Influences on the reflection quality of journal writing: an exploratory study

References

• Anderson, L. W., Ryan, D. W., & Shapiro, B. J. (Eds.). (1989). The IEA Classroom Environment Study. Oxford: Pergamon Press.
   Google Scholar
• Andrusyszyn, M. A., & Davie, L. (2007). Facilitating reflection through interactive journal writing in an online graduate course: A qualitative study. International Journal of E-Learning & Distance Education, 12(1), 103–126.
   Google Scholar
• Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching, 5(1), 51–73.
   Google Scholar
• Bargh, J. A., & Ferguson, M. J. (2000). Beyond behaviorism: On the automaticity of higher mental processes. Psychological bulletin, 126(6), 925–945.
   PubMed Web of Science ®Google Scholar
• Benaquisto, L. (2008). Open Coding. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 581–582). Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar
• Benjamini, Y., Krieger, A. M., & Yekutieli, D. (2006). Adaptive linear step-up procedures that control the false discovery rate. Biometrika, 93, 491–507.
   Web of Science ®Google Scholar
• Bertsekas, D. P. (2014). Constrained optimization and Lagrange multiplier methods. New York, NY: Academic.
   Google Scholar
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
   Web of Science ®Google Scholar
• Burgoyne, M. B., & Chuppa-Cornell, K. (2018). ‘If I tried this idea again: Developing faculty professional growth through reflective practice. Reflective Practice, 19(6), 818–831.
   Web of Science ®Google Scholar
• Burman, D. D., Bitan, T., & Booth, J. R. (2008). Sex differences in neural processing of language among children. Neuropsychologia, 46, 1349–1362.
   PubMed Web of Science ®Google Scholar
• Calandra, B., Brantley-Dias, L., & Dias, M. (2014). Using digital video for professional development in urban schools: A preservice teacher’s experience with reflection. Journal of Computing in Teacher Education, 22(4), 137–145.
   Google Scholar
• Camarata, S., & Woodcock, R. (2005). Sex differences in processing speed: Developmental effects in males and females. Intelligence, 34, 231–252.
   Web of Science ®Google Scholar
• Chiu, M. M., & Khoo, L. (2005). Effects of resources, inequality, and privilege bias on achievement: Country, school, and student level analyses. American Educational Research Journal, 42, 575-603. doi:10.3102/00028312042004575
   Web of Science ®Google Scholar
• Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies Of Reading, 10(4), 331-362. doi:10.1207/s1532799xssr1004_1
   Web of Science ®Google Scholar
• Cohen, J., West, S. G., Aiken, L., & Cohen, P. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Collin, S., Karsenti, T., & Komis, V. (2013). Reflective practice in initial teacher training: Critiques and perspectives. Reflective Practice, 14(1), 104–117.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416–437). Thousand Oaks, CA: Sage.
   Google Scholar
• Dewey, J. (1991). How we think. New York, NY: Prometheus Books.
   Google Scholar
• Dimova, Y., & Kamarska, K. (2015). Rediscovering John Dewey’s model of learning through reflective inquiry. Problems of Education in the 21st Century, 63, 29–39.
   Web of Science ®Google Scholar
• Downe-Wamboldt, B. (2009). Content analysis: Method, applications, and issues. Health Care for Women International, 13(3), 313–321.
   Google Scholar
• Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36(1), 51–62.
   Web of Science ®Google Scholar
• Flick, U. (2009). An introduction to qualitative research. London: SAGE.
   Google Scholar
• Francis, D. (1995). The reflective journal: A window to preservice teachers’ practical knowledge. Teaching and Teacher Education, 11(3), 229–241.
   Web of Science ®Google Scholar
• Frey, N., & Fisher, D. (2013). A formative assessment system for writing improvement. The English Journal., 103(1), 66–71.
   Google Scholar
• Goldstein, H. (2011). Multilevel statistical models. Sydney: Edward Arnold.
   Google Scholar
• Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing. The Elementary School Journal, 115(4), 523–547.
   Web of Science ®Google Scholar
• Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of educational research, 66(2), 99–136.
   Web of Science ®Google Scholar
• Hayden, H. E., & Chiu, M. M. (2015). Reflective teaching via a problem exploration-teaching adaptations-resolution cycle: A mixed methods study of pre-service teachers’ reflective notes. Journal of Mixed Methods Research, 9(2), 133-153. doi:10.1177/1558689813509027
   Web of Science ®Google Scholar
• Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321, 494–495.
   PubMed Web of Science ®Google Scholar
• Kennedy, P. (2008). A guide to econometrics. Cambridge: Blackwell.
   Google Scholar
• Konstantopoulos, S. (2008). The power of the test for treatment effects in three-level cluster randomized designs. Journal of Research on Educational Effectiveness, 1, 66–88.
   Google Scholar
• Krippendorf, K. (2012). Content analysis: An introduction to its methodology. USA: SAGE Publications.
   Google Scholar
• Lam, B. H., Cheng, R. W., & Yang, M. (2017). Formative feedback as a global facilitator: Impact on intrinsic and extrinsic motivation and positive affect. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (pp. 265–288). Singapore: Springer.
   Google Scholar
• Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341–360.
   Google Scholar
• Laurillard, D. (1993). Rethinking university education. The Australian Universities Review, 41(1), 14–19.
   Google Scholar
• Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. London: Routledge.
   Google Scholar
• Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. London: Routledge.
   Google Scholar
• Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122.
   Web of Science ®Google Scholar
• Olson, D. R. (1994). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26(3), 366–381.
   PubMed Web of Science ®Google Scholar
• Potter, W. J., & Levine-Donnerstein, D. (2009). Rethinking validity and reliability in content analysis. Journal of Applied Communication Research, 27(3), 258–284.
   Google Scholar
• Resendes, M., Scardamalia, M., Bereiter, C., Chen, B., & Halewood, C. (2015). Group-level formative feedback and metadiscourse. International Journal of Computer-Supported Collaborative Learning, 10(3), 309–336.
   Web of Science ®Google Scholar
• Reynolds, M. R., Scheiber, C., Hajovsky, D. B., Schwartz, B., & Kaufman, A. (2015). Gender differences in academic achievement: Is writing an exception to the gender similarities hypothesis? The Journal of Genetic Psychology, 176(4), 1–24.
   PubMed Web of Science ®Google Scholar
• Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
   Web of Science ®Google Scholar
• Rubin, D., & Greene, K. (1992). Gender – Typical style in written language. Research in the Teaching of English, 26(1), 7–40.
   Web of Science ®Google Scholar
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
   Google Scholar
• Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
   Google Scholar
• Sparks-Langer, G. M. (1992). the eye of the beholder: Cognitive, critical, and narrative approaches to teacher reflection. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 147–160). Albany: SUNY Press.
   Google Scholar
• Sternglass, M. S. (2017). Time to know them: A longitudinal study of writing and learning at the college level. New York, NY: Routledge.
   Google Scholar
• Stevens, D. D., & Cooper, J. E. (2009). Journal keeping: How to use reflective writing for effective learning, teaching, professional insight, and positive change. Sterling, Virginia: Stylus Publishing, LLC.
   Google Scholar
• Sung, Y. T., Chang, K. E., Yu, W. C., & Chang, T. H. (2009). Supporting teachers’ reflection and learning through structured digital teaching portfolios. Journal of Computer Assisted Learning, 25(4), 375–385.
   Web of Science ®Google Scholar
• Todd, R., Mills, N., Palard, C., & Khamcharoen, P. (2001). Giving feedback on journals. ELT Journal, 55(4), 354–359.
   Google Scholar
• UGC, Hong Kong University Grants Committee. (2017). Retrieved from https://cdcf.ugc.edu.hk/cdcf/statEntry.action
   Google Scholar
• Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228.
   Web of Science ®Google Scholar
• Westberg, J., & Jason, H. (2001). Fostering reflection and providing feedback: Helping others learn from experience. New York, NY: Springer.
   Google Scholar
• Williams, R. M., Sundelin, G., Foster-Seargeant, E., & Norman, G. R. (2000). Assessing the reliability of grading reflective journal writing. Journal of Physical Therapy Education, 14(2), 23–26.
   Google Scholar
• Wong, F. K., Kember, D., Chung, L. Y., & Yan, L. (1995). Assessing the level of student reflection from reflective journals. Journal of Nursing Education., 22(1), 48–57.
   Google Scholar
• Yu, W. M. (2018). Critical incidents as a reflective tool for professional development: An experience with in-service teachers. Reflective Practice, 19(6), 763–776. doi:10.1080/14623943.2018.1539652
   Web of Science ®Google Scholar
• Zulfikar, T., & Mujiburrahman, M. (2018). Understanding own teaching: Becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1–13.
   Web of Science ®Google Scholar