Using Reflective Journaling in a 7th Grade Language Arts Classroom:

Do You See the Results?Amy Addison

Language Arts / 7th Grade

Key Terms

• reflective journaling• writing•writing apprehension• attitudes toward writing•self-efficacy

Alignment with Conceptual Framework Tenets and Their Clusters of Related Competencies

1.0 EnthusiasticEngagementin Learning

Knowledge of:1.1: Content1.2: Curriculum1.3: Learners

2.0 Exemplary

ProfessionalTeachingPractices

Skills of:2.1: Planning2.2: Instruction2.3: Assessment

3.0 Caring and

SupportiveClassrooms

and LearningCommunities

Dispositions of:3.1: Reflection3.2: Connections3.3: Action

1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3

Title / AuthorX

Research Question

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

Focus Question #1: What is the process of implementing supplemental reflective journal writing into a 7th grade Language Arts classroom

Focus Question #2:How do the written communication skills differ between 7th grade students who do not use reflective journaling in the classroom versus those who do?

Focus Question #3: What are the teacher and student attitudes about reflective journaling in the classroom?

Focus Question #1Literature Review

Primary Sources How Aligned to Focus Question

Douillard, K. (2000) Implementation of reflective journaling in classroom.

Dunlap, J (2006) Implementation of reflective journaling in classroom.

Fritson, K. (2008) Implementation of reflective journaling in classroom.

Focus Question #2Literature Review

Primary Sources How Aligned to Focus Question

Cisero, C. (2006) Studies the utilization of reflective journaling with a treatment and non-treatment group and its affects on students’ attitudes.

Connor-Greene (2000) Studies the utilization of reflective journaling with a treatment and non-treatment group and its affects on students’ attitudes.

Gau, Hermanson, Logar, & Smerek (2003) Studies the utilization of reflective journaling with a treatment and non-treatment group and its affects on students’ attitudes.

Focus Question #3Literature Review

Primary Sources How Aligned to Focus Question

Reeves, L. (1997) Reveals insight pertaining to students and teachers attitudes toward reflective journaling.

Bloom, L.(1980)

Reveals insight pertaining to students and teachers attitudes toward reflective journaling.

Kamler, B. (1993) Reveals insight pertaining to students and teachers attitudes toward reflective journaling.

Procedure and MethodsFocus question. From whom were data

collected?What methods were used to collect data?

FQ 1: Suzanne Jackson Open-ended evaluation rubric of instructional plan.

FQ2: Participants Pre-post writing assessments

FQ3: Self/Participants Reflective JournalSurvey

References• Bartscher, Mark a., Lawler, Kim E., Ramirez, Armando J., Schinault, Kris S. (2001).

Improving student’s writing ability through journals and creative writing exercises. (Report No. CS 217 644) Chicago, IL: Saint Xavier University &IRI/Skylight. (ERIC Document

Reproduction Service No. ED 455525)• Bloom, Lynn Z. “The composing Processes of Anxious and Non-Anxious Writers: A Naturalistic Study.” Paper

presented at Conference on College Composition and Communication, Washington, D.C., 13-15 March 1980. (ERIC Document Reproduction Service No. ED 185 559).

• Cisero, C. (2006). Does reflective journal writing improve course performance? College Teaching, 54(2), 231-236. Retrieved from ERIC database

• Connor-Greene, P. (2000). Making connections: Evaluating the effectiveness of writing in enhancing student learning. Teaching of Psychology, 27, 1, 44-46.

• Douillard, Kim (2000). Reflective friday: time out to think. National Writing Project, The Quarterly-Fall 2000 pp.29-35.• Dunlap, J.C. (2006). Using guided reflective journaling activities to capture students’changing perceptions. Tech Trends,

50(6), 20-26.• Fritson, Krista, K. (2008). Impact of journaling on students self-efficacy and locus of • control. Insight: A Journal of Scholarly Teaching, (3), 75-83.• Gau, Elisabeth, Hermanson, Jennifer, Logar, Michele, Smerek, Christine (2003). Improving student attitudes and writing

abilities through increased writing time and opportunities. (Report No. CS 512 508). Chicago, IL: Saint Xavier University & IRI /Skylight. (ERIC Document Reproduction Service No. ED481441)

• Kamler, Barbara (1993) Constructing gender in the process writing classroom. Language Arts 70(2), 95-103. • Reeves, L. (1997). Minimizing writing apprehension in the learner-centered classroom. English Journal, 86(6), 38-45.

Retrieved from ERIC database.