Publication Date
5-2009
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Curriculum and Instruction
Department
Curriculum, Instruction, and Foundational Studies
Major Advisor
Stanley Steiner, Ph.D.
Advisor
Jennifer Snow-Gerono, Ph.D.
Advisor
Susan Martin, Ph.D.
Advisor
Lawrence Rogien, Ph.D.
Abstract
“Learning improves to the degree that it arises out of the process of reflection.”
Shermis, 1999
In the past 10-15 years, numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/inquiry as a standard toward which all teachers and students must strive not only in meeting new educational reforms but in helping maintain a dynamic, democratic society. The focus of this study was to examine the impact of using guided, structured reflective prompts and written discourse occurring between students and teachers within a college-level reading and study strategies course. Although there is a large body of research on the topic of reflection, none speak to its practice within this specific context.
Recommended Citation
Kirby, Linda, "Another Look at Reflection: Promoting Student Voice, Self-Efficacy and Student/Teacher Dialogue Through Structured, Guided Reflection Prompts in a College Reading and Study Skills Course" (2009). Boise State University Theses and Dissertations. 19.
https://scholarworks.boisestate.edu/td/19