A Co-Inquiry into What Matters Most in Written Reflections:A Co-Inquiry into What Matters Most in Written Reflections: Helping Students Integrate Cognition and Affect

Authors

Jody Bault, Western Washington University
Ray Wolpow, Western Washington University
Carmen Werder, Western Washington University

Abstract

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.

DOI

10.15760/nwjte.2012.9.2.6

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

http://archives.pdx.edu/ds/psu/25309

Recommended Citation

Bault, Jody; Wolpow, Ray; and Werder, Carmen (2012) "A Co-Inquiry into What Matters Most in Written Reflections:A Co-Inquiry into What Matters Most in Written Reflections: Helping Students Integrate Cognition and Affect," Northwest Journal of Teacher Education: Vol. 9 : Iss. 2 , Article 6.
DOI: https://doi.org/10.15760/nwjte.2012.9.2.6