Education Commons^™

(Re)Sequencing The Research/Writing Process In The Writing Classroom, Megan Spiegel, Lee Olsen, Suzanne Paola

Writing Research Fellows

What are the outcomes of sequencing writing assignments so that students are introduced to primary sources and allowed to browse these sources prior to selecting a research topic? (This as opposed to the standard sequence by which instructors ask students to choose a topic before completing any sort of preliminary research in source material.)

Analyzing Reflective Writing, Ray Wolpow, Jody Bault

Writing Research Fellows

Research Question: What happens in a Secondary Education undergraduate and graduate course(s) when we use a reflective writing rubric that addresses both cognitive and affective capacities/skills in order to demonstrate the proficiency necessary to meet standards for certification?

Method: After examining relevant literature, we defined reflection to be “a careful examination and evaluation of experience, beliefs, and knowledge.” We found that a careful examination and evaluation of an experience, when compared to one’s beliefs and prior knowledge, was considered by most to be the deepest form of reflection. Using a model based on Bain et al. (1999), we found that …

Improving Metacognitive Skills, Jim Stewart, Mike Greiner, Cassandra Cook

Writing Research Fellows

Research Question: Can a short, weekly email reflection from students in introductory physics courses be structured to improve students’ thinking about their own thinking?

Method: By analyzing student responses we will refine the writing prompt and scoring guidelines so that, starting fall 2008, we can begin a longitudinal study in which we follow individual students through at least two quarters of the introductory physics course.