A Survey of Elementary Teachers' Attitudes toward Journal Writing
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The purpose of this project was to survey teachers' attitudes and perceptions about journal writing. The survey was distributed to four diverse schools within a mid-western school district. One hundred fifteen K-5 general and special education teachers were sent surveys. The return rate for the survey was 66%. The survey focused on how often journals were used, in what subject areas journals were used, and if any, the advantages and disadvantages of using journal writing as part of a curriculum. The teachers were also given an opportunity to rate four types of writing journals. These journals were the dialogue journal, the response journal, the learning log, and the double-entry journal. The results of the survey indicated journal writing was influential in teacher instruction. The respondents also indicated journal entries enabled them to observe progress in the students' writing abilities.
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