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Demystifying Reflection: A Study of Pedagogical Strategies that Encourage Reflective Journal Writing


by Elizabeth Spalding & Angene Wilson — 2002


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Cite This Article as: Teachers College Record Volume 104 Number 7, 2002, p. 1393-1421
http://www.tcrecord.org ID Number: 10987, Date Accessed: 10/22/2017 12:33:36 AM
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About the Author
  • Elizabeth Spalding
    University of Nevada
    E-mail Author
    ELIZABETH SPALDING is an associate professor in the Department of Curriculum and Instruction at the University of Nevada, Las Vegas. Her research interests include performance and portfolio assessment, learning communities in teacher education, and secondary English teaching and teachers. Recent publications include: E. Spalding, T. A. Savage, & J. Garcia, “The March of Remembrance and Hope: The Effects of a Holocaust Education Experience on Preservice Teachers’ Thinking About Diversity,” Multicultural Education (2003); and E. Spalding & A. Wilson, “Demystifying Reflection: A Study of Pedagogical Strategies That Encourage Reflective Journal Writing,” Teachers College Record (2002).
  • Angene Wilson
    University of Kentucky
    E-mail Author
    ANGENE WILSON is a professor in the Department of Curriculum and Instruction. She has written many articles and a book, The Meaning of International Experience for Schools (Praeger, 1993), in her major area of research, the impact of international experience on students, teachers, and schools. Her most recent articles are “Growing Toward Teaching from a Global Perspective: An Analysis of Secondary Social Studies Preservice Teachers” in The International Social Studies Forum (2001) and “A Cross-National Conversation about Teaching from a Global Perspective: Issues of Culture and Power” in Theory Into Practice (2001).
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