Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change – By Dannelle D. Stevens and Joanne E. Cooper

Hess, Mary E.

doi:10.1111/j.1467-9647.2010.00656.x

Cited by 9 publications

(10 citation statements)

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“…Newman et al (2021) emphasize the "thoughtful and deliberative approaches" required of researchers to navigate virtual research methods (p. 8). Developing strong reflexive thinking skills can aid students in making project decisions (Hazzan & Nutov, 2014;Stevens & Cooper, 2009) while considering ethical, feasibility, and contextual factors. Offering qualitative method courses to interdisciplinary cohorts promotes a breadth of experiences where students can benefit from unexpected commonalities and more opportunities to learn from each other (Bass et al, 2022).…”

Section: Challenges Into Opportunitiesmentioning

confidence: 99%

“…Additionally, students wrote two major reflection papers, one focused on observations and one focused on interviews. Collectively, the research journals and reflection papers were designed to develop students' reflexivity (Stevens & Cooper, 2009), specifically building the awareness one needs to navigate qualitative research (Emerson et al, 2011); those documents comprise this study's dataset, described in detail in the Methods section.…”

Section: Research Contextmentioning

confidence: 99%

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Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Parsons

Hehn

Loudenback

et al. 2023

International Journal of Qualitative Methods

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Under the best of circumstances, learning to conduct qualitative research is challenging, both intellectually and emotionally. Engaging in such learning in difficult situations, such as a global pandemic, may heighten challenges while creating opportunities for truly deep learning. The purpose of this paper is to provide methodological insights to guide the growth of new qualitative researchers and inform the design of introductory methods courses based on the learning experiences of a group of graduate students conducting their first qualitative research projects. We present students’ experiences with choosing and planning a project, navigating relationships with study participants, and conducting observations and interviews. Explicit connections to qualitative methodology are offered for every stage of student research engagement. An analysis of the student authors’ experiences highlights the associated learning and innovation necessary to adapt to adversity when conducting qualitative research. Advancements in research reciprocity and human connection are presented, as experienced by the student authors. We conclude with implications and insights for teaching and learning qualitative research and ethical considerations that transcend pandemic circumstances. It is the intent of this manuscript to support the development of deep reflexive practice for new qualitative researchers, effective instructional approaches for those who teach research methods, and an insight into the power of diverse student researchers learning new skills together for the global research community.

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Section: Challenges Into Opportunitiesmentioning

confidence: 99%

Section: Research Contextmentioning

confidence: 99%

Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Parsons

Hehn

Loudenback

et al. 2023

International Journal of Qualitative Methods

View full text Add to dashboard Cite

show abstract

“…The learning journal's design was intended to set expectations for the volume and consistency of reflection in which students should engage, as guided by the structure of the journal and corresponding assignment. The goal was to balance structure and clear expectations with student autonomy and privacy, largely informed by Stevens and Cooper's (2009) recommendations. Therefore, journal writing was distinct from the course assignment.…”

Section: Learning Journal Expectations and Structurementioning

confidence: 99%

“…Similarly, the journaling in this course was for a number of students their first experience with a reflective practice. Instructors may wish to leverage Stevens and Cooper (2009) for more journal writing ideas, or Taggert and Wilson (2005) to identify additional means through which PSTs might build their reflective practice. Although the present study utilizes one particular learning journal design, previously described, these authors' works indicate the diverse repertoire of reflective activities and flexibility of reflective practice and journaling.…”

Section: Recommendations Implications and Conclusionmentioning

confidence: 99%

Reflective journaling in mathematics: Insights into the development of future teachers

Zarestky

Bigler

2021

New Dir Child Adolesc Dev

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Given their responsibilities and influence on future students, preservice mathematics teachers' preparation is critically important. This research's purpose was to explore reflective journaling for preservice teachers in advanced undergraduate mathematics courses. To accomplish this purpose, 39 preservice teachers enrolled in upper-level undergraduate mathematics courses shared evidence from their semester-long learning journals including self-perceptions as learners and future professionals. Student journals were analyzed using qualitative thematic methods; themes included perseverance through challenge, self-awareness of learning behaviors, building content knowledge, and future teaching connections. Participants perceived themselves as mathematics learners experiencing challenges and successes and as future educators building skills and preparing for the workplace. Findings reveal journaling's particular usefulness for building the mathematical habits of mind and professional mentality of preservice teachers, helping them to begin the transition of their viewpoints from student to teacher. This study has implications for preparing future teachers and designing corresponding undergraduate mathematics courses.

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“…A common tool in experiential learning that embodies the principle of reflection is the Learning Journal (Bringle & Hatcher.1999; Eyler, 47 Giles, & Schmiede, 1996;Moon, 1999;Stanton, 1994Stanton, , 1995Stevens & Cooper, 2009;Sweitzer & King, 1995;. In a Learning Journal, interns recount and consider their experiences as the internship progresses.…”

Section: Critical Reflectionmentioning

confidence: 99%

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JALHE

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Aims and Scope: The Journal of Applied Learning in Higher Education (JALHE) is an international and interdisciplinary journal serving the community of scholars engaged in applied learning at institutions of higher education. Its purpose is to advance scholarship on applied learning by providing an outlet for empirical, interpretive, and theoretical work related to this pedagogical practice.Peer Review Policy: All papers submitted to JALHE undergo a rigorous peer review process, beginning with an initial screening by the editor prior to an anonymous review by at least two independent experts. The editor will convey a final decision to the author(s), along with constructive feedback from the two reviewers.

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Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change – By Dannelle D. Stevens and Joanne E. Cooper

Cited by 9 publications

References 0 publications

Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Reflective journaling in mathematics: Insights into the development of future teachers

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