4368 research outputs found
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2022-02-02 (Western Howl)
Full text linkStudent newspaper includes campus, local and national news stories and photographs. For additional information about this collection see: http://digitalcommons.wou.edu/studentnewspapers
2022-02-09 (Western Howl)
Full text linkStudent newspaper includes campus, local and national news stories and photographs. For additional information about this collection see: http://digitalcommons.wou.edu/studentnewspapers
Dawn DJ McNamee Interview 2022
Full text linkDawn DJ McNamee discusses her experiences with the COVID-19 pandemic, including the initial shutdown, quarantine, and the lifting of state restrictions. She describes her home, work, school, and personal life in regard to the pandemic
Dibels Data Informing Literacy Intervention in Primary Grades
Full text linkWith assessments built in, a solid phonics program, and a rigorously taught core reading curriculum, our school should see kindergarten and first-grade students reading fluently at grade level. However, we continue to see low reading levels on screeners and nationally normed comprehensive diagnostic assessments. This paper aims to show the importance of using a screener to inform instruction in small, specifically targeted groups for a determined duration in time, directly related to deficits seen in the resulting data from these assessments
Culturally Responsive Teaching in 8th Grade Social Studies
Full text linkThis action research project (ARP) is an analysis of my practice of becoming a teacher based on the educational classes I underwent in the Masters of Education Program at Western Oregon University. I analyzed my planning, instruction, and assessment data from my student teaching placement. I aligned my research with the Interstate Teacher Assessment and Support Consortium (InTASC) standards. In this ARP I attempted to analyze the implementation of Culturally Responsive Pedagogy in an 8th-Grade US History Classroom. A secondary research goal was to determine if my use of technology in the classroom enhanced student learning. My findings suggest that Cultural Responsive teaching alone is insufficient as a single teaching principle. In simple terms, contrary to my initial assumption, being a culturally responsive teacher requires using CRT as a tool in the toolbox of teaching, not the entire toolbox. In regards to my use of technology in the classroom reflect similar findings. Technology use in the classroom can be used to enhance student learning, but can not be solely relied upon as the only means of instruction
Task-Centered Instruction and Multimedia Tools for the Adult Learner in Online Education
Full text linkThis project outlines the structural changes made to the course Microsoft Word for Workplace Communications. This course’s reconstruction followed prevailing instructional design theories. The focus of this project included incorporating the standards for task-centered instruction. The application of adult learning theories were employed. The use of multimedia tools were integrated into this course project redesign to create an effective online learning environment
Creating Effective English Language Art Strategies for Junior High Students
Full text linkCreating Effective English Language Art Strategies for Junior High Student
A Post-Pandemic Philosophy of Music Education
Full text linkAn educational landscape drastically altered by the Covid-19 pandemic sets the scene as the author becomes their own research subject. The primary inquiry into how to become a better teacher is explored during the 2021-2022 school year in K-12 schools in Northwest Oregon. The inquiry was broken into three thematic questions to guide the research: What does differentiation look like in the music classroom? What methods could be employed to produce more effective instruction in the music classroom? How do I ensure that my music classroom is both culturally relevant and safe for all students?
The research subject explores the themes of differentiation, strategic planning, and culturally relevant pedagogy in the context of three K-12 music classrooms in three different schools. The looming shadow of the covid-19 pandemic transforms the trajectory of the research, providing implications of the future of education.
Keywords: music, education, pandemic, differentiation, pedagog
Examining the Divide: Understanding the Perceptions and Relationships between Community and Educational Interpreters
Full text linkInterpersonal relationships lay the foundation for the work of ASL–English interpreters. Professional relationships can have a significant impact on one’s behaviors, physical health, and psychological health, all of which can have impact on the work of an interpreter. This thesis explores the perceptions of, and relationships between, interpreters working primarily in community and K-12 educational settings. Prior to this study, no known research has been conducted examining the nature of interpersonal relationships between professional interpreters working in settings different from their own. An exploratory study was conducted through a survey and an interview to understand if and how interpreters develop and maintain cross-setting relationships with interpreters working in different primary settings