How Students Make Meaning of their learning Experiences Through Self-reflection
| dc.contributor.advisor | Freese, Anne | |
| dc.contributor.author | Abarca, Julie M. (Kawasaki) | |
| dc.date.accessioned | 2011-09-09T01:21:18Z | |
| dc.date.available | 2011-09-09T01:21:18Z | |
| dc.date.issued | 2006-05-01 | |
| dc.description | Curriculum Studies | |
| dc.description.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. | |
| dc.description.degree | MEd | |
| dc.format.extent | 104 pages | |
| dc.identifier.uri | http://hdl.handle.net/10125/21225 | |
| dc.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. | |
| dc.subject | Action research | |
| dc.subject | writer's workshop | |
| dc.subject.lcsh | Education, Elementary | |
| dc.title | How Students Make Meaning of their learning Experiences Through Self-reflection | |
| dc.type | Master's Project | |
| dc.type.dcmi | Text |