Engaging Students in Reflective Writing: An Action Research Project

Autor/inn/en	Ramlal, Alana; Augustin, Désirée S.
Titel	Engaging Students in Reflective Writing: An Action Research Project
Quelle	In: Educational Action Research, 28 (2020) 3, S.518-533 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2019.1595079
Schlagwörter	Foreign Countries; Secondary School Students; Writing (Composition); Reflection; Action Research; Blended Learning; Metacognition; Single Sex Schools; Males; Critical Thinking; Modeling (Psychology); Writing Assignments; Writing Skills; Writing Instruction; Teaching Methods; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schreibübung; Projektforschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Kritisches Denken; Modeling; Modelling; Modellierung; Writing skill; Schreibfertigkeit; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Trinidad und Tobago
Abstract	Due to limited exposure to the reflective genre, students experience cognitive, psychological and linguistic issues that prevent them from producing proficient reflective pieces. This study investigated how these issues could be addressed through modelling, the 6 + 1 traits writing rubric and blended learning. The study reports on the experiences of 37 participants in the fourth year of secondary schooling at an all male school in Trinidad and Tobago. Change in a regional examination syllabus which introduced a focus on the reflective mode and reflective writing had implications for teaching and learning. Through one cycle of a practical action research project using an embedded quasi-experimental design, an intervention to address cognitive, psychological and linguistic issues was implemented. Quantitative data were collected using a pre- and post-test and a Writing Attitude Survey (WAS). Qualitative data were gathered through student journals and students' formative writing assessment artefacts. The intervention succeeded in positively changing students' dispositions towards reflective writing, developing students' reflective writing and addressing text organization issues. This research is significant for teachers and students where intentional reflection and reflective writing are competencies that can enhance critical thinking and metacognition and potentially lead to personal, intellectual and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01