[ { "url": "https://wou.omeka.net/s/repository/item/4614", "dcterms:title": [ "Voices from the Islands: Culturally Responsive Pedagogical Practice and Reflections in Pacific Rim World History" ], "dcterms:creator": [ "Kenneth Roundy" ], "dcterms:subject": [ "Educational Methods", "Secondary Education", "culturally responsive pedagogy", "teaching", "action research", "planning", "instruction" ], "dcterms:date": [ "6/11/2021" ], "dcterms:type": [ "Text; Image; StillImage" ], "dcterms:identifier": [ "theses/92" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "When considering successful teaching strategies in the context of modern social studies classrooms, it becomes imperative to consider the weight and responsibility of balancing the socio-cultural needs and knowledge of our students with voices and perspectives often left out of our collective understanding of the past. In this brief project, I endeavored to explore the potential of using culturally responsive pedagogical teaching and learning strategies during my student teaching placement in a 9th through 12th grade world history classroom in an alternative education environment. Throughout the targeted 6 week term that this project centered on, I employed varied CRP strategies and recorded my observations, student input, and professional feedback from my mentor teacher and university supervisor.\nMy research focus for this project sought to analyze the possible benefits and difficulties associated with teaching strategies like CRP in the context of social studies instruction specifically designed with culturally diverse voices, context, and perspectives in mind. While this would present potential challenges for my students given their traditional academic experiences, my focus on CRP strategies would also actively incorporate their perspectives and experiential knowledge to help shape our shared class content and connect more meaningfully with voices from the past." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays, Mark Wolfe" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4589", "dcterms:title": [ "Using Culturally Relevant Mentor and Authentic Texts To Promote Socioemotional & Academic Development" ], "dcterms:creator": [ "Rachael Jones" ], "dcterms:subject": [ "Educational Methods", "Educational Psychology", "Language and Literacy Education", "Secondary Education" ], "dcterms:date": [ "6/11/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/172" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "http://creativecommons.org/licenses/by-nc-nd/4.0/" ], "dcterms:abstract": [ "To be a responsive language arts teacher is to continuously assess the availability and variety of choice books in the classroom to support literacy development. When our students are able to read and explore topics of their own interests, educators not only foster a safe environment for students to learn about challenging topics, but also a space where educators are able to learn from their students' interests to bring into their education. This project's purpose is to identify and put into practice how language arts educators can bring students' interests into the classroom to support development in core content alongside socio-emotional skills." ], "dcterms:available": [ "6/7/2022" ], "bibo:degree": [ "Master of Science in Education: Literacy Education" ], "SKOS:note": [ "Joshua Schulze, Marcus Wenzel, Mandy Olsen" ], "curation:type": [ "professional_project" ] }, { "url": "https://wou.omeka.net/s/repository/item/4585", "dcterms:title": [ "Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs" ], "dcterms:creator": [ "David M Rice" ], "dcterms:subject": [ "Applied Linguistics", "Curriculum and Instruction", "Disability Studies", "Education", "Educational Assessment", "Evaluation", "and Research", "Educational Methods", "Higher Education and Teaching", "Other Languages", "Societies", "and Cultures", "Preparation", "prep", "interpreting", "ASL", "curriculum", "direct" ], "dcterms:date": [ "1/22/2020" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/59" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "Through the process of interviewing instructors of ASL-English interpreting courses, trends in how pre-assignment preparation is taught to students in interpreter education programs (IEPs) were identified and documented. Until now, there have been no studies on how preparation methods are taught in IEPs. Through a cursory examination of ASL-English interpreting curriculum and a look into relevant research, it was found that no standard on how to prepare for assignments or how to teach preparation strategies currently exist within the field of ASL-English interpreting (Nicodemus et al., 2014).\nTrends in how preparation is taught included data on the amount of context given to students before asking them to interpret, techniques used in teaching preparation, information about where preparation is taught within an IEP, participant’s satisfaction with students’ preparation abilities, and ways the process of teaching preparation skills could be improved.\nParticipants shared their thoughts on themes discussed in the literature on preparation which included topics such as the demands that interpreters prepare for, the value of preparation, the variables that the selection of preparation methods depend on, preparation significance for interpreters of various skill levels, the debate between conceptual preparation and terminological preparation approaches, reasons that an interpreter may not prepare, the role of agencies in the preparation process, and the possible negative effects of over-preparing.\nParticipants also explained how they learned how to prepare for assignments; how they prepare for both assignments they are familiar with, and those they are not; and whether or not they are satisfied with their own ability to prepare for assignments." ], "dcterms:available": [ "1/24/2020" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Amanda Smith, Elisa Maroney, Diana Gorman Jamrozik" ], "curation:type": [ "thesis" ] }, { "url": "https://wou.omeka.net/s/repository/item/4549", "dcterms:title": [ "The good, the bad, and the ugly: Students report on experiences with instructors in interpreter education programs" ], "dcterms:creator": [ "Ann Adamiak" ], "dcterms:subject": [ "Adult and Continuing Education", "American Sign Language", "Curriculum and Instruction", "Education", "Educational Methods", "Higher Education", "Higher Education and Teaching", "Interpersonal and Small Group Communication", "Other Languages", "Societies", "and Cultures", "motivation theory", "interpreter education program", "ASL", "Student instructor interactions", "positive", "negative" ], "dcterms:date": [ "3/7/2018" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/46" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "This research study was exploratory in nature, seeking to gather and document the experiences and perceptions of current and former students in interpreter education programs with the focus of interpreting between signed language and spoken language in the United States. Data was collected through an online survey for a three-week period, resulting in 514 consenting respondents from 40 states and 126 distinct interpreter education programs. The mixed methods study included quantitative and qualitative questions. The qualitative responses were coded, and emergent themes were identified in a grounded theory approach (Corbin & Strauss, 1990; McMilan & Schumacher, 2009; Strauss & Corbin, 1994, 1998). In this study, the data-driven themes have been limited to two top 10 lists for the most prevalent categories of positive and negative experiences with instructors. The findings show that the top 10 negative categories of student-reported experiences with faculty are: Personality; Feedback/Grading; Classroom Management; Intolerance for Others; Lack of Current Knowledge and Skills; Unclear or Unreasonable Expectations; Turnover or Institution Incompatibility; “Told Me I Couldn’t Do It”; Playing Favorites; and Too Busy Elsewhere. The top 10 positive categories of student-reported experiences with faculty are: Supportive and Encouraging; Teaching Techniques; Kind, Caring, “Wonderful”; Sharing Real Work Experiences; One-on-One Time; Community Connections and Resources; Content of Class/Curriculum; Desirable Outcome of Education; Passionate and Invested; and Available and Willing to Answer Questions. Each of the categories in the two top 10 lists can be shown to either strengthen or weaken the four motivational conditions of Wlodkowski and Ginsberg’s (1995) Motivational Framework for Culturally Responsive Teaching: establishing inclusion, developing attitude, enhancing meaning, and engendering competence. The data collected from the instrument, as well as the literature reviewed, suggest that faculty play a crucial role in student motivation. With the emergent themes from the data, ASL and interpreting instructors are given the opportunity to consider the national perspective and use it to improve their individual and systemic practice to work with and motivate adult learners. The findings in this research study can be used to formalize and optimize interpreter education." ], "dcterms:available": [ "3/14/2018" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Elisa Maroney, Amanda R. Smith, Catherine Calen" ], "curation:type": [ "thesis" ] }, { "url": "https://wou.omeka.net/s/repository/item/4428", "dcterms:title": [ "Multimodal Literacy in Drama and Language Arts Classrooms" ], "dcterms:creator": [ "Shawn Bookey" ], "dcterms:subject": [ "Educational Methods", "Language and Literacy Education" ], "dcterms:date": [ "6/6/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/157" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "This Action Research project was conducted from October 2021 to May of 2022 during which I spent two terms as a student teacher for an 8th English Language Arts class, a 10th Grade ELA class, and a mixed grade Drama elective. In this project, I primarily explore the meaning of multimodal literacy as it relates to my content areas. I also examine my practice when it comes to culturally responsive pedagogy, and the development of group leadership skills. Through analysis and reflection of pedagogical artifacts, I have acknowledged the strengths and weaknesses in my own planning and performance of my lessons. This process has informed and developed my views on multimodal literacy, culturally responsive pedagogy, and the development of group leadership skills in my content areas. I conclude that I have made my lessons with consideration to the framework of this study for the most part. However, there are several shortcomings and missed opportunities in my lesson planning. I must keep researching these topics to inform my views and develop my practice of literacy instruction to incorporate more modalities. I must also do what I can to maintain positive rapport with my students while I seek to understand them individually and culturally in order to find the best way for them to benefit from my pedagogy. I also conclude that I must continue to develop my understanding of group leadership skills as they relate to literacy to help students become positive participants in society with the tools to educate themselves" ], "dcterms:available": [ "6/8/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Josh Schultze, Jay Gipson-King" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4380", "dcterms:title": [ "Improving Student Engagement in High School Mathematics Instruction" ], "dcterms:creator": [ "Edward Klem" ], "dcterms:subject": [ "Educational Methods", "secondary education", "student engagment" ], "dcterms:date": [ "7/30/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/117" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "This action research project is a self-examination of my first-year teaching experience. This project begins by explicitly stating my teaching philosophy. That philosophy helps establish my goals as a teacher. Next, I examine many peer reviewed articles about teaching to help me better understand the state of knowledge and practice in the specific areas of teaching I wish to focus on improving in my first year of teaching. I then go on to state the specific questions I will be studying in this research project.\nThose questions were 1) How do I use essential questions to prompt inquiry? 2) How do I engage students through classroom discourse? And 3) How effectively do I teach problem-solving? I used data collected from my own reflections, lesson plans and observations by my cooperating teacher and university supervisor to analyze my teaching in relation to the three principal research questions. After examining the data collected, I look for patterns and explain what my data reveals about each question.\nI conclude that essential questions require careful planning to be effectively incorporated, that engaging students in discourse requires understanding of their background knowledge and that teaching problem-solving requires much more than modeling to be valuable. While these conclusions may be rather specific to myself, I do attempt to elucidate more general implications of my research that may apply to other teachers’ situations more generally." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Kenneth Carano, Michael Jennings" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4347", "dcterms:title": [ "Heritage signers: language profile questionnaire" ], "dcterms:creator": [ "Su K Isakson" ], "dcterms:subject": [ "Bilingual", "Multilingual", "and Multicultural Education", "Curriculum and Instruction", "Educational Assessment", "Evaluation", "and Research", "Educational Methods", "First and Second Language Acquisition", "American Sign Language", "Heritage Sign Language Learner", "Deaf-Parented Interpreter", "Ethnolinguistic Identity", "Social and Linguistic Security", "Assessment" ], "dcterms:date": [ "3/10/2016" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/27" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "The instruction of American Sign Language historically has employed a foreign language pedagogy; however, research has shown foreign language teaching methods do not address the distinct pedagogical needs of heritage language learners. Framing deaf-parented individuals as heritage language learners capitalizes on the wealth of research on heritage speakers, particularly of Spanish. This study seeks to address three issues. First, it seeks to ascertain whether the assessment instrument developed successfully elicits pedagogically relevant data from deaf-parented individuals that frames them as heritage language learners of ASL. Second, it seeks to draw similarities between the experiences of deaf-parented individuals in the United States and heritage speakers of spoken languages such as Spanish. Third, after considering the first two, it addresses the question of whether deaf-parented individuals may therefore benefit from the pedagogical theory of heritage language learners. Using quantitative and qualitative methodologies, an assessment instrument was distributed to individuals over 18 years of age, who were raised by at least one deaf parent and had used and or understood signed language to any degree of fluency. This study seeks to test the soundness of the instrument’s design for use with the deaf-parented population. A review of participant responses and the literature highlights similarities in the experiences of heritage speakers and deaf-parented individuals, gesturing toward the strong possibility that deaf-parented individuals should be considered heritage language learners where ASL is concerned. The pedagogy used with deaf-parented individuals therefore should adapt the theories and practices used with heritage speakers." ], "dcterms:available": [ "3/11/2016" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Amanda R. Smith, Kara Gournaris, Maribel Gárate" ], "curation:type": [ "thesis" ] }, { "url": "https://wou.omeka.net/s/repository/item/4346", "dcterms:title": [ "Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?" ], "dcterms:creator": [ "Amy Williamson" ], "dcterms:subject": [ "Accessibility", "Anthropological Linguistics and Sociolinguistics", "Bilingual", "Multilingual", "and Multicultural Education", "Cognition and Perception", "Community-Based Learning", "Comparative and Historical Linguistics", "Counseling", "Critical and Cultural Studies", "Cultural History", "Curriculum and Instruction", "Curriculum and Social Inquiry", "Demography", "Population", "and Ecology", "Developmental Psychology", "Disability and Equity in Education", "Educational Assessment", "Evaluation", "and Research", "Educational Leadership", "Educational Methods", "Educational Sociology", "Family", "Life Course", "and Society", "First and Second Language Acquisition", "Inequality and Stratification", "International and Comparative Education", "International and Intercultural Communication", "Interpersonal and Small Group Communication", "Language Description and Documentation", "Linguistic Anthropology", "Literature in English", "North America", "Ethnic and Cultural Minority", "Online and Distance Education", "Other Social and Behavioral Sciences", "Race", "Ethnicity and Post-Colonial Studies", "Reading and Language", "Scholarship of Teaching and Learning", "Social and Cultural Anthropology", "Social Psychology", "Sociology of Culture", "Student Counseling and Personnel Services", "Women's Studies", "Coda", "heritage language", "child language broker", "American Sign Language", "bilingual" ], "dcterms:date": [ "6/9/2015" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/22" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "Individuals who have one or more deaf parent can be considered heritage learners of a signed language (Compton, 2014; Valdes, 2005). These individuals have had language brokering experiences (Napier, in press) before entering a formal program or attending any training to become an interpreter. Despite the experiences and skills they bring to the classroom and the profession of ASL/ English interpreting, deaf-parented interpreters anecdotally say that educational opportunities do not account for their specific needs and skill-set. The relationship between demographic characteristics of ASL/English interpreters who have one or more deaf parent, including their linguistic environments during formative years, routes of induction into the interpretation profession, and their professional status as an interpreter is examined in this mixed-methods exploratory study. This study of 751 deaf-parented interpreters’ survey responses finds that they are achieving national credentials and education and training as an interpreter through some coursework, formal and informal mentorships, and workshops. Degree and certification requirements along with state licensure before working as an interpreter may serve as a barrier to deaf-parented interpreters who, for the most part, have been entering the field through informal induction practices within the deaf community. The results of this research can benefit the field of signed/spoken language interpreting by influencing curriculum design and teaching approaches so that the unique demographic of deaf-parented interpreters are recruited to and retained within the profession." ], "dcterms:available": [ "6/9/2015" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Pamela Cancel, Elisa Maroney, Robert Adam" ], "curation:type": [ "thesis" ] }, { "url": "https://wou.omeka.net/s/repository/item/4307", "dcterms:title": [ "Effective Lesson Planning for First Year Teachers to Encourage an Equitable Learning Environment" ], "dcterms:creator": [ "Madalyn Grieb" ], "dcterms:subject": [ "Curriculum and Instruction", "Disability and Equity in Education", "Educational Methods", "Educational Technology", "Indigenous Education", "Secondary Education", "lesson plan", "equity", "IEP", "ESOL", "learning environment", "teaching" ], "dcterms:date": [ "6/9/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/111" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "Action research is a process of inquiry, design, and data collection used by professionals in any field. It is a branch of research whereby an element of one’s work is examined and reflected upon to yield knowledge and relevant information pertaining to the topic of study. I am doing this action research project because I value the importance of self-development and believe that I can start teaching on a stronger note through this research. In addition, it is great practice for me in the future to test my teaching strategies. Through this research, my connection to the material has grown and developed for the appreciation that it takes to take on a well-researched strategy into the classroom. I became fascinated with the importance of building an equitable learning environment for a diverse group of students. From the Masters of Arts in teaching program at Western Oregon University my interest in the lens of students with IEP/504 plans, ESL learners, and the backgrounds of indigenous people has grown. For example, for IEP/504 students using a web based system there are some advantages and disadvantages that the teacher should be aware of before beginning. Ensuring the system will be effectively achieved in paying attention to the student’s growth and development (Kowalski, 2009). In relation, INTASC is an acronym for Interstate Teacher Assessment and Support Consortium. States, districts, professional organizations, teacher education programs, and teachers use the INTASC Standards as an additional resource to develop policies and programs to prepare, license, support, evaluate, and reward today’s teachers. states, districts, professional organizations, teacher education programs, and teachers. Through the INTASC standard that explains how the teacher can understand students that come from a diverse culture, background, ability, or community to ensure an inclusive learning environment that enables each learner to meet high standards." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Kenneth Carano, Kyle Calder" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4292", "dcterms:title": [ "Deaf interpreter education: stories and insights shared by working deaf interpreters and deaf interpreting students" ], "dcterms:creator": [ "Jeremy Rogers" ], "dcterms:subject": [ "Curriculum and Instruction", "Disability and Equity in Education", "Educational Methods", "Other Education", "Teacher Education and Professional Development", "Deaf interpreter education", "Deaf interpreting student", "Interpreter preparation", "Deaf interpreter", "Certified Deaf Interpreter", "Curriculum" ], "dcterms:date": [ "5/16/2016" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/31" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "The purpose of this research study was to identify existing practices in interpreter preparation as it relates to Deaf interpreting students and working Deaf interpreters. In an effort to identify patterns in curricula, instructional approach, and formative experiences, the researcher aimed to distinguish effective instructional approaches for Deaf interpreting students. Working Deaf interpreters were interviewed to offer their perspective on existing preparation practices, both in formal academic settings and formative training. Secondly, Deaf interpreting students currently enrolled in Interpreter Preparation Programs (IPPs) were asked to reflect on their academic experiences and identify the most effective practices employed in their training programs, as well as the least effective practices. It was discovered that there are several inconsistencies in IPPs across the nation related to modifying skill development exercises for Deaf students, including but not limited to: lack of Deaf presence in the classroom, limited access to Certified Deaf Interpreters (CDIs) for mentoring partnerships, lack of appropriate resources for students, and instructors’ unpreparedness for effectively training Deaf interpreters. It was concluded that existing IPP curricula need revisions to incorporate a stronger presence of Deaf professionals as interpreter educators in the classroom and that programs need to work toward increasing the numbers of enrolled Deaf interpreting students. Additionally, it was found that it might be more effective for Deaf interpreting students’ development if certain courses and skill development exercises were completed independently of hearing classmates." ], "dcterms:available": [ "5/28/2016" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Amanda R. Smith, Carole Lazorisak, Melanie Landon-Hays" ], "curation:type": [ "thesis" ] }, { "url": "https://wou.omeka.net/s/repository/item/4218", "dcterms:title": [ "Becoming a better teacher through differentiation: new instructional methods and addressing controversy in the social studies classroom." ], "dcterms:creator": [ "Benjamin Finnegan" ], "dcterms:subject": [ "Curriculum and Instruction", "Education", "Educational Methods", "Secondary Education", "Differentiation", "Classroom Climate", "Technological Instructional Methods", "Controversial topics in social studies" ], "dcterms:date": [ "6/11/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/216" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "Creating a classroom that ensures students growth, success, comfortability, and cohesion is critical to a successful educational experience for students. All students come from different learning and life experiences, and these experiences help enrich the learning environment for all students. This research project examines how creating this type of environment can be achieved through the 2021-2022 school year. During this school year I spent my practicum experience in both a 9-10th grade Social Studies course, as well as a course specifically for 10th grade students. The research in this project focuses on the questions of:\n\n1. How can differentiation improve and strengthen classroom climate?\n2. What is the benefit of incorporating technology, and other non-lecture-based methods of instruction?\n3. How can I more effectively teach controversial topics in social studies?\n\nData collection for these research questions came in the format of journal entries and personal note taking, conversations and conferencing one on one with students, and feedback from both my clinical instructor and university mentor. Also included in this paper also is an introduction, my philosophy of education based on my educational experiences, a literature review of work to help formulate research questions, research methods and results, and implications on how my research and data will impact my future teaching career.\nKeywords: Differentiation, Classroom Climate, Technological Instructional Methods, Controversial topics in social studies" ], "dcterms:available": [ "6/7/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Amy Bowden, Rachel Duncan" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4188", "dcterms:title": [ "Adjusting Instruction to Enhance the Digital Classroom" ], "dcterms:creator": [ "Jake Ruger" ], "dcterms:subject": [ "Education", "Educational Methods" ], "dcterms:date": [ "6/11/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/116" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "One of the biggest questions asked of young educators is “How will you adjust your instruction to meet the needs of your students”? There is a plethora of ways to adjust instruction to best fit the needs of students. Differentiation is a term that is well known throughout most educational practice and pedagogy. Using assessment data to adjust instruction is another way to adjust for students. Even a student's cultural values can be used to adjust instruction. While all these practices apply to traditional classrooms very well, what happens when the traditional classrooms are taken away? Obviously, life for teachers becomes a lot more challenging if there are no students in the desks of their classrooms. The term “when the going gets tough, the tough get going” applies in this situation. In this review I look at (among other things) how the tough got through the Covid-19 pandemic.\nThe creation of this action research project will highlight the challenges of distance learning. Moreover, what teachers can do to recreate the classroom for distance learning. The aforementioned research and pedagogy as it relates to teaching still hold tremendous value in the distance classroom. The application of those tenets only requires creativity and dedication to make the digital classroom one that bears those traditional tenets. I had the opportunity to see many great “tough” educators work during the pandemic, and I found them so inspirational in recreating their classes for the distance learning environment. The first two chapters highlight my own traditional beliefs and research about education. The focus shifts in the last three chapters to how that research and belief system translates to the distance classroom. Findings focused on how to connect with students, get through content, and grade student work in a pandemic." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays, Ken Carano" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4186", "dcterms:title": [ "Action Research Project: Practice in Action Improvement Through Self-Study" ], "dcterms:creator": [ "Matthew Neltner" ], "dcterms:subject": [ "Educational Methods", "Junior High", "Intermediate", "Middle School Education and Teaching", "Language and Literacy Education", "Secondary Education", "Differentiation", "Life-long learners", "High Regard" ], "dcterms:date": [ "12/8/2022" ], "dcterms:type": [ "Text; Image; StillImage" ], "dcterms:identifier": [ "theses/230" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "Learners are at the heart of the teachers profession. In order for teachers to provide the best environment for their students, the teachers themselves must be learners as well. This project examines my teaching practices as I went through my practicum. It examines how well I differentiate my plans to meet student needs. It also looks at my implementation of best practices. And finally, it exams if I can keep my students in high regard despite the challenges of teaching." ], "dcterms:available": [ "12/8/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Amy Bowden, Carin Cameron" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4179", "dcterms:title": [ "A Post-Pandemic Philosophy of Music Education" ], "dcterms:creator": [ "Andrea Morgan" ], "dcterms:subject": [ "Educational Methods", "Elementary Education and Teaching", "Secondary Education and Teaching", "music", "education", "pandemic", "differentiation", "pedagogy" ], "dcterms:date": [ "6/11/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/183" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "An 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:\n\nWhat does differentiation look like in the music classroom?\nWhat methods could be employed to produce more effective instruction in the music classroom?\nHow do I ensure that my music classroom is both culturally relevant and safe for all students?\n\nThe 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.\nKeywords: music, education, pandemic, differentiation, pedagogy" ], "dcterms:available": [ "6/7/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays, Amy Bowden, Dianne Nelson, Hillary Fouts" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4174", "dcterms:title": [ "A Deaf Interpreter’s Experience with DCS Supervision: A Dialogic Autoethnography" ], "dcterms:creator": [ "Daniel Gough" ], "dcterms:subject": [ "American Sign Language", "Bilingual", "Multilingual", "and Multicultural Education", "Counselor Education", "Critical and Cultural Studies", "Curriculum and Instruction", "Disability Studies", "Discourse and Text Linguistics", "Educational Methods", "Educational Psychology", "Gender", "Race", "Sexuality", "and Ethnicity in Communication", "International and Intercultural Communication", "Interpersonal and Small Group Communication", "Language and Literacy Education", "Sign Languages", "Social Influence and Political Communication", "Social Justice", "Typological Linguistics and Linguistic Diversity", "Interpreting", "DCS", "ASL", "Autoethnography", "Status Quo", "Power Dynamics" ], "dcterms:date": [ "11/29/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/225" ], "dcterms:language": [ "sgn-US, eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "In this thesis, I sought to examine myself as a Deaf interpreter in Demand and Control Schema (DC-S) supervision sessions. The methodology was a dialogic analysis based on power/communication dynamics in DC-S supervision as a Deaf interpreter. The platform that I used was the Interpreting Institute for Reflection-in-Action & Supervision (IIRAS) platform online sessions. In the session, the hearing participants were 18 years or older, they either work or have worked as ASL/English interpreters. They attended at least three supervision sessions. The data collected included the researcher's journaling, video recordings, and responses from interviews.questions with participants and supervision leaders. There was evidence of hearing and Deaf individuals communicating comfortably and effectively." ], "dcterms:available": [ "12/7/2022" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Amanda Smith, Elisa Maroney, Kendra Keller" ], "curation:type": [ "thesis" ] } ]