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A Modern Take on Research and Teaching Science
Get PDFThe following contains the results of a study from my action research project that seeks to better understand how my own teaching practices have changed over the course of a year and my application within the classroom. The study focuses on three research questions: How has my incorporation of culturally responsive pedagogy changed since I started teaching? How does my teaching reflect best practices for high school science? And how has my implementation of inquiry-based learning changed since I started teaching? This research does not seek to evaluate how well I made use of the concepts within these three categories, rather, to better understand how they were and are being utilized over time throughout the student teaching experience of the MAT program. The student teaching practice is meant to be a reflective time of growth and learning within myself and my future. The results showed an increase in the planning, implementation and use of culturally relevant pedagogy, evidence-based practices, and scientific inquiry. Ultimately, however, the conclusion reveals that there is a lot of learning left and to do implementation that I will carry with me into my career as a teacher and educator of youth
Putting Literacy and Math Together Through a Story
Get PDFPutting Literacy and Math Together Through a Stor
School to Home Connections Through Literacy: SEL Book Bags
Get PDFSchool to Home Connections Through Literacy: SEL Book Bag
Culturally Responsive Pedagogy
Get PDFThe purpose of this action research was to conduct a review of culturally responsive teaching and study my growth in using the pedagogy in my practice during the course of teaching while enrolled in Western Oregon University Master of Arts in Teaching: Initial Licensure program. There are three questions of focus in this study: 1) How has my implementation of culturally responsive pedagogy changed to support inclusive practices in the learning environment? 2) How does my instruction reflect what the literature states are best practices for culturally responsive pedagogy? 3) What culturally responsive teaching practices do I use to help students in the mathematics environment? To answer these questions, I analyzed data from observation commentaries, lesson plans, and my personal journal. By examining these questions, it was my hope to identify areas I used best practices in culturally responsive pedagogy
Nullification of The CSI Effect Through Exposure at Critical Points in The Trial Process
Get PDFThe present study sought to determine how briefing a jury on the CSI Effect would influence the verdict. It was hypothesized that those briefed on the CSI Effect would find the defendant guilty, while those not briefed would find the defendant innocent. One hundred sixty-three undergraduate students were recruited via SONA and were compensated with course extra credit for their participation. Participants were randomly assigned to one of the three conditions (no briefing, briefing before forensic testimony, and jury instructions briefing). A one-way ANOVA test was run and no significant results were found between the three conditions, (f(162)=0.5954), n.s.. These results suggest that there is no nullification effect to briefing a jury on the CSI Effect; however, due to the many limitations of the study an effect may be present that was not found in the current study
Stakeholder Perceptions and Potential Barriers to Pretrial Release Reform
Get PDFPretrial release reform is an important component of justice reinvestment initiatives. However, little work has examined the implementation process or stakeholder perceptions of the implementation of a pretrial release program. In this study, we explore the perceptions and experiences of stakeholders in the criminal justice system in a county in Oregon by conducting interviews with judges, district attorney’s, defenders, and pretrial staff to assess their perceptions of the reform, including the county’s adoption of the Virginia Pretrial Risk Assessment Instrument (VPRAI). Our findings highlight four main themes, which we labeled Just Keep Them Out of System, The Tool Plus Experience, What Factors Are You Talking About, and Training Would Be Great. Stakeholders generally had positive perceptions of pretrial release but expressed concern about potential barriers to successful implementation, including the risk assessment tool used, the factors evaluated, and the need for training. This research highlights the importance of assessing stakeholder perceptions when implementing reform efforts
Esteem, Why Should We Care? The Importance of Work-Esteem in Our Field, Our Work, and Ourselves
Get PDFEsteem is an important part of our lives as human beings both personally, with selfesteem, and professionally, with work-esteem. Work-esteem is important to the work of interpreters, and it can also affect the work produced by interpreters. Esteem encompasses a lot of different aspects, but this research on work-esteem focuses on the theories of Maslow and his hierarchy of needs of motivational theory and Rosenberg’s self-esteem theory and the corresponding self-esteem scale. The literature review explores Maslow’s and Rosenberg’s connection to work-esteem, self-esteem’s impact on work, life experiences impact on esteem, work-esteem as a perception/outcome/or both, interpersonal relationships and esteem, horizontal violence and esteem, perfectionism and esteem, imposter syndrome and professional identity, our authenticity and worth— looking at mental and moral strength, than finally self-care and work-care and moving forward with improving and balancing our work-esteem and life. Two questionnaires were sent out the interpreting community: one before doing four weeks of a variety of activities for development and improvement and then again after four weeks. The findings illustrated that by working on one’s work-care and selfcare, the interpreter did indeed increase their work-esteem
Building Engagement in Social Studies Through Culturally Sustaining Pedagogy and Relationship Building
Get PDFBuilding Engagement in Social Studies Through Culturally Sustaining Pedagogy and Relationship Buildin