Suggests that expressive writing is important in the freshman writing course because of the motivation the writer's feelings and memories can offer. Outlines a unit on journal writing, including a cohesive series of both private and shared journal writing activities. (ARH)

Points out that keeping a journal provides teachers with an opportunity to critique assignments, discover student writing trends, compile statistics, and collect examples of humorous misstatements and faux pas. (ARH)

This book is a discussion of teaching as learning--rooted in the author's personal history as a teacher and learner, and offered as one story among many to help other teachers ask questions about their own practice. The book is not intended to be a manual or a step-by-step guide for use in the classroom. Instead, it emphasizes the triumphs that…

Writing classes ought to be among the most creative environments imaginable, but sadly, some writing teachers seem to think that their own writing ability, in proximity, is enough to get students started. A good writing teacher must be a constant student of creativity, always searching for new ways to teach, new inspirations, new forms of…

This paper briefly reviews the evidence on the use of the reflective journal as a learning and professional development tool for teachers and school administrators. It argues that a new trend tends to permeate the teaching profession: reflecting on what teaching really means. It also contends that a reflective educator is aware that taking time…

Journal writing can be a valuable means of student assessment. If used in a pre-service education class, it can serve as a model of behavior that teacher educators would like to see students adapt for use in their own classrooms. This paper describes various formats that have been tried for the journals, the benefits of each, and the method that…

Describes how a third-grade teacher used a parent journal to keep parents aware of what was happening in school and to give them an open forum in which to ask questions, make comments, or express feelings. Notes that dialog journals can improve home-school communication and foster positive connections. (SR)

Contemplates autobiographical and creative life writing and journalizing, which contribute to the knowledge of the particularities of feminine experience. Discusses six different facets of feminist, autobiographical, and postmodern writing or teaching. (PA)

Details the use of weekly reports, a structured journal form of formative assessment that allows instructors to receive information from students and alter their instruction based on student needs. (Contains 18 references.) (DDR)

Provides a framework for using journal writing in the primary grades to develop writing skills. Outlines techniques to help focus teacher observations, deepen insights, inform curricular decision making, and help teachers reflect upon the student's role in journal writing. (RS)

Describes the death of a friend and colleague so as to stimulate a wider discussion of relationships and loss among narrators of personal loss. Introduces these matters so as to educate future narrators over issues which may arise in their personal and professional lives, particularly the intimate connection between these two realms. (RJM)

Presents a rationale for systematic notemaking (annotating directly onto the pages of textbooks) to reorganize content, a model of the notemaking continuum, an example of a journal assignment, a six-step coding system for notemaking with literature, two formats for coding--one for themes and one for character analysis, and conclusions on the…

Describes how the author puts people in place to deal with the technology in order to allow teachers to focus on the content and the instruction. Notes how Weblogs allow anyone to publish on the Internet. Describes a variety of uses for Weblogs in the classroom. (SG)

Identified pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the first semester of a year-long professional program. Case studies of four preservice teachers found that no single pedagogical strategy was best, and students responded differently to different strategies.…

Proposes that when teachers structure the classroom around the student, differentiation starts to happen. Outlines the following suggestions in order to do so: make it meaningful; make it authentic; differentiate content; make it interdisciplinary; and practice what you preach. Concludes that if educators are willing to eliminate ineffective…