32nd Annual Student Research Conference
Enhancing Student-Teacher Communication with Dialogic Journals
Stephanie N. Fox♦
Dr. Summer Pennell, Dr. Barbara Price, and Dr. James D'Agostino, Faculty Mentors
To challenge a new way of approaching individualized student goals and enhancing student-teacher communication skills in the English classroom, my qualitative case study research centers around using active dialogic journals. These focus on student-centered learning and molding a growth-mindset. Researchers have found that giving students feedback and constructive criticism throughout the academic school year aids in the communication between teacher and student. Results showed that students’ responses to prompted questions focusing on academic goals revealed their personal goals, and reflections on strengths and weaknesses, which impacted my lesson planning. The use of dialogic journaling in English Language Arts has the potential to provide teachers with the knowledge to differentiate lesson planning and both give and receive constructive feedback.
Keywords: Dialogic Journals, Goals, Individualized, Qualitative, Differentiate
Topic(s):English, Secondary MAE Research
Education
English
Presentation Type: Oral Paper
Session: 207-4
Location: MC 208
Time: 11:00