NCCRESt

part of the Education Reform Networks

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Student Journals

• Bridging the Cultural Divide: Reflective Dialogue about Multicultural Children's Books
  Reflects candidly upon the author's commitment to multicultural education and the resistance she initially encountered from white, female preservice teachers. Relates how the author and her undergraduate students found ways to break the silence and bridge their cultural divide through the use of multicultural children's and adolescent literature, reader response journals, and dialogue.
• Challenging Old Assumptions: Preparing Teachers for Inner City Schools
  Researchers analyzed journals and essays from an elementary teacher education course, examining white prospective teachers' changing views about inner-city schools with minority children as they completed fieldwork and relevant readings. The experiences helped them question old assumptions about urban students and teaching and about the value of multicultural education.
• Reaction Papers and Journal Writing as Techniques for Assessing Resistance in Multicultural Courses
  Writing reaction papers and journal entries has been a common assignment for multicultural courses. However, few individuals have discussed this technique in the literature in order to provide a model for those developing multicultural courses.
• 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.