Reflective journals: enhancing doctoral students’ engagement

Draissi, Zineb; Zhang, Baohui; Zhan-yong, QI

doi:10.1080/14623943.2021.1893166

Cited by 12 publications

(13 citation statements)

References 36 publications

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“…Data were gathered through collecting the views of the stakeholder group, recorded in written meeting minutes and a summative focus group (SM7) ( n = 5). A reflective journal was also maintained by the first author to aid conscious reflection on decision‐making processes throughout the action research (Draissi et al., 2021). Initial stages of the data analysis occurred cumulatively, with each stakeholder meeting (SM2–6) beginning with a summary of the previous meeting's minutes and any information collected or analysed in between.…”

Section: Methodsmentioning

confidence: 99%

Emotionally based school non‐attendance: Development of a local authority, multi‐agency approach to supporting regular attendance

Corcoran,

Kelly,

Bond

et al. 2023

British J Special Edu

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According to Government guidance in the UK, improving attendance is everyone's business. This article sets out the work of one local authority to develop their own multi‐agency approach to reduce rates of emotionally based school non‐attendance. The Research and Development in Organisations model provided a structure for the action research process, which consisted of cycles of action and reflection, including awareness raising, reflections on current practice, and the integration of stakeholder views, resulting in an organisational culture shift and the production of professional guidance materials. Content analysis suggests that the development of a localised approach required time, with multi‐agency collaboration to promote shared ownership of the products and processes across all stakeholders and to enhance uptake of positive changes to practice. Factors that facilitated the process included response to local need, multi‐agency collaboration and positive feedback, while diminished capacity and misconceptions about roles and responsibilities in monitoring and improving attendance were barriers to change. The findings provide further evidence for the role of multi‐agency working in the development of strategic support for school attendance difficulties to promote organisational change. Future research should evaluate the effectiveness of these approaches to better inform future support at an organisational level.

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Section: Methodsmentioning

confidence: 99%

Emotionally based school non‐attendance: Development of a local authority, multi‐agency approach to supporting regular attendance

Corcoran,

Kelly,

Bond

et al. 2023

British J Special Edu

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“…International students were asked to keep reflective journals on a voluntary basis. When writing reflective journals, international students could experience a recall of the experience, a revisit of context and situation, allowing them to reflect, think and learn critically (Raterink, 2016 ; Draissi et al, 2021 ). Besides, some questions regarding their motivations were recommended to guide participants' reflective journal writing, such as: What has motivated you to come to China to study?…”

Section: Methodsmentioning

confidence: 99%

Expectation and Reality: International Students' Motivations and Motivational Adjustments to Sustain Academic Journey in Chinese Universities

Mao

Wang

2022

Front. Psychol.

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Considering the increasing influx of international students to Chinese universities in recent decades, it is surprising to find that few empirical research, especially longitudinal ones, have been conducted in exploring the motivation of international students in China. To fill up the existing gap, this study explored and tracked international students' motivations dynamically. Mixed research design, such as surveys, reflective journals, and interviews, was employed in this study. Data were collected from 671 international students and three teachers in three Chinese universities in Zhejiang province, mainland China on a longitudinal basis. The present study found that international students' motivation could be discussed with considerations to the following two different phases: preliminary phase before they come to China and follow-up phase when they are in China. This study found that the integrative understanding of the external pulling force and the self-motivated pushing force plays a vital role in answering international students' motivations to China. International students were driven more by the self-motivated pushing force than the external pulling force in selecting China as their study destinations. Moreover, international students experienced motivational changes when their expectations conflict with reality and their positive motivational adjustments and social interaction were important to the sustainability of their academic journey. Moreover, this study provides implications for the government, universities and international students in the aspects of policymaking, education and application.

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“…Therefore, there were three major components of the course: in-classroom discussion (based on compulsory reading), technology-facilitated online discussion in and outside the classroom (using a popular Chinese social media platform called QQ), and reflective journals completed and submitted by each student within 24 hours after each class. Discussions and reflections were at the core of the course since the former is an essential collaborative strategy for CRT when each learner can make a vital contribution to everyone's learning (Ginsberg & Wlodkowski, 2009) and the latter facilitates critical thinking, metacognition, and engagement (Draissi et al, 2021).…”

Section: Context and Participantsmentioning

confidence: 99%

Students as Co-Creators: Bringing Culturally Responsive Teaching into a Doctoral Course for International Students in China

Androsov

Zhang

2023

SAGE Open

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The influx of international students pursuing academic degrees in China in recent years has posed several challenges for educators who must cope with cultural and linguistic plurality. This qualitative dominant mixed-methods study explores how the engagement through partnership builds on and caters to cultural diversity. For one semester, seven international doctoral students of a course Frontiers of the Learning Sciences took on the role of course co-creators and discussion leaders. Classroom videos, student surveys, interviews, weekly reflection journals, and social media chatlogs were collected and analyzed. Results showed that engaging students as course co-creators was responsive to cultural diversity. Three interrelated factors emerged that defined the effectiveness of students’ engagement within multicultural settings: language proficiency, academic ability, and personal attitude to the differences. Moreover, the study revealed four interconnected factors (time, challenge, competency, support) that should be considered in designing effective culturally responsive learning environments for international doctoral students.

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Reflective journals: enhancing doctoral students’ engagement

Cited by 12 publications

References 36 publications

Emotionally based school non‐attendance: Development of a local authority, multi‐agency approach to supporting regular attendance

Emotionally based school non‐attendance: Development of a local authority, multi‐agency approach to supporting regular attendance

Expectation and Reality: International Students' Motivations and Motivational Adjustments to Sustain Academic Journey in Chinese Universities

Students as Co-Creators: Bringing Culturally Responsive Teaching into a Doctoral Course for International Students in China

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