A Comparative Study of Dialogue and Response Journals.

Autor/inn/en	Roe, Mary F.; Stallman, Anne C.
Titel	A Comparative Study of Dialogue and Response Journals.
Quelle	(1993), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Comparative Analysis; Dialog Journals; Educational Environment; Feedback; Graduate Students; Higher Education; Interviews; Literacy Education; Questionnaires; Student Journals; Student Reaction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Fragebogen; Studentenzeitung; Schülerkritik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study compared dialogue and response journal formats. The participants were members of a graduate class for literacy educators. Completing a journal containing dialogue and response entries was one assignment for this class. Data came from student journals, interviews, and questionnaires. The integration of findings from these sources indicated that students comparably completed each type of entry and believed the two formats served similar functions, e.g. exploring selected topics and/or connecting them with a classroom environment, improving their writing, reading critically, and influencing classroom practice. However, students preferred the dialogue format. They felt the feedback promoted collegial consultation, improved task engagement, and affirmed their feelings and ideas. These possibilities depended upon honest exchanges between a student and the instructor. Consequently, the linkage of the journal activity to the wider classroom culture was underscored. This wider culture can either enhance or undermine the potential of a journal activity. (A table shows paired sample t-tests of questionnaire items.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01