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Understanding the Reading Wars: The Incorporation of Phonics in the Elementary Classroom
Get PDFEducation practices over the years have continuously been changed and developed for the better. One area of elementary education that can still be advanced is reading, through the integration of phonics to young readers. Reading has been taught in a whole language approach1, but studies suggest that explicit instruction in phonics, which takes advantage of students\u27 phonological awareness, is a better way to teach reading. Although the science of reading (explicit instruction in phonics) has been shown to be beneficial for students, it is still not the common practice across the country. At best, teachers combine explicit phonics instruction with whole language instruction, which is an approach termed balanced literacy. In the project I will investigate the ways in which the Oregon state-adopted textbooks align with the science of reading but also meet the Common Core State Standards, or CCSS, outcomes for reading. In addition, in order to see how reading instruction is enacted in the classroom, I will observe teachers and, if needed, informally interview elementary principals. The final product will be a guidebook for teachers who are not familiar/comfortable with a sense of reading (explicit phonics instruction): it will include foundational concepts on children\u27s phonological development and reading instruction as well as three lesson plans based on best practices recommended by experts in the field
Salem: The City of Fog -- A Novel on Activism and Conformity
Get PDFSalem: The City of Fog is a speculative fantasy novel set in the American 1950’s, the plot revolving around the era’s heavy themes of conformity. The story is driven by protagonist Kella Flynn, a young woman trapped in a strict career and limited by a misogynistic society. She clings to safety in the face of a government and culture that would happily set her aflame for any misstep they can blame on “witchcraft,” and she is only to coaxed to act outside her own interests following unusual circumstances. While writing this novel, I set out to engage in critical discussions on activism and the many gray areas within it. When a world undoubtedly needs to change, as one powerful groups thrives off the exploitation of others, the activists within must question what counts as justice. Where do they, and we, draw that moral line
Looking Forward: COVID-19 and its Impact on Working Interpreters
Get PDFThis research is focused on the global outbreak of COVID-19 that hit the United States in March of 2020, and how the pandemic affected sign language interpreters. Many interpreters were suddenly forced to work in a virtual environment (not sharing the same physical space as their clients), some for the first time. This thesis seeks to examine how interpreters adapted to this sudden change and identify best practices for working remotely moving forward. The findings of this study will indicate how interpreters perceived this change to remote work, and how prepared they were for the transition
The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom
Get PDFABSTRACT
Imbedding literacy and critical thinking skill development into content while embracing culture and diversity in the classroom
By Ryan Bell
By teaching the Socratic Method for discussion and debate, and classroom instruction that relies on skill-building critical thinking skills and literacy development can have a profound impact on creating deeper learning connections. By using sheltered instruction and scaffolding tools taken from the ELD framework, my Action Research shows that not only can I teach students how to break down primary and secondary sources, but also develop literacy skills, while creating a culturally inclusive and diverse classroom.
The methods used for this action research include evidence that allowed students to develop deeper literacy and critical thinking skills. Students were able to learn using my philosophy of teaching method of Social Constructivist. I believe in the Social Constructivist theory that students make deeper connections by learning and observing the experiences or opinions of others. I found this theory to be profound in my own learning and decided to employ it in my teaching practice. I believe that to create a classroom that embraces culture and diversity the Social Constructivist classroom-style curriculum must be present. This way, students are growing and evolving by learning and collaborating with each other. This action research argues that not only can a social studies teacher implement literacy development within their content area, but also while skill building the content areas core focuses on analysis and examination of issues from the past, present, or future using primary and secondary sources
Reflexive Analysis of Diversity, Effective Instruction, and Experiential Learning
Get PDFThis action research project was completed as an action research project as part of Western Oregon University’s Master of Arts in Teaching program to complete initial licensure requirements alongside a period of student teaching in a middle school social studies classroom.
This action research project focused on the following three research questions: 1) how has my understanding of lesson planning for teaching diversity through comparative cultures changed over the course of this action research project, 2) how has my approach to lesson planning with regards to effective instruction changed over the course of this action research project, and 3) how have my own attitudes toward teaching experiential learning through historical simulations changed over the course of this action research project?
By practicing reflective analysis through examination of lesson plans, lesson materials, formal observation feedback, and research journal entries, this action research project focuses on changes in understanding, attitudes, and approach. This research further examines subthemes of diverse perspectives, culturally appropriate terminology, lesson planning, and student engagement
Fostering 21st Century Literacy in the Middle School English Language Arts Classroom
Get PDFThe purpose of the English language arts goes beyond the basics of reading and writing. Especially in the middle school ages, when learners are discovering themselves and the adults they will become, the ability to read and write texts to aid them in this discovery of the self and the larger world is essential. In an increasingly diverse and digital world, it is necessary to prepare and arm students with multiple literacies and critical thinking skills. In order to make this learning accessible to all students, the effective middle school teacher must differentiate instruction based on students strengths and needs and involve students in making decisions in their own learning. To prepare learners for life outside of the classroom, teachers must provide students with experiences of collaborative discussion and engage them in multiple diverse texts and genres. The purpose of this action research project was to evaluate the work of a pre-service teacher in these areas and analyze progress toward these goals. Throughout the clinical experience, data was collected from lesson plans, materials, recordings of teaching, journal entries, EdTPA commentary, and observations from a field supervisor. The study centers on differentiated instruction, high leverage practices such as scaffolding and discussion, and language arts teaching goals of culturally sustaining teaching
A Beginning Investigation of High-Leverage and Best Practices for Engaging LGBT Students of Color: An Action Research Project
Get PDFMy focus for this research is best practices in secondary ELA for LGBT students of color. Specifically, I examined diversity, differentiation, inclusive education, culturally responsive pedagogy; strategies, scaffolding, effective instruction, high leverage practices, evidence-based practices; and subject-specific, disciplinary issues related to my goals for teaching improvement. This focus aligned with several INTASC Standards for teacher professional development. Additionally, I considered how studying my own practice in line with INTASC Standards could improve my own instruction and therefore, student learning. My purpose for this study was to determine how well my instruction utilized best practices in secondary ELA for LGBT students of color. I will monitor and test my own professional growth by comparing and contrasting my instruction and planning against my research questions. These standards tie into my research questions by having me focus on instructional development and professional development and critiquing my best practices. Ultimately, my research and study findings demonstrate a range of successes and failures, along with implications for further research and professional development
