Please use this identifier to cite or link to this item:
http://hdl.handle.net/10125/21225How Students Make Meaning of their learning Experiences Through Self-reflection
| File | Description | Size | Format | ||
|---|---|---|---|---|---|
| Abarca_2006_r.pdf | Version for non-UH users. Copying/Printing is not permitted | 58.68 MB | Adobe PDF | View/Open | |
| Abarca_2006_uh.pdf | Version for UH users | 58.69 MB | Adobe PDF | View/Open |
Item Summary
| Title: | How Students Make Meaning of their learning Experiences Through Self-reflection |
| Authors: | Abarca, Julie M. (Kawasaki) |
| Contributors: | Freese, Anne (advisor) |
| Keywords: | Action research writer's workshop |
| LC Subject Headings: | Education, Elementary |
| Date Issued: | 01 May 2006 |
| Abstract: | This research uses a case study approach and includes six-fifth grade students involved in writer’s workshop. The action research focuses on the role of reflection and using student conversation to make personal connections to the students’ reading and writing. The research examines the impact of reflection on student learning in the process of planning, peer editing, and publishing a classroom newsletter. |
| Description: | Curriculum Studies |
| Pages/Duration: | 104 pages |
| URI: | http://hdl.handle.net/10125/21225 |
| Rights: | All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. |
| Appears in Collections: |
Curriculum Studies Plan B Projects - 2006 |
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