NCCRESt

part of the Education Reform Networks

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Journal Writing

• Exploring the Intergenerational Dialogue Journal Discussion of a Multicultural Young Adult Novel
  Explores the reader response patterns and intergenerational dialogue produced by five high school/university student pairs reading and reacting to a young adult multicultural novel, Gary Soto's "Buried Onions." Concludes that participants offered multiple perspectives, maintained mutual respect for each other's interpretations, and revealed the potential for intergenerational dialogue journal exchanges in the social studies classroom. (SG).
• Secondary English Students' Engagement in Reading and Writing about a Multicultural Novel
  Explored 9th-grade urban and rural English students' reading engagement and interpretation of a multicultural novel involving bi-ethnic identity. Students read and responded to the novel via journal writing and a research paper.
• The Benefits of Dialogue Journals: What Prospective Teachers Say
  Investigated preservice teachers' perceptions of the benefits and drawbacks to using dialogue journals in a multicultural teacher education course. Students perceived many benefits related to facilitation of learning, self-reflection, self-understanding, procedural convenience, expression of ideas, feedback, and teacher student relationships.
• The Language of Disability Diagnosises: Writing and Talking Back in Multicultural Settings
  Fiction, journal, and creative writing can help highlight the positive qualities of diverse minority children. Educational psychology often diagnoses difference as disability.
• Voicing Differences: Encouraging Multicultural Learning
  Student-affairs graduate students (N=70) adopted a "voice," other than their own, for a semester. Journal entries reveal steps the students took in learning to see through the eyes of individuals different from themselves.