scholarly journals Student journals in today’s world: defining a niche

2020 ◽  
Vol 6 (2) ◽  
pp. 85
Author(s):  
Alexander Zhai
Keyword(s):  
Student Journals

N/A

Tools for Analysis: Journals and Writing Skills

1986 ◽  
Vol 51 ◽  
pp. 10-11
Author(s):  
David M. Brodsky ◽  
Eileen M. Meagher
Keyword(s):  
High Schools ◽  
Political Science ◽  
Communication Skills ◽  
Writing Skills ◽  
Student Writing ◽  
English Department ◽  
Written Communication ◽  
Student Journals

Instructors directly responsible for improving student writing skills rely on many techniques, among them student journals, to help their charges master the rudiments of written communication. Instructors in such disciplines as political science, however, may exclude the development of written communication skills from the objectives they hope students achieve. Instead they regularly bemoan their students inability to put together two or three readily understandable sentences on any topic of concern, simultaneously condemning the high schools or English department for failing to teach students how to write.

Student Journals: A Means of Assessing Transformative Learning in Aging Related Courses

2015 ◽  
Vol 36 (2) ◽  
pp. 185-203 ◽  
Author(s):  
Adrienne L. Cohen ◽  
Pamela Pitman Brown ◽  
Justin P. Morales
Keyword(s):  
Transformative Learning ◽  
Student Journals

scholarly journals Enhancing Engagement in Reading: Reader Response Journals in Secondary English Classrooms

1944 ◽  
Vol 8 (1) ◽  
Author(s):  
Janet McIntosh
Keyword(s):  
High School ◽  
Reader Response ◽  
English Teacher ◽  
High School English ◽  
Secondary English ◽  
Reading And Writing ◽  
English Classrooms ◽  
English Students ◽  
Student Journals ◽  
Positive Results

Writing reader response journals during the act of reading provides ideal opportunities for secondary English students to deepen and expand their understanding of literature. Based on data from three case studies conducted by a former high school English teacher, currently an English educator, this article examines the effectiveness of students recording response entries as they read a novel. Excerpts from student journals illustrate the positive results of combining the acts of reading and writing. Student engagement with text leads to better comprehension and through writing reflective responses, students become more effective readers.

scholarly journals A qualitative analysis of radiation therapy students’ professional placement journals

2013 ◽  
Vol 13 (2) ◽  
pp. 131-140
Author(s):  
Naomi Findlay ◽  
Shane E. Dempsey ◽  
Helen M. Warren-Forward
Keyword(s):  
Radiation Therapy ◽  
Qualitative Analysis ◽  
Descriptive Analysis ◽  
Student Experience ◽  
Clinical Environment ◽  
Descriptive Content ◽  
Traditional Program ◽  
True Diversity ◽  
Qualitative Descriptive ◽  
Student Journals

AbstractPurposeStudent experience on clinical placement is not well captured with traditional program evaluation tools. This study aims to complete a qualitative analysis of the reflective clinical journals completed during professional placement by radiation therapy (RT) students in order to uncover the issues that affect students on placement and how these change as the student's progress through the program.Materials and methodsA qualitative descriptive analysis (QDA) was undertaken on the descriptive content of student journals completed by 97 students over 3 consecutive years while undertaking professional placement in Radiation Oncology Treatment Centres within Australia. Two coders used a QDA sourcebook specifically designed for the research to independently analyse the descriptive content of the reflective journals for four main categories and 18 subcategories.ResultsThe result revealed a statistically significant increased tendency to discuss clinical environment and a decreased tendency to discuss the patient, 92·9–12·5% (coder 1) and 85·7–18·8% (coder 2), as they progressed through the program.ConclusionsThe results of this study showed some similarities with studies completed in other health professions; however, the breadth of issues explored within the content of these RT student journals demonstrates the true diversity of the RT student experience on professional placement.

Crossing borders

2011 ◽  
Vol 34 (1) ◽  
pp. 24-39 ◽  
Author(s):  
Joanne Rajadurai
Keyword(s):  
Language Ideologies ◽  
Language Choice ◽  
Group Discussions ◽  
Study Approach ◽  
Linguistic Resources ◽  
Multiple Case ◽  
Linguistic Practices ◽  
Language Boundaries ◽  
Student Journals

This paper reports on a study of Malay learners of English in Malaysia as they attempt to extend their use of English outside the classroom and thus participate in new linguistic practices. Using a multiple case study approach, the study examines the narrative accounts of learners generated through student journals and focus group discussions. These are stories of conflict, tension, negotiation, and renewal as these aspiring bilinguals use English to contest language boundaries, transform social and linguistic resources, and express new identities. The analysis offers insights into how the norms of language choice and use are generated, preserved and changed, how language ideologies lend value to particular linguistic practices and stigmatise others, and what the consequences are of these practices in the lives and identities of people and the community as a whole.

Appearing Acts: Creating Readers in a High School English Class

1994 ◽  
Vol 64 (4) ◽  
pp. 450-474 ◽  
Author(s):  
Joan Kernan Cone
Keyword(s):  
High School ◽  
Group Discussion ◽  
Collaborative Reflection ◽  
Cultural Backgrounds ◽  
High School English ◽  
Self Perceptions ◽  
English Class ◽  
Reading Materials ◽  
Student Journals

Asking how she, as a teacher, can motivate students to discover the joy of reading, Joan Kernan Cone explores students' self-perceptions as "readers" and "non-readers." By engaging her students in this question and through her willingness to respond to their ideas Cone experiments with methods to cultivate "readers" — those who read on their own for pleasure and knowledge. Through the use of student journals, reading materials matching their interest and cultural backgrounds, and group discussion, she inspires a passion for reading. As a result of her in-class research and collaborative reflection with her students, Cone advocates creating a "community of readers" in which students can choose books, read them, talk about them, and encourage each others to read.

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