The Power of Journaling: A Dynamic Tool for Evaluating Student Teacher Adjustment in Cross-Cultural Contexts

Journaling is an acceptable pedagogical and assessment tool used to help leverage a university student teacher’s emotional and spiritual growth in a 10 week cross-cultural student teaching experience. The process requires students to document their life and learning experiences. Questions are designed for student response. Student teachers are encouraged to draw personal connections between their lives and new experiences. This article will show how journaling helped four student teachers process what Kelly and Meyers (1995) identify as the four components of cross-cultural adaptability: (1) emotional resilience, (2) flexibility/openness, (3) perceptual acuity and (4) personal autonomy. Excerpts from the personal journals of students are included for each of these four components. The journals are used to assess student preparation for cross-cultural living, weekly physical, emotional and spiritual health, the learning environment, and the learning process

Reflective Journaling: A Theoretical Model and Digital Prototype for Developing Resilience and Creativity

Reflection is commonly discussed as a tool for personal and professional development that is becoming increasingly important in today’s global and digital world. In this paper, we propose a model that suggests ways in which reflection, in the form of Reflective Journaling, can support the development of creativity and resilience, which are needed to enable individuals to function effectively in a fast-changing environment. In addition, the model proposes ways in which external support and progress monitoring can be used in conjunction with skills in adaptive resilience and structured creativity, to support the maintenance of reflective journaling as a habit, in the longer term, thus creating virtuous cycles of skills and behaviours that can reinforce each other. Based on our model, and additional user research, we describe the design of a first digital prototype that aims to support the use of Reflective Journaling and to develop creativity and resilience through suggested mechanisms. Initial evaluations of our prototype are positive. It has been well-received by early test users, and has the potential to address all the connections defined. We therefore suggest that the theoretical model can be used to develop digital tools, such as the one included, to help those who wish to develop the habit of reflective journaling, and through that a range of other skills associated with resilience and creative thinking. We see this as a starting point for investigating this potential in more depth

Engaging boys through self-reflection using an online journaling tool

The study reported here investigated whether Year 6 boys were engaged through the use of an online journaling tool. This journaling tool allowed the students to self reflect on their behaviour and affective reaction in an online environment. Case study methodology was used with twelve boys from a regional primary school in Victoria, during the one school term of ten weeks. This online journaling website allowed the boys to log in securely, set goals, reflect on their goals as well as keep a reflective journal measuring their cognitive, affective and behavioural engagement. The results suggest that the online journaling tool does prompt self reflection by the students. Online journaling was also shown to provide a means to engage students

Earth Joy Writing: Creating Harmony Through Journaling and Nature by Cassie Premo Steele

Review of Cassie Premo Steele\u27s Earth Joy Writing

Becoming Psychotherapists: Experiences of Novice Trainees in a Beginning Graduate Class

The authors investigated the experiences related to becoming psychotherapists for 5 counseling psychology doctoral trainees in their first prepracticum course. Qualitative analyses of weekly journals indicated that trainees discussed challenges related to becoming psychotherapists (e.g., being self-critical, having troubling reactions to clients, learning to use helping skills), gains made during the semester related to becoming psychotherapists (e.g., using helping skills more effectively, becoming less self-critical, being able to connect with clients), as well as experiences in supervision and activities that helped them cope with their anxieties. Results are discussed in 5 broad areas: feelings about self in role of psychotherapist, awareness of reactions to clients, learning and using helping skills, reactions to supervision, and experiences that fostered growth. Implications for training and research are provided

Multi-Terabyte EIDE Disk Arrays running Linux RAID5

High-energy physics experiments are currently recording large amounts of data and in a few years will be recording prodigious quantities of data. New methods must be developed to handle this data and make analysis at universities possible. Grid Computing is one method; however, the data must be cached at the various Grid nodes. We examine some storage techniques that exploit recent developments in commodity hardware. Disk arrays using RAID level 5 (RAID-5) include both parity and striping. The striping improves access speed. The parity protects data in the event of a single disk failure, but not in the case of multiple disk failures. We report on tests of dual-processor Linux Software RAID-5 arrays and Hardware RAID-5 arrays using a 12-disk 3ware controller, in conjunction with 250 and 300 GB disks, for use in offline high-energy physics data analysis. The price of IDE disks is now less than $1/GB. These RAID-5 disk arrays can be scaled to sizes affordable to small institutions and used when fast random access at low cost is important.Comment: Talk from the 2004 Computing in High Energy and Nuclear Physics (CHEP04), Interlaken, Switzerland, 27th September - 1st October 2004, 4 pages, LaTeX, uses CHEP2004.cls. ID 47, Poster Session 2, Track

Using Visual Journals as a Reflective Worldview Window into Educator Identity

This ethnographic case study research and content analysis presents the conclusion of a three-year study involving 37 teacher candidate participants across a three-year study within a two year (2 semester program) Bachelor of Education program at a university in Ontario, Canada. Each academic year participants were intentionally given time over two semesters of literacy courses to engage in literacy practices and knowledge of self through the use of multimodal visual journals. Candidates reflect on their conceptions of literacy, teaching, identity and worldview within an institution grounded in the Christian faith. Findings, philosophical ponderings and content analysis suggest that the identity of the teacher candidate filters learning through visual and multimodal ways. The findings raise questions about the place of multimodal learning, self-reflection, faith and worldview in the learning process, and in identity formation of educators. We suggest that this study may inform current multimodal and visual literacy research while generating enriching discussions on how multimodal forms of literacy instruction may assist in acknowledgement of worldview recognition and self-identity awareness. Keywords: Multiliteracies, visual journals, self-knowledge, worldview, identity, visual literacy, multimodal literacy, teacher educatio