this research are at variance
with those of the literature. In comparison to indications in the
literature, a smaller percentage of students demonstrated critical
re� ection in their journal writings, and among those who did,
the increase was both limited and mitigated by intervening
factors. This outcome could be related to the degree of
instructor interfacing in the journal writing process. A poor
showing of critical re� ection might indicate that an instructor
did not provide adequate guidance or facilitation to the student
on how to produce journals that are qualitatively re� ective and
collaborative. On the other hand, the results of this research
suggest that non-traditional adult students can � nd it dif� cult
to understand what is meant by re� ection and how it applies to
their practical goals of changing careers. These students do not
have a natural or traditional association with the journal process
itself, as has been suggested, more or less, in much of the
literature on learning journals. The current research therefore
helps to expand the purview of study related to learning
journals beyond what has been the dominant focus aiming at
traditional students; it begins to draw out important variances
when the focus is shifted to the study of non-traditional student
groups. New areas of study, it is hoped, will emerge with an
expanded scope of study groups.
REFERENCES
ABBAS,A. & GILMER, P.J. (1997) The Use of Journals in
Science Teaching and Learning for Prospective Teachers: an
active tool of students’ re� ections, Conference Paper (ERIC
Document Reproduction Service No. ED 409 182).
BEMILLER, S. (1987) The mathematics handbook, in: T.
FULWILER (Ed.) The Journal Book (Portsmouth, Heinemann).
CANNING, C. (1991) What the teachers say about re� ection,
Educational Leadership, March.
CHATEL, R.G. (1997) Writing to Learn in Science: a
curriculum guide, Classroom Teaching Guide (ERIC Document
Reproduction Service NO. ED 414 196).
DART, B., BOULTON-LEWIS, G., BROWNLEE, J. &
22. MCCRINDLE, A. (1998) Change in knowledge of learning and
teaching through journal writing, Research Papers in Education,
13(3), pp. 291–318.
DE ACOSTA, M. (1995) Journal writing in service-learning:
Lessons from a mentoring project, Michigan Journal of
Community Service Learning, 2, pp. 141–149.
DEWEY, J. (1993) How We Think (Boston, D C Health and
Co).
FISHER, B.J. (1996) Using journals in the social psychology
class: helping students apply course concepts to life
experiences, Teaching Sociology, 24(2), pp. 157–165.
FRANCIS, D. (1995) Re� ective journal: a window to
preservice teachers’ practical knowledge, Teaching and Teacher
Education, 11(3), pp. 229–241.
GARMON, M.A. (1998) Using dialogue journals to promote
student learning in a multicultural teacher education course,
Remedial and Special Education, 19(1), pp. 32–45.
GRUMBACHER, J. (1987) How writing helps physics students
become better problem solvers, in: T. FULWILER (Ed.) The
Journal Book (Portsmouth, Heinemann).
HARMELINK, K. (1998) Learning the write way, Science
Teacher, 65(1), pp. 36–38.
HEATH, H. (1998) Keeping a re� ective practice diary: a
practical guide, Nurse Education Today, 18(18) pp. 592–598.
HOLLY, M. (1989) Re� ective writing and the spirit of inquiry,
Cambridge Journal of Education, 19(1), pp. 71–80.
HULLFISH, H.G. & SMITH, P.G. (1978) Re� ective Thinking:
the method of education (Westport, Greenwood Press).
JAMES, C. & DENLEY, P. (1993) Using records of experience
in an undergraduate certi� cate in education course, Evaluation
and Research in Education, pp. 23–37.
JOHNS, C. (1994) Nuances of re� ection, Journal of Clinical
Nursing, 3, pp. 71–75.
KEMBER, D., JONES, A., LOKE, A., MCKAY, J., SINCLAIR,
K., TSE, H., WEBB, C., WONG, F., WONG, M. & YEUNG, E.
(1999) Determining the level of re� ective thinking from
23. students’ written journals using a coding scheme based on the
work of Mezirow, International Journal of Lifelong Education,
18(1), pp. 18–30.
KERKA, S. (1996). Journal Writing and Adult Education,
Research Report (ERIC Document Reproduction Service. No.
ED 399 413).
KOLB, D. (1984) Experimential Learning as the Science of
Learning and Development (Englewood Cliffs, Prentice Hall).
LUKINSKY, J. (1990) Re� ective withdrawal through journal
writing, in: J. MEZIROW (Ed.) Fostering Critical Re� ection in
Adulthood: a guide to transformative and emancipatory learning
(San Francisco, Jossey-Bass).
MEESE, G. (1987) Focused learning in chemistry research:
Suzanne’s journal, in: T. FULWILER (Ed.) The Journal Book
(Portsmouth, Heinemann).
MEZIROW, J. (1990) How critical re� ection triggers
transformative learning, in: J. MEZIROW (Ed.) Fostering
Critical Re� ection in Adulthood: a guide to transformative and
emancipatory learning (San Francisco, Jossey-Bass).
MEZIROW, J. (1991) Transformative Dimensions of Adult
Learning (San Francisco, Jossey-Bass).
MOON, J.A. (2000) Learning Journals: a handbook for
academics, students and professional development (London,
Kogan Page Limited).
MORRISON, K. (1996) Developing re� ective practice in
higher degree students through a learning journal, Studies in
Higher Education, 21(3), pp. 317–332.
PATTON, M.Q. (1990) Qualitative Evaluation and Research
Method (Newbury Park, Sage).
PEYTON, J.K. (1993) Dialogue Journals: interactive writing to
develop language and literacy, Research Report (ERIC
Document Reproduction Service No. ED 354 789).
POWELL, A.B. (1997) Capturing, examining, and responding to
mathematical thinking through writing, Clearing House, 71(1),
pp. 21–25.
RAINER, T. (1978) The New Diary. How to use a journal for
24. self-guidance and extended creativity (Los Angeles, JP Tarcher
Inc.).
SCHO¨ N, D. (1983) The Re� ective Practitioner: how
professionals think in action (New York, Basic Books).
SELFE, C. & ARBABI, F. (1986) Writing to learn—engineering
students journal, in: A. YOUNG & T. FULWILER (Eds) Writing
Across the Disciplines (Upper Montclair, Boynton/Cook).
SELFE, C., PETERSON, B. & NAHRGANG, C. (1986) Journal
writing in mathematics, in: A. YOUNG & T. FULWILER (Eds)
Writing Across the Disciplines (Upper Montclair,
Boynton/Cook).
STATON, J., SHUY, R., PEYTON, S. & REED, L. (1988)
Dialogue Journal Communication (Norwood, Ablex).
TAGGART, G.L. & WILSON, A.P. (1988) Promoting Re�
ective Thinking in Teacher (Thousand Oaks, Corwin Press,
Inc).Appendix I: interview guide
1. What was your initial reaction to being required to use a
learning journal?
2. How did you use the learning journals during the course?
3. What were the bene� ts of doing learning journals?
4. What were the downsides or disadvantages of using learning
journals?
5. Did producing learning journals change your learning
process?
6. Have you continued using learning journals in other courses
or in other situations?
7. Do you think that learning journals can be used for all types
of courses?
8. Did you use the learning journal as a way of collaborating
with your instructor?
9. Did the journals assist in critical re� ection?
338 A. M. Langer
Re� ecting on Practice 351