Campus Location
Abilene Campus
Date of Award
Spring 5-12-2018
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Sam Stewart
Second Advisor
Andrew Huddleston
Abstract
The purpose of this study was to examine the perceptions of seventh-grade students and their teacher regarding the completion of daily history entries (a journaling activity) academically, developmentally, and relationally through data collection methods including observations, surveys, interviews, and student samples. To analyze these findings, level 1 and 2 codes were utilized. Additionally, descriptive statistics were utilized to quantitatively understand the implications of average student perceptions. From the data, three major themes were uncovered regarding students’ and their teacher’s perceptions of daily history which include a range of responses, perceptions of writing, and the importance of student teacher relationship. First, students held various opinions of daily history, indicating the need for teachers to differentiate activities to meet diverse student needs. Second, students’ perceptions of writing indicated they wanted to improve, but often expressed a dislike of writing. Last, the student teacher relationship was important for both students and the teacher.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Adams, Deborah, "Student and Teacher Perceptions of Completing Daily History Entries in a Seventh-Grade Texas History Classroom" (2018). Masters of Education in Teaching and Learning. 12.
https://digitalcommons.acu.edu/metl/12