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The use of dialogue journals has been studied extensively for its positive effect on children's personal adjustment, development of awareness for audience, understanding of others, increased motivation for purposeful writing, improved skill in conversing, and overall growth as writers. This manuscript extends that research to preservice teachers' exchanging journals with sixth graders. As a result of participation in this project, preservice teachers experienced the value of journal-based written and oral discourse activities for understanding and fostering their own social and academic development and that of their younger partners. University and classroom instructors' written observations and reflections shared from their own journals modeled what can be learned about one's students through systematic observations and reflections on them.

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