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dc.contributor.advisorHalquist, Donald
dc.contributor.authorJustinger, Laurel A.
dc.date.accessioned2021-09-07T21:51:36Z
dc.date.available2021-09-07T21:51:36Z
dc.date.issued2013-07-16
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5379
dc.description.abstractThis five week study looks at the impact of journaling, through email, with a student with emotional disturbances. Interviews, journal entries, and observation field notes are analyzed and reveal positive effects of email journaling. Following five weeks of journaling the student demonstrated increased rates of engagement in a writing activity, improved self-efficacy, as well as a strengthened relationship with his teacher.
dc.subjectJournaling
dc.subjectEmotional Disturbances
dc.subjectWriting
dc.subjectEmail
dc.titleOne Teacher's Experience of Journaling Through Email with a Student with Emotional Disturbances
dc.typethesis
refterms.dateFOA2021-09-07T21:51:36Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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