A Co-Inquiry into What Matters Most in Written Reflections: Helping Students Integrate Cognition and AffectNew Passage: Journal of Educational Practices (2011)
Twenty-first century teacher education places increased emphasis on collaborate evaluation of student work. This study provides the voices of a graduate student in teacher education, the professor teaching a literacy methods course, and a university writing instruction support director as they endeavored to develop a rubric to help pre-service secondary teachers improve their reflective writing. Discussion and short essays, guided by that same rubric, provide conclusions on the part of the co-inquirers about the importance of considering both thoughts and feelings in assessing reflective writing and conducting co-inquiry.
- Pre-service secondary teachers,
- Reflective writing
Publication DateFall 2011
Citation InformationCarmen Werder. "A Co-Inquiry into What Matters Most in Written Reflections: Helping Students Integrate Cognition and Affect" New Passage: Journal of Educational Practices Vol. 9 Iss. 2 (2011) p. 72 - 83
Available at: http://works.bepress.com/carmen-werder/7/