Campus Location

Abilene Campus

Date of Award

Spring 5-10-2024

Document Type



Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Amy Spiker

Second Advisor

Andrew Huddleston


This study investigated the occurrences of having students reflect on their learning by journaling, as well as the perceptions of this from students and their classroom teacher. Students received three mini lessons on reflective journaling before practicing reflective journaling independently at the beginning of their school day. While students completed their reflective journal entries, the investigator documented observations. Students completed a survey on their perceptions of this experience. Six student interviews were conducted in a one-on-one setting representing the demographic makeup of the classroom. In addition, the classroom teacher also completed a one-on-one interview. The qualitative data was analyzed using the constant comparative method to find themes, and the quantitative data was analyzed using descriptive statistics. The researcher found a variety of positive and negative responses including the perceived impact of reflective journaling, the potential of reflective journaling on learning, and the limitations of the reflective journaling practice.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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