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Representation at the End of the Rainbow: LGBTQ+ Representation in Middle School Social Studies
Full text linkAs an action research project (ARP), this paper seeks to analyze the educational practices of planning, instruction, and assessment as they align with Interstate Teacher Assessment and Support Consortium (InTASC) standards. Specifically, this ARP seeks to understand current strategies, practices, and materials used in LGBTQ+ inclusive social studies classrooms and how improvement can be made at the middle school level. Themes such as gaps in research and lack of teacher support were identified through personal experience, a review of literature, and data collection. Findings suggest the most effective practice is that of a critical pedagogy that encourages students to question and seek answers regarding the marginalization of groups and narratives throughout history
Can Lesson Plans and Effective Teaching Strategies Create an Inclusive Classroom?
Full text linkThe purpose of this project is to create an inclusive classroom that becomes an environment that students learn in. I am going to be looking at the InTASC standards #1 and #2 and how my teaching aligns with them. I am hoping that by analyzing my teaching and my lessons plans, my planning for an inclusive classroom will become more deliberate and also more of a second nature for me. I am also hoping that by creating this environment, I will see that disruptions in class or other behavioral issues will go down because I am using my lesson plans to work with their needs and skill abilities. I want my teaching to be more of a group lesson instead of finding myself teaching or talking at students. The research supports the need for inclusive classroom but does not touch much on how the effective teaching in the inclusive classroom can lower the disruptions or need for discipline. I am hoping to see that my work in the classroom will have a positive result. I will analyze my lesson plans, use feedback from my university supervisor and my mentor teachers and use self-reflection and journaling to see if I am creating an inclusive environment for the students in my class. I will see how I implement effective teaching styles in my inclusive classroom and how that that affect possible disciplinary issues in the classroom
2022-03-02 (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
Applying Culturally Relevant Pedagogy to Planning, Instruction & Assessment to Create an Effective Learning Environment
Full text linkPlanning to instruct and assess students in an equitable manner can be difficult. Students come with a variety of previous knowledge and face many challenges outside the classroom that can impact their experience in the classroom without a culturally responsive environment. In my research project I outline the steps I took to define my philosophy of teaching, set personal goals, create research questions, complete a literature review, analyze the data collected from my teaching experience and reflect on my findings. This process was a partial step in the requirements for my Master of Arts in Teaching Degree, but also essential to my progression of the InTASC standard that focuses on improving the learning environment to be an effective teacher
We Are All Students: Finding Success in Teaching with Empathy and Humanity
Full text linkThe purpose of this Action Research was to examine the use of empathy and unconditional positive regard in teachers. I wanted to look at my current teaching practices and better them so that I could see where I needed to be more empathetic towards students, differentiate my teaching, and overall consider the diversity of high school classrooms. Understanding these elements would help me be a better teacher and would answer this research question: “How do I demonstrate empathy and unconditional positive regard to teach my students as real people, rather than subjects in a study?”
Through lesson plans, journal entries, and university supervisor feedback, I will take different parts of my teaching and discover new ways that I can do better, for the benefit of my students and this Action Research
Critical Thinking, Life Skills, and Social Studies
Full text linkAbstract
The purpose of this Action Research Project is to examine how I can effectively teach critical thinking and life skills through the lens of the high school social studies classroom. I designed my research questions to evaluate how I was doing with this objective and how I could improve my teaching practice.
Through gathering data from a variety of sources, I examined the following research questions:
How can I use my lesson plans to successfully support the development of critical thinking skills in my high school social studies classes?
What strategies can I use to implement Evidence-Based and High-Leverage practices to teach critical thinking skills?
How can I construct my lesson plans and implement strategies to correlate social studies with learning skills important for success in life: critical thinking, grammar and spelling.
My data sources included my personal teacher journal, my lesson plans, and commentaries from my Cooperating Teacher and my Field Supervisor. I categorized my data according to several themes, which helped reveal areas of strength and success, and areas that need improvement. I believe that through continuing examination of these ideas I will become a better teacher and will help my students grow in the vital area of critical thinking.
My literature review (chapter 2) and my data (chapter 4) did not reveal as much information as I had hoped relative to my research questions, but they did show where gaps in the research exist and suggested to me the value of continuing work on my research. To me, they represent a career-long inquiry that will result in better teaching and better student performance.
Keywords: teaching, critical thinking, life skills, spellin
Knowing Your Student Power: Reclaiming Full Autonomy Over the Student Incidental Fee
Full text linkStudent governments of universities and community colleges were created and recognized in order to uplift student voices and represent the best interests of their student body. Associated student governments are also an integral component to the concept of shared governance, where students, faculty, staff share influence in the decision-making process with administration. Influenced by factors such as the culture and current events of a campus, student bodies and student governments can take on a surprisingly wide range of goals and initiatives. Regardless of what issue the student body has identified as a worthwhile cause, student governments must be aware of and equipped to use a variety of tools to successfully advocate for their vision. This thesis walks student leaders through a real-world case study of a student government who successfully fought for autonomy over the student incidental fee after that had been infringed on by University Administration in the middle of the COVID-19 pandemic. This case study is written by the student body president who led these efforts and provides strategic commentary and lessons learned throughout the recount of his experience. No matter what your student government is fighting for, this thesis aims to equip leaders with versatile tools and advice that can be applied to any issue of student interest
How Trigonometry Can Solve a Murder
Full text linkWho killed Mr. Williamson? Is Mrs. Williamson telling the truth? Or is she lying to save herself? The answer to all of those questions can be determined through the use of blood spatter that was created during the course of events that led to Mr. Williamson’s death. Specially trained analysts, known as blood spatter analysts, use mathematics equations to determine the location of individuals and objects at a crime scene during the time that the violent crime takes place. The equations that blood spatter analysts use in their calculations comes from a division on math known as trigonometry. Investigators then use those calculated locations to determine if their witnesses or suspects are telling the truth through comparison
