How Students Make Meaning of their learning Experiences Through Self-reflection

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

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