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Reflection and the Middle
School Blogger: Do Blogs Support
Reflective Practices?

Beverly B. Ray and Martha M. Hocutt

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References

Anderson, T. & Kanuka, H. (2003). E-research: Methods, strategies, and issues . Boston : Allyn & Bacon.

Bolton , G. (1999, April). Reflections through the looking glass: The story of a course of writings a reflexive practitioner. Teaching in Higher Education, 4 (2), 193-212.

Bonk, C. J., Cummings, J. A., Hara, N., Fischler, R., & Lee, S. M. (2000). A ten level Web integration continuum for higher education: New resources, partners, courses, and

markets. In B.Abbey (Ed.), Instructional and cognitive impacts of Web-based education (pp. 56-77). Hershey , PA: Idea Group Publishing.

Calderhead, J. (1996). Teachers' beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology . New York : Simon and Shuster Macmillian.

Fiedler, S. (2003). Personal web publishing as a reflective conversational tool for self-organized learning. In T. Burg (Ed.) BlogTalk . (pp. 190-216). Vienna , Austria ..

Frankel, M. S. & Siang, S. (1999). Ethical and legal aspects of human subjects research on the Internet . Washington, D. C.: American Association for the Advancement of Science. Retrieved February 1, 2006 , from http://www.aaas.org/spp/sfrl/projects/intres/report.pdf

Huffaker, D. (2004). The educated blogger: Using weblogs to promote literacy in the classroom. First Monday, 9 (13), Retrieved August 30, 2005 , from http://www.firstmonday.org/issues/issue9_6/huffaker/

Kennedy, K. (2003). Writing with Web Logs . Retrieved February 21, 2005 from http://www.rit.edu/~rwm4604/pantsfreeworldBLOG/ archives/blogs.pdf

King, S. (1996). Researching Internet communities: Proposed ethical guidelines for the reporting of results. Information Society, 12 (2), 119 – 127.

Kirk, R. (2000). A study of the use of a private chat room to increase reflective thinking in pre-service teachers. College Student Journal, 34 (1), 115-122.

Lohnes, S. (2003). Weblogs in education: Bringing the world to the liberal arts classroom. The Newsletter of the National Institute for Technology and Liberal Education , 2 (1). Retrieved June 13, 2005 , from http://newsletter.nitle.org/v2_n1_winter2003/features_weblogs.php

Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life . San Francisco , CA : Jossey-Bass.

Ray, B. B. & Hocutt, M. (2006). Teacher-created, teacher-centered weblogs: Perceptions and practices . Manuscript submitted for publication.

Redmond , R. & Burger, M. (2004). WebCT discussion forums: Asynchronous group reflection of the student teaching experience. Curriculum & Teaching Dialogue, 6 (2), 157-166.

Romano, M. & Schwartz, J. (2005). Exploring technology as a tool for eliciting and encouraging beginning teacher reflection. Contemporary Issues in Technology and Teacher Education, 5 (2). Retrieved February 19, 2006 , from http://www.citejournal.org/vol5/iss2/general/article1.cfm

Shoffner, M. (2005). “If you write it down, you have to think about it”: Incorporating weblogs into pre-service teachers' reflective practice. In C. Crawford et al. (Eds.), Proceedings of the Society for Instructional Technology and Education (pp. 2095– 2100). Chesapeake, VA: AACE.

Suzuki, R. (2004). Diaries as introspective research tools: From Ashton-Warner to blogs. Teaching English as a second or foreign language, 8( 1). Retrieved July 19, 2005, from http://www-writing.berkeley.edu/tesl-ej/ej29/int.html

Tan, A. (2005). Does blogging have a place in teacher education? Incorporating blogs and determining their effectiveness in PIHnet. In C. Crawford et al. (Eds .), Proceedings of the Society for Instructional Technology and Education . (pp. 2111 – 2113). Chesapeake, VA: AACE.

West, R. E., Wright, G. A., Graham, & C. R. (2005). Blogs, wikis, and aggregators: A new vocabulary for promoting reflection and collaboration in a preservice technology integration course. In C. Crawford et al. (Eds.), Proceedings of the Society for Instructional Technology and Education . (pp. 1653 – 1658). Chesapeake , VA : AACE.

Table 1

Demographic Profile for the Research Sample

Gender/Sex:

Female = 9
Male = 3

Courses Taught*:

Mathematics = 4
Language Arts = 4
Science = 2
Social Studies = 2
Unknown/Indeterminate = 2

Table 2

Score Frequencies by Rater

Score

Frequency

 

Rater One

Rater Two

0

10

16

1

13

15

2

15

17

3

25

14

4

9

10

Table 3

Percentages of Reflective Results

Rubric

Scores

Frequency

Percent of Reflective

Entries (n = 56)

Percent of Total Entries

(n = 72)

4

10

18%

13.8%

3

14

25%

19.4%

2

17

30%

23.6%

1

15

27%

20.8%

0

16

--

22.2%

Note: Scores ranged from a low of 0, representing no reflection, to a high of 4 representing meta-reflection.

Table 4

Raw Scores and Descriptive Statistics by Blogger

Blogger

Entry

Score

(x/24)

Blogger

Entry

Score

(x/24)

Blogger

Entry

Score

(x/24)

1

1

2

5

1

2

9

1

0

 

2

1

 

2

1

 

2

1

 

3

1

 

3

3

 

3

3

 

4

1

 

4

1

 

4

3

 

5

3

 

5

2

 

5

1

 

6

4

 

6

1

 

6

3

 

Score

Mean

SD

 

12

2

1.265

 

Score

Mean

SD

10

1.66

1.17

 

Score

Mean

SD

11

1.83

1.33

2

1

3

6

1

3

10

1

4

 

2

1

 

2

1

 

2

0

 

3

3

 

3

0

 

3

1

 

4

2

 

4

2

 

4

4

 

5

0

 

5

0

 

5

0

 

6

3

 

6

1

 

6

3

 

Score

Mean

SD

 

12

2

1.265

 

Score

Mean

SD

7

1.16

1.17

 

Score

Mean

SD

12

2

1.9

3

1

2

7

1

3

11

1

0

 

2

2

 

2

0

 

2

4

 

3

1

 

3

4

 

3

4

 

4

2

 

4

0

 

4

4

 

5

0

 

5

0

 

5

2

 

6

2

 

6

4

 

6

1

 

Score

Mean

SD

 

9

1.5

0.84

 

Score

Mean

SD

11

1.83

2.04

 

Score

Mean

SD

15

2.5

1.76

4

1

2

8

1

3

12

1

0

 

2

4

 

2

4

 

2

2

 

3

3

 

3

2

 

3

0

 

4

2

 

4

2

 

4

0

 

5

3

 

5

2

 

5

0

 

6

2

 

6

1

 

6

0

 

Score

Mean

SD

 

16

2.66

0.82

 

Score

Mean

SD

14

2.33

1.033

 

Score

Mean

SD

2

0.33

0.82

Group mean = 1.82, SD = 1.35

Note. Some members of the sample taught more than one subject.

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Volume 9, Issue 1, 2006
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