Does Electronic Communication Enhance Guided Reflection among Graduate Students?.
This study followed 16 graduate students enrolled in a Reading/Language Arts Master’s program through a semester of tutoring young readers. Because the literature suggests that students benefit from guidance in reflection, this study explored the effects of a guided reflection experience for graduate students. As participants explored ways to connect assessment and instruction in a clinical setting, they interacted with class peers and course instructors using electronic mail. E-mail offered participants a non-threatening forum to explore questions and concerns, successes, and perceived failures. Three interventions were implemented to guide participants in reflection about their teaching interactions. Data analysis consisted of triangulation of participant’s e-mail interactions, observations of their teaching experiences, and analysis of specific written interactions. A majority of e-mail messages focused on requesting suggestions or ideas for upcoming lessons and discussing client pr
