4368 research outputs found
Sort by
Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students
Get PDFThis research project was designed to discover new and unique teaching strategies and classroom management techniques that would improve my teaching Social Studies to English Language Learners through a lens of equity and social justice. By researching and learning new and unique teaching strategies for both online and in-person instruction, I was able to use my research to broaden my experiences and knowledge as well as gain a better understanding of the historical inequities and lack of social justice that has been the norm in most education systems. By educating myself of these injustices and inequalities, I was able to identify and correct any deficiencies in my teaching in regard to teaching to equity and social justice, using my newfound awareness to adjust and correct teaching errors. The study illuminated the many areas of teaching where I may have gone wrong had I not been made aware of the inequities and lack of social justice in my teaching
Teaching Secondary Art in the Time of the Covid-19 Pandemic: Art applications that create a reflective curriculum online and in-person
Get PDFThis action research project examines my experience teaching and learning how to teach more effectively to secondary school art students learning online and in-person during the Covid-19 pandemic. The following questions were asked and answered: What tools am I able to apply to support activist art in the classroom? How can I use drawing activities to lower student anxiety levels in-person and online and provide continuity across face-to-face and online class meetings? In what ways can I differentiate drawing activities to provide access for diverse learners? While using qualitative research for my methodology, and journaling, interviews, and comparisons as my data collection, I discovered the following themes while examining my data: subject matter, critical thinking, connection, grace, interaction, multiple-pathways, and meeting them where they are. More research should be conducted to find ways to differentiate art education to have more opportunities for flow in the classroom. Along with more research about how important art education is for assisting students in their learning of other subjects. And finally, more research should be conducted to discover how to create a more effective online learning environment
Sociocultural Implications of Providing Differentiated and Equitable Learning Strategies in Spanish Language Classes
Get PDFThe purpose of this Action Research Project is to examine my role in the classroom as an educator, and to reflect on my findings to see how, or if, I provided differentiated and equitable learning strategies in the classroom. What\u27s more, I examined whether or not there were adjustments that I could make to my teaching strategies in order to better align my planning, instruction, and assessment with my philosophy of teaching. I proposed three specific research questions, which were: 1) How has the differentiation in my lesson planning changed over the course of my teaching experience? 2) How do I incorporate the best equitable learning strategies in my lessons? 3) How do my lesson plans, activities, and strategies align with my teaching philosophy? In order to gain a better understanding of my teaching practices, I gathered data through various sources including a personal research journal, formal lesson plans, reviewing recordings of my lessons, and observing my mentor teacher. The analysis of the data revealed that I use differentiated and equitable learning strategies, and that my use of them has improved through my teaching experience. These results by no means indicate that I am a perfect educator, merely they indicate that I am on the right trajectory to becoming a well-rounded evidence-based practitioner
Integrating Best Instructional Practices into Contemporary Health Education
Get PDFThe purpose of this action research project was to analyze my instructional strategies pertaining to culturally responsive teaching, evidence based practices, and health specific pedagogy. Qualitative data including formal written lesson plans, edTPA commentary, and observation notes from my field supervisor, school-based instructional coach, as well as my cooperating teacher were used to examine my growth as a teacher when it comes to supporting English language learners, structuring my lessons to facilitate student-centered learning, and integrating a skills-based approach in my health lessons. At the center of my research was relational capacity; I not only hoped to improve my teaching through differentiation and scaffolding but also identify if relational capacity is at the center of effective teaching.
Through a review of literature I concluded that there is a commonality between culturally responsive teaching, student-centered learning, and skills-based health education: relationships. Analysis of the data listed above showed that while there are areas in which I improved as an educator over the last year and a half, specifically building relationships with my students and making them feel welcome, there is still plenty of room for growth. Although this action research project did not conclusively answer all three of my research questions, it does suggest that through a process of intentional data collection, reflection, and analysis teachers can identify both areas of strength and growth, thus improving the teacher profession and the educational experience of our students
2021-11-10 (Western Howl)
Get PDFStudent newspaper includes campus, local and national news stories and photographs. For additional information about this collection see: http://digitalcommons.wou.edu/studentnewspapers
2021-11-17 (Western Howl)
Get PDFStudent newspaper includes campus, local and national news stories and photographs. For additional information about this collection see: http://digitalcommons.wou.edu/studentnewspapers
Deafblind People and Support Service Providers in the 21st Century
No full textPeople who are deafblind face unique and complex challenges every day in accessing information, communication, transportation, and their communities. Without readily available access to these foundations of everyday life, the ability to make informed decisions, remain independent, and perform daily living tasks may be compromised. Basic human needs may go unmet and essential human aspects of well-being—self-confidence, self-sufficiency, and self-worth—diminish.
A viable solution exists: the support service provider (SSP). The SSP provides a vital human connection to information that is missed when one has limited or no vision and limited or no hearing. This white paper examines the history of SSP services, the role of the SSP, why the SSP is necessary, and the process of establishing these services.
This SSP White Paper, Deafblind People and Support Service Providers in the 21st Century, is the second edition. The first, published by the American Association of the DeafBlind, was called Support Service Providers for People who are Deaf-Blind (Bourquin et al., 2006). Four of the original authors as well as two additional ones collaborated on this new version.
Since 2006, the number of SSP programs has increased from 19 to 35, and the scope of the SSP’s work has evolved. Across the United States, less than 1% of individuals who are deafblind have access to these services; yet for those who do, a significantly improved quality of life is reported. The intention of this paper is to serve as a resource for understanding the role of the SSP and the positive outcomes—increased self-confidence, self-sufficiency, and self-worth—that deafblind people can achieve when they have access to these vital services
Heathens to Christians: Exploring Norse Interactions with Anglo-Saxons and Notions of Medieval Identity
Get PDFThe Viking Age lasted from approximately the 8th century CE to the 11th century CE, and throughout this period Norse people raided, traded, settled, farmed, and came to political power in the British Isles. Due to Norse culture being predominantly oral rather than written, there is limited documentation of early Norse activities by the Norse themselves. For most of this period, surviving records about Norse activity in Britain come from the Anglo-Saxons. Because a lot of early Norse interactions in the British Isles were raids on Christian monasteries, these Anglo-Saxon accounts painted the Norse as merciless murderers who wanted to punish Christians. However, this perception of Norse intent was inherently distorted and was clouded by misconceptions. As Norse people began to settle in Britain, these interactions fundamentally changed, and emerged from this continued contact was new conceptions of Anglo-Saxon and Norse identity. This research project explores the changes in Anglo- Saxon perceptions of identity as they confronted Norse identity through continued interactions with them