Learning Journals, Self-Reflection, and University Students' Changing Perceptions

Abstract

Abstract Reflection is critical to decision making that confronts educators on a daily basis and journal writing can be a powerful tool to enhance that reflection process. Therefore, we used journal writing as an instructional strategy with preservice and inservice, general and special education teachers, school counselors, and educational administrators enrolled in a university course regarding children and youth who are at-risk for educational failure. This article presents results of a qualitative research study which explored how journal writing as a reflective tool served to help university students think about and integrate experiences, encountered outside the classroom, with course content.