Publication Date
5-2009
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Curriculum and Instruction
Department
Curriculum, Instruction, and Foundational Studies
Supervisory Committee Chair
Stanley Steiner, Ph.D.
Supervisory Committee Member
Jennifer Snow-Gerono, Ph.D.
Supervisory Committee Member
Susan Martin, Ph.D.
Supervisory Committee Member
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