[
{
"url": "https://wou.omeka.net/s/repository/item/14934",
"dcterms:title": [
"Blossoms of Resilience: My Journey Through Books and Fields"
],
"dcterms:creator": [
"Guadalupe Ramos Ramirez"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:identifier": [
"UnboundV5a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In my essay, “Blossoms of Resilience: My Journey through Books and Fields,” I aimed to convey my passion for literature and my desire to further my education. I wanted to provide a genuine sense of who I am through my experiences. I was honest about my feelings of shame due to poverty and shared the struggles of growing up and having to support myself. These experiences motivated me to rise above my circumstances. Reading was my favorite pastime, as it offered me a glimpse into other worlds and lives, providing a much-needed distraction from my own challenges."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Kathleen Cassity"
],
"BIO:keywords": [
"literature",
"socioeconomic class"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14889",
"dcterms:title": [
"Grasping My Fragile Heart"
],
"dcterms:creator": [
"Addie Floyd"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"A literacy narrative in which the author describes the transformative power of reading and writing in her life. In particular, she describes the emotional feelings she had while reading The Book Thief."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
],
"BIO:keywords": [
"Literacy narrative, reading",
"pathos"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14857",
"dcterms:title": [
"African American Vernacular should be Included in Learning About Writing and Reading"
],
"dcterms:creator": [
"Caprice M. Massey"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2021"
],
"dcterms:identifier": [
"UnboundV2b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay presents primary and secondary research to illustrate why African American Vernacular English (AAVE) should be treated like other foreign languages in the teaching and learning of Standard Written English (SWE). The author argues that AAVE is not bad English but its own vernacular that has importance within the African American culture."
],
"bibo:volume": [
"2"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Snyder"
],
"BIO:keywords": [
"AAVE",
"Writing Construct",
"Literacy"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14848",
"dcterms:title": [
"Je Ne Sais… Meh"
],
"dcterms:creator": [
"Gracie Meives"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2020"
],
"dcterms:identifier": [
"UnboundV1a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This narrative shares the writer’s personal adventure with literacy. It covers her struggles and successes with reading and writing, and reflects on the significance of her literacy journey and the change she experienced from her own perseverance."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"William Haas"
],
"BIO:keywords": [
"literacy narrative",
"literacy sponsors"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14707",
"dcterms:title": [
"Working to Bridge the Gap: The Need for Additional Supports for Students with Dyslexia in Public Schools"
],
"dcterms:creator": [
"Abigail Fisher"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AbigailFisher_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project examines the lack of resources and supports in place for students with dyslexia in the public school system. Based on peer-reviewed literature, this project proposes evidence-based strategies to address and reduce this disparity. These strategies include differentiated instruction and the implementation of multisensory approaches. Differentiated strategies (content, process, product, and environment) must be implemented simultaneously to result in effective learning growth and outcomes (Tomlinson, 2000). In addition, multisensory approaches such as reading-while-listening (Almahrag, 2021; Clinton-Lisell, 2023), technology interventions (Macaruso et al., 2020; Lerga et al., 2021), project based learning (Filippataou, 2010), movement based learning (Javed et al., 2023), and explicit instruction (Morrison, 2023; Hughes et al., 2017), all create learning opportunities that support students with dyslexia. By creating an asset-based 4th grade ELA unit, which incorporated both differentiation and multisensory strategies, I was able to add to this area of research and highlight how teachers can adapt curriculum to best meet the needs of their students, especially students with dyslexia. It is evident that when teachers create curricula that pull from their student’s strengths, all learners thrive."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"dyslexia",
"differentiation",
"multisensory approaches"
],
"SKOS:note": [
"Ken Carano",
"Annie Delbridge",
"Jaclyn Caires-Hurley"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14670",
"dcterms:title": [
"Intervention Strategies at the Middle School Level: Methods and Practices for Student Engagement"
],
"dcterms:creator": [
"Shannon Pickering"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ShannonPickering_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The purpose of this action research project was to examine whether targeted, tiered intervention strategies, utilizing the Response to Intervention (RTI) framework, could improve reading fluency and comprehension, and to identify engagement strategies that support middle school students performing below grade level. This study aimed to answer: 1) Do targeted and tiered interventions improve fluency and comprehension? 2) What instructional strategies give the most student engagement? This work highlights the importance of closing literacy gaps at the middle school level, ensuring accessibility, and promoting a sense of student success. This study collected data through classroom observations, student work samples, informal interviews, and progress monitoring tools such as DIBELS or PowerUp. Thematic coding and analysis were employed to identify patterns across the intervention tiers and whole-class instructional sessions. Key findings revealed that scaffolded instruction for students below grade level were insufficient to bridge the learning gap. When scaffolds are paired with explicit teaching strategies in tiered intervention environments, this leads to the greatest task completion and student growth in comprehension. Ensuring that students understood the content prior to introducing classroom work, along with scaffolds, was found to impact learning outcomes significantly. Emotional factors were also found to highly impact students’ learning outcomes and social-emotional well-being. This study concluded that the RTI-based interventions, which focused on comprehension and fluency skills, when integrated with scaffolds and emotional support, are highly effective methods for closing literacy gaps at the middle school level. These findings highlight the importance of responsive, student-centered intervention models and suggest the need for broader implementation."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Intervention",
"RTI",
"ATI"
],
"SKOS:note": [
"Coley Lehman"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14667",
"dcterms:title": [
"Professional Project: Promoting Home Literacy Environments Through the Implementation of a Literacy Night and a Website"
],
"dcterms:creator": [
"Sam Shuirman"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"SamuelShuirman_PP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The research question behind this professional project looks at why students may be behind in their literacy learning, and takes a look at what can be done outside of the school environment. The goal of this professional project is to explore the meaningful impact of a comprehensive home learning environment for children, as well as looking at two different ways to share strategies, methods, and ideas for how to construct a home learning environment, through a literacy night and a website. It is widely understood that children who grow up in homes that have home literacy environments, have much more positive growth in their literacy skills overall, in conjunction with formal instruction at school, than children who do not have that same access to home literacy environments. The goal of the literacy night is to inform families, students, and community members of several key strategies for cultivating a home literacy environment. The website adds on to this by providing different resources for families and community members to access that provide literacy resources and websites that can be used at home. Creating a community of learners progressing in their literacy development is the end goal of this project."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"home literacy environment",
"literacy"
],
"SKOS:note": [
"Kenneth Carano",
"Melanie Landon-Hays",
"Sharlee Blackwell"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14660",
"dcterms:title": [
"Literacy Instruction with a Focus in Phonics: A Professional Development for Primary Teachers"
],
"dcterms:creator": [
"McKinzie Leatherman"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"McKinzieLeatherman_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project is looking deeper into the possible need for explicit, systematic phonics instruction specifically in young children. The paper overlooks the research that ties together the Science of Reading, phonics instruction, and instructional best practices. The goal is to benefit teachers to know the best way to support their young students by learning how to decipher all the research behind the varying strategies on literacy and phonics instruction. This is a valuable topic due to the declining literacy proficiency and reading comprehension skills we see today. All can be experienced because of various views on the best strategies to teach literacy and what skills students are learning at what time. This can be confusing for educators who are just trying to find the best ways to support and provide their students with the best skills to help them succeed. In the research surrounding this topic, I found research behind phonics instruction, interventions, professional development, and best practices. Based on this research, I created a professional development for primary teachers in June 2025. My goal is to provide primary teachers with all the information I learned and give them resources to implement it in their own classroom. All of which is speaking to educators who want help seeing through all the research to find the best way to support their students and setting them up for success."
],
"bibo:degree": [
"Master of Science in Education"
],
"BIO:keywords": [
"Science of Reading",
"intervention",
"foundational skills"
],
"SKOS:note": [
"Ken Carano",
"Ya-Fang Cheng",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14633",
"dcterms:title": [
"Teaching to Self-Edit"
],
"dcterms:creator": [
"Liz Johnston"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ElizabethLowe_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project sets out to solve the issue of reluctance to revise in students through pre-writing and in-class revising strategies. Through reading aloud and graphic organizers, students work is enhanced with direct instruction and opportunity."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Motivation",
"revising"
],
"SKOS:note": [
"Edward Nichols"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14630",
"dcterms:title": [
"A Book a Day: A Daily Read Aloud Curriculum"
],
"dcterms:creator": [
"Kyla Marshall"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"KylaMarshall_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"A Book a Day: A Daily Read Aloud Curriculum is a curriculum guide designed to provide educators with a structured, year-long plan for starting and implementing a daily read-aloud routine in their classrooms. This curriculum includes a video of the book being read aloud, links for where to purchase the book, vocabulary words and definitions, comprehension questions, and activities to extend student’s learning. My goal is that through these daily shared literacy experiences, students would build a love of reading, develop in their independent reading skills, and a strong classroom community would continue to grow."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Jaclyn Caires-Hurley",
"Marie LeJuene"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14623",
"dcterms:title": [
"Empowering Educators: Tools to Support Executive Functioning for Students with ADHD"
],
"dcterms:creator": [
"Jenifer Henry"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JeniferHenry_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"(This is in the final paper as well) This professional project equips K–12 educators with evidence-based strategies to support the academic and personal success of students with ADHD. Delivered through a one-hour professional development session, it includes a Google Slides presentation, a printed note-taking document, and a curated resource guide featuring information on ADHD, neurodivergence, executive functioning, and movement breaks. By addressing key executive functions—planning, time management, goal setting, organization, and cognitive flexibility—the project fosters student growth and inclusive, student-centered learning. It also reflects my development as an instructional leader committed to equity, collaboration, and innovation in supporting educators and creating environments where all learners can thrive."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"Neurodiversity",
"literacy",
"ADHD support"
],
"SKOS:note": [
"Marcus Wenzel",
"Randall (Dana) Ulveland"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14594",
"dcterms:title": [
"Incorporating Culturally Relevant Pedagogy into the Classroom"
],
"dcterms:creator": [
"Hailey Thompson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"HaileyThompson_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The purpose of this study was to explore how incorporating culturally relevant pedagogy (CRP) into a high school English classroom would help students' interest and engagement in learning, especially for Students of Color. The research sought to address the following two questions: “How will incorporating culturally relevant practices into the classroom affect the learning of Students of Color?” and “How does relating the learning material to students’ lives improve their interest in the material?” The research was conducted over a two-week unit where the class was reading the novel Treasure Island. Since Treasure Island is not a very diverse text, I incorporated activities that had the students reflect on their own experiences and culture and research about pirates who were People of Color. The data I collected included written observations of the students’ body language, discussions with peers and the whole class, their written work, and a survey which asked students about how CRP affects their learning. Through these activities I noticed an increase in the students’ engagement, academic performance, and comfort in sharing. Overall, the study suggests that incorporating culturally relevant pedagogy in the classroom, will create a more engaging learning environment and help the students connect to the material. A few limitations to this study were the small class size, short time frame, and the lack of diversity in the novel. Despite these limitations, the study still showed how beneficial CRP is in the classroom setting."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"diversity",
"culture",
"interest"
],
"SKOS:note": [
"Amy Bowden",
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14589",
"dcterms:title": [
"Enhancing Phonemic Awareness in Elementary Special Education"
],
"dcterms:creator": [
"Faith Drill"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"FaithDrill_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project details a two-week phonemic awareness curriculum designed to\nenhance foundational reading skills in elementary special education settings. Developed by an elementary special education resource teacher, the curriculum addresses the prevalent struggles with phonemic awareness observed in students with reading goals on Individualized Education Plans. Grounded in research emphasizing explicit, systematic instruction and engaging activities, the curriculum progresses from basic skills like rhyme recognition to complex concepts such as sound manipulation. The goal is to equip educators with essential tools to help their students become confident, independent, and successful readers."
],
"bibo:degree": [
"Master of Science in Education"
],
"BIO:keywords": [
"Phonemic Awareness",
"Special Education"
],
"SKOS:note": [
"Kenneth Carano",
"Julia Bradley",
"Jessica Augsburger"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14588",
"dcterms:title": [
"Differentiated Teaching Methods in the Band Room"
],
"dcterms:creator": [
"Eric Wallace"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"EricWallace_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Most modern band directors teach beginning band using beginning band method books, which have been shown to be insufficient for teaching the musical fundamentals. They can create knowledge gaps between students, particularly in regards to notation and rhythm reading, and can harm programs with only a single high school band. This project sought to understand the impact of differentiated teaching methods aimed at improving knowledge of reading notation and rhythms, and how they would affect the students’ sight reading and self-perceived readiness to sight read. The 43 students in Woodburn High School’s Concert Band were given progressively more challenging assignments-focused on note naming, rhythm counting, and various other fundamentals-over the course of six rehearsal periods. The assignments were tailored to students based on a diagnostic assessment. Results found that daily assignments improved the speed and accuracy of note naming. They also improved the accuracy of rhythm counting, but highlighted the band’s weakness for counting sixteenth note rhythms. Findings on sight reading and perceived readiness for sight reading were inconclusive. This author concludes that daily note naming and rhythm counting assignments have a positive impact on a band’s ability to read and understand notation."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Differentiation",
"Band",
"Fundamentals"
],
"SKOS:note": [
"Marcus Wenzel",
"Carlos Velez"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14579",
"dcterms:title": [
"K-1 Literacy Learners' Club"
],
"dcterms:creator": [
"Courtney K. King"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CourtneyKing_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The K-1 Literacy Learners' Club is a professional project designed to support early literacy development among kindergarten and first-grade students from lower socioeconomic backgrounds at Siuslaw Elementary School. Recognizing the critical importance of early reading skills as a foundation for academic success, this initiative provides targeted, engaging, and developmentally appropriate literacy interventions that address vocabulary, phonemic awareness, and comprehension. Through small-group instruction, interactive read-alouds, and hands-on literacy activities, the program seeks to close early achievement gaps and foster a love of reading in young learners who may otherwise lack access to enriching language experiences in a fun, club-style format.\nGrounded in research on early childhood education and parental and home involvement in literacy instruction, the project also emphasizes parent and guardian engagement, particularly with the digital activity resource guide for parents and guardians to continue working with their students at home. By equipping students with foundational reading skills in a supportive and inclusive environment, the K-1 Literacy Learners' Club aims to promote long-term academic confidence and success, setting the stage for continued learning and literacy growth in the primary grades and beyond."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"literacy learners club",
"early childhood",
"language arts"
],
"SKOS:note": [
"Max Perry",
"Gina Halpin"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14578",
"dcterms:title": [
"Understanding Reading Instruction: Supporting Teachers in Elementary School Reading Education"
],
"dcterms:creator": [
"Claire Halaka"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ClaireHalaka_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Despite reading being an essential part of education, many teachers aren’t given adequate training to best support their students’ learning. This professional project addresses the lack of teacher training around foundational reading instruction through the creation of a professional development. This professional development is designed to provide an overview of the research around reading instruction as well as strategies to support classroom implementation to help debunk reading misinformation. This project helps to bridge the gaps in student reading knowledge by supporting teachers in their classroom instruction."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"phonics",
"reading education",
"science of reading"
],
"SKOS:note": [
"Kenneth Carano",
"Dana Ulveland",
"Annie Delbridge"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14425",
"dcterms:title": [
"Separately Together: Independent Reading as an Act of Collaboration"
],
"dcterms:creator": [
"Erin Roan Stanfill"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text",
"Images; StillImages"
],
"dcterms:identifier": [
"20241223_PP_d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/23/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In secondary English language arts classrooms, teachers struggle to find opportunities among competing priorities to support students in developing complete literacy. Students have few opportunities to self-select what they read, and when they have those opportunities, reading can often be an isolating act. However, reading for pleasure can improve student learning outcomes as well as provide social-emotional learning opportunities. Collaborative learning opportunities allow students to learn with and from one another while developing literacy, communication, teamwork, and social skills. This project is designed to provide teachers with a guidebook to support the implementation of an independent reading practice in their classrooms as well as provide a collaborative learning element. My project includes a guidebook with recommendations for teachers who are interested in developing and maintaining a classroom library, suggestions for creating and maintaining collaborative learning groups, and best practices for ensuring longevity of this program. Additionally, this project includes lesson plans to support the initial weeks of a collaborative learning and independent reading program. My hope is that this project can support educators with limited time who desire to provide their students with opportunities to engage with one another as well as their own literacy."
],
"bibo:degree": [
"Master of Science in Education: Literacy Education"
],
"BIO:keywords": [
"independent reading, small group, literacy"
],
"SKOS:note": [
"Joshua Schulze",
"Melanie Landon-Hayes"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14086",
"dcterms:title": [
"Careful Reading from the Screen"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students",
"computer labs",
"BIPOC",
"students of color"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
],
"dcterms:identifier": [
"diversityimages_143"
],
"dcterms:isPartOf": [
"https://wou.omeka.net/s/repository/page/diversity-images"
],
"dcterms:license": [
"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student focuses intently online."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14059",
"dcterms:title": [
"Reading from the Computer Monitor"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students",
"BIPOC",
"students of color",
"students of size"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
],
"dcterms:identifier": [
"diversityimages_136"
],
"dcterms:isPartOf": [
"https://wou.omeka.net/s/repository/page/diversity-images"
],
"dcterms:license": [
"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A students reads from a computer monitor."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14010",
"dcterms:title": [
"Students Engage Happily during a Class Discussion."
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students",
"classrooms",
"parenting students",
"BIPOC",
"students of color"
],
"dcterms:description": [
"Four adults sit at parallel classroom tables with faces turned variously while a baby rests in a stroller; we are to the right rear. Closest to us, a woman (light-tone skin, red hair) looks right to the mid-distance; she is smiling, talking, and loosely pointing.To her immediate right, a baby (light skin tone, brown hair) lays facing her in a black car seat stroller. A man (medium-light skin tone, black hair and beard) sits to the woman’s left. He is in profile and smiles slightly. Two women sit in front, one (medium-light skin tone, long dark hair) turns back with a full smile, and the other (dark hair held up, medium-light skin tone, and a light aqua hoodie) has her back to us. In the background, there is a wall-mounted monitor reading, “Language Learning Principles,” an instructor’s standing desk, and part of a whiteboard."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
],
"dcterms:identifier": [
"diversityimages_107"
],
"dcterms:isPartOf": [
"https://wou.omeka.net/s/repository/page/diversity-images"
],
"dcterms:license": [
"http://creativecommons.org/licenses/by/4.0/"
],
"BIO:keywords": [
"women; men; boys; White; Mexican; Western European; Native Hawaiian; Filipino/a; age:29; age:1; age:30; age:22; Christians; parenting students; mothers; wives; educators; fathers; husbands; veterans; tattoos; hats; wildland firefighters; long hair; medium build; ear piercings; brown hair; freckles;"
],
"SKOS:note": [
"A female student smiles and makes a point to classmates while her baby rests in a car seat stroller."
],
"curation:note": [
"A group of students engage happily during a class discussion."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13753",
"dcterms:title": [
"Tier 2 Intervention and Differentiation in a Diverse Elementary Classroom"
],
"dcterms:creator": [
"Samuel C. Connor"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This project aims to lessen the achievement gap for upper elementary students in reading. Through evidence-based reading interventions and a blended learning model, students will receive the adequate knowledge and skills they need in order to make sufficient progress towards grade-level goals. Over a course of two years, the amount of students in the \"low-risk\" category increased, while the \"some\" and \"high-risk\" categories decreased. In addition to reading interventions, factors such as student attendance, the importance of a schoolwide approach, and effective classroom management are addressed. \n\nThis project also notes the importance of early reading interventions for students in low-economic communities, and from diverse backgrounds."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"elementary, intervention, differentiation"
],
"SKOS:note": [
"Joshua Schulze",
"Melissa Frank",
"Chelsea Lally"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13746",
"dcterms:title": [
"Teaching Social and Emotional Learning through a Children's Book"
],
"dcterms:creator": [
"Kara Bartlett"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This is a children's book that was written to help teach social emotional learning skills. The story is about a young girl who discovers some components that make accessing the playground difficult for children based on their different needs. The story helps teach empathy, problem solving, relationship skills and decision making to young kids who are reading it."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Social Emotional Learning, Children's story, SEL"
],
"SKOS:note": [
"Joshua Schulze",
"Kristen Pratt",
"Charlene Herron"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13713",
"dcterms:title": [
"Literacy Learning Through Playful Inquiry and Exploration"
],
"dcterms:creator": [
"Carlee A. Quade"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"My professional project details the actions I took to create a new literacy practice in my first grade classroom. I used playful inquiry and exploration to guide my new practice- playful literacy. Students used play to incorporate their ideas into their learning as well as foster an imaginative environment. By using purposeful play, students were able to find many new topics to write and read about. I used many forms of research to determine what would be best for my students and how I could become a better literacy teacher. This project takes place a Title I school in a class of 24 first grade students in Beaverton School District."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"early elementary, purposeful play, literacy in K-2"
],
"SKOS:note": [
"Joshua Schulze",
"Andrea Emerson",
"Ya-Fang Cheng"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13712",
"dcterms:title": [
"The Science of Reading in Small Groups: A Professional Development for Teachers"
],
"dcterms:creator": [
"Callie Doerfler"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"As an elementary school teacher, I have noticed that myself and many of my colleagues do not have a firm understanding of how students learn to read. Student reading scores are below 40% on a national, state, and school scale. In response to this, I researched effective small group interventions, as well as the Science of Reading to see what the best practices are for teaching reading; particularly in a small group setting. I used that research to design a Professional Development for the teachers in my school that not only condensed the research, but gave practical strategies for each area of reading."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"SOR, interventions, reading small groups"
],
"SKOS:note": [
"Joshua Schulze",
"Chloe Hughes",
"Taylor Kramer"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13708",
"dcterms:title": [
"Implementation of Instructional Methods that Support Development of Reading Comprehension Strategies"
],
"dcterms:creator": [
"Breanna M. Roberts"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In this project is an application, analysis and critique of implementing multiple teaching methods in order to build students’ skills in reading comprehension strategies and the development of reading comprehension within my classroom. Decisions were informed based on the literature analyzing the effectiveness of Reciprocal Reading, reading comprehension strategies, explicit teaching, and group work. In the design methods of this project, is a creation of a curriculum that is based on the literature and is modeled after the multicomponent teaching method—Reciprocal Reading. In the application of this project, the curriculum was implemented and students learned and practiced reading strategies in small groups. After a review of the data collected, positive growth was shown in group teamwork, understanding of reading comprehension strategies, and reading comprehension."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"reading comprehension, comprehension strategies, reciprocal reading"
],
"SKOS:note": [
"Joshua Schulze",
"Melanie Landon-Hays",
"Annie Delbridge"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13681",
"dcterms:title": [
"Exploring the Educational Benefits of Ocarina Instruction: A Focus on Musical Reading Comprehension in Elementary Students"
],
"dcterms:creator": [
"Nikita Williams"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This research study examined the connection between students' growth in musical reading\ncomprehension and their advancement through the skill set of playing the ocarina. The students\ninvolved were 24 fourth- and fifth-grade students in a blended class in a small rural K-8 school.\nFor six weeks, students learned how to read and play nursery rhymes using their ocarinas to\nuse as a tool to learn the staff notes on the treble clef. Students' other skills during the unit\nwere rhythm reading skills, song recognition, and aural skills, such as repeating songs and scales. They\nperformed a 15-bar melody using standard music notation and using color-coded fingering\ncharts as reference for the notes. The music classes were taught in person, with 30-minute classes\nthree days a week for six weeks. They started their songs during the fourth week and performed\nthem during the last week of the study. Students were asked to submit exit tickets periodically\nduring the study to assess their progress in learning to read notes on the staff and ocarina\nfingerings. We had several playtests and written tests during this time to help identify which\nskills the students had mastered. The findings of the study showed nearly 52% of students could\npass a post-test of 80% or higher of just staff notes knowledge, 14% scored 50%-60%, and 33%\nscored under 60% on their final written assessment. Most students did score above 70% on all\nplaytests, while 30% needed to retake a section of the playtests. The results of the study have\nimportant implications for music teachers."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Ocarina, Classroom instruction"
],
"SKOS:note": [
"Xiaopeng Gong",
"Jean Elliot"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13676",
"dcterms:title": [
"Reading Motivation in Students"
],
"dcterms:creator": [
"Mary Driskell"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In my action research project, I will ask the following question: As a new teacher, how can I utilize book clubs for students who often have trouble reading any assigned books given out by their English Language Arts teachers? Book clubs consist of groups of 4 to 5 students who discuss what book they are reading by answering questions prepared by the teacher and any questions a student is curious about answering based off of the book they are reading. The purpose of this project is to examine the effectiveness of book clubs, and the goal is to help students discuss what they are reading with their book club groups. This goal ties to InTasc Standards #2 and #8, which will be discussed at length in this project. \nSo, book clubs are a classroom technique I implemented to help meet the needs of all my students. I learned how book clubs are a great way to encourage collaboration amongst students. As a new teacher, I was able to utilize book clubs in my 8th grade English Language Arts class by helping students to work together to solve difficult or subjective questions on their discussion handouts. My project focuses on the novel Animal Farm written by George Orwell."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Reading Motivation, Motivation, Book Clubs"
],
"SKOS:note": [
"Joshua Schulze",
"Laura Kolodziejczak"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13668",
"dcterms:title": [
"Traditional VS. Suzuki Method: Which Method Of Teaching Is More Effective for Beginning Strings"
],
"dcterms:creator": [
"Gregory Eggleston"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This research paper dives into the differences between the Suzuki method, and the Traditional method of teaching beginning strings in a public school setting. The literature included professional insights on both teaching methods, as well as activities and strategies used within each teaching method that previous teachers have used to find success. The literature also covered building lesson plans and effective pacing for music instruction. Through reading the literature I discovered that the core of the Suzuki Method in the beginning stages is largely focused on teaching/learning by ear, and the core of the traditional method is learning through reading musical notation. Therefore, I crafted lesson sequences, exit tickets, and analysis documents to understand these two teaching methods and how they affected my classroom instruction, and the student’s education. My goal was to improve each student’s ear for intonation. It was found that using the Suzuki method that students were more likely to focus on the intonation and their finger placement rather than the notes they were playing. When learning using the Traditional method, students were less focused on intonation and more focused on the note names in the book. This resulted in less consistent intonation when using the traditional method. At the end students were also asked which style they preferred learning in, and 10/16 students stated that they would rather learn using the traditional method even though their intonation was not as strong. I recommend that all teachers start their beginning strings classes by teaching students by ear, before moving into the traditional method. This way, students get a stronger foundation of intonation before they get distracted while reading musical notation."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Richard Greenwood"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13583",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Fewer Managers, More Leaders"
],
"dcterms:creator": [
"Micah McLeish"
],
"dcterms:subject": [
"management",
"leadership"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"There are thousands of books and articles claiming to have the answers to the correct paths of leadership. My goal in this project has been to create a leadership portfolio that models what I have experienced and learned from others to be the best leadership qualities for a physical therapy business. I began by compiling and reading five core texts, focusing on the factors of leadership I identified as most important, including decisiveness, resilience, model leadership, and empathy. Besides these core texts, I gained insight from my own experiences and from discussing leadership values with people in positions of leadership at my jobs. These two channels of information culminate in a final section on future leadership opportunities and some concluding remarks on the ways – and mindset – that could help anyone become a great leader."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Jeffrey Armstrong"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13581",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Impact of the Language of Background Music on Information Retention"
],
"dcterms:creator": [
"Mardee Willman"
],
"dcterms:subject": [
"information retention",
"music"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Previous studies on information retention in the presence of background music have been inconsistent and inconclusive. The purpose of the current study was to explore a niche in this research domain to determine if the language of the background music has an impact on the amount of information retained. I predicted that participants who listened to English lyrics would retain less information than participants who listened to Japanese lyrics (as the non-native lyrics will require less attention), and participants in both lyric conditions would retain less than participants in the no-lyrics condition. Participants (N = 82) were randomly assigned to listen to a music track with either English lyrics, Japanese lyrics, or no lyrics while reading a passage from “Little Women” by Louisa May Alcott and then take a short quiz regarding what they read. The results did not support the predictions; no differences were found between the three conditions. Implications and directions for future research are discussed."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Jaime Cloud"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13466",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"“It makes you feel like more of a person:” The leisure reading habits of university students in the US and UK and how academic libraries can support them"
],
"dcterms:creator": [
"Elizabeth Brookbank"
],
"dcterms:subject": [
"Reading habits",
"Leisure reading",
"Recreational reading",
"University students",
"Readers’ advisory"
],
"dcterms:description": [
"This is an Accepted Manuscript of an article published by Taylor &I Francis in Undergraduate and Research Libraries on November 3, 2033, available at: https://doi.org/10.1080/10691316.2023.2261918"
],
"dcterms:publisher": [
"Taylor & Francis Group, LLC"
],
"dcterms:date": [
"November 3, 2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:relation": [
"College and Undergraduate Libraries"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/05/2023, this item is in copyright, which is held by Elizabeth Brookbank. 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 brookbanke@wou.edu",
"In Copyright"
],
"dcterms:abstract": [
"A study that explores the leisure reading habits and leisure collection use patterns of university students in the United States and United Kingdom. Ninety-eight students on ten university campuses (five in each country) were interviewed about their reading habits and observations were conducted at each campus. Results demonstrated that most university students interviewed do read for leisure, despite the persistent narrative in academic literature and popular media to the contrary. It does not necessarily follow that student readers will use their university library for this purpose simply because it has a leisure collection. Future research on student reading"
],
"dcterms:bibliographicCitation": [
"Elizabeth Brookbank (2023) “It makes you feel like more of a person:” The leisure reading habits of university students in the US and UK and how academic libraries can support them, College & Undergraduate Libraries, 30:3, 53-94, DOI: 10.1080/10691316.2023.2261918"
],
"bibo:doi": [
"10.1080/10691316.2023.2261918"
],
"bibo:issue": [
"3"
],
"bibo:pageEnd": [
"94"
],
"bibo:pageStart": [
"53"
],
"bibo:volume": [
"30"
],
"VIVO:departmentOrSchool": [
"Library and Academic Innovation"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13334",
"dcterms:title": [
"Fourth Grade Reading Intervention Plan"
],
"dcterms:creator": [
"Crystal Krahmer"
],
"dcterms:subject": [
"Intervention",
"Reading",
"Learning loss"
],
"dcterms:date": [
"8/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Due to the rising number of students who are falling more and more behind in reading since Covid-19, this project looks into the research behind that. It examines the learning loss and gaps that we are seeing among elementary age students. It highlights common themes that arise from the research, while shedding light on what districts are doing to try to overcome these learning losses and gaps. The main part of this Professional Project was to create an intervention plan for my own fourth grade students that I have noticed are having a lot of struggles when it comes to their reading. I provide data on what I have seen in the previous years working with them, as well as an intervention plan that I feel will best fit their needs for the upcoming school year. My hope for this project is that it can provide motivation and insight for other educators who may be noticing these same issues among their elementary students, and give them an example of how they can go about creating their own plan."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze",
"Marie LeJeune",
"Cindy Ryan"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13326",
"dcterms:title": [
"Literature Circle Curriculum"
],
"dcterms:creator": [
"Natalie Shreve"
],
"dcterms:subject": [
"Literature Circle",
"High School ELA",
"Lesson Plans"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"In the current post-COVID19 high school English classroom, students are struggling with several things; there is a lack of engagement in reading, students struggle to collaborate and discuss with each other, and many have limited empathy and perspective for identities different than their own. Many educators are struggling with supporting students within these areas, and while there is limited research on the recent experience of teaching throughout a pandemic, teachers and students alike know that this is a tough time in education. As a high school English teacher myself, I hope to address this unique set of challenges through curriculum design and instructional choices; literature circles, which are centered on building students’ collaborative and communicative skills as well as bringing in diverse young adult text sets, can help students in these areas. My project includes a curriculum map for a literature circle unit within a high school English classroom, relevant Common Core State Standards, detailed lesson plans for a 40-day unit, linked materials and descriptions, and a list of novel suggestions. My hope is that my project will help teachers feel confident in implementing literature circles within their teaching, and that my materials and curriculum map and lessons can support teachers and students in a post-pandemic world."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Marie LeJeune",
"Joshua Schulze",
"Erika Fitzyounger"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13306",
"dcterms:title": [
"Middle School Emergent Bilinguals and their Classmates use Storytelling in the Social Studies Classroom to Promote Learning and an Inclusive Learning Environment"
],
"dcterms:creator": [
"Hayden Tedrow"
],
"dcterms:subject": [
"emergent bilinguals",
"storytelling"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Emergent bilinguals are an underserved population in many middle school social studies classrooms. They encounter the double-demands of understanding the content of social studies while also developing English language skills. Storytelling serves as a universally-human pedagogical strategy that teachers can use to ensure equitable teaching strategies within their classrooms. In this professional project, students used narrative writing as well as dramatic performance as a means to make meaning of complex social studies texts. Language lessons were embedded throughout the course of the social studies instruction. The results of this project were shared with other social studies teachers within the local PLC to better equip these teachers for meeting the needs of emergent bilinguals."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze",
"Chloe Hughes",
"Marcus Wenzel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13297",
"dcterms:title": [
"Language Focused Professional Development for Educators Serving Emerging Bilingual Students"
],
"dcterms:creator": [
"Maribel Ortiz"
],
"dcterms:subject": [
"Bilingual Education",
"Emerging Bilinguals",
"Professional Development"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Language-Focused Professional Development for Educators Serving Emerging Bilingual Students - A project that looks into the importance of bilingual educators receiving professional development in Spanish and about Spanish so that emerging bilingual learners receive high-quality instruction."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze",
"Chloë Hughes",
"Verónica Montes"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13293",
"dcterms:title": [
"Utilizing Direct Phonemic Awareness Instruction to Support Intervention in a Title Ⅰ First- Grade Classroom"
],
"dcterms:creator": [
"Sapphire Dorfman"
],
"dcterms:subject": [
"Phonemic awareness",
"phoneme-graphing mapping",
"intervention"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This project follows my journey as an early-years educator and my experience implementing direct phonemic awareness instruction into my classroom. For many years, research has supported the use of direct and explicit phonemic awareness instruction into the classroom setting to support reading acquisition in beginning readers. To accomplish this, the Heggerty (2022) and the UFLI (2022) curriculums were implemented in a first grade classroom setting. Growth and literacy development for the students and myself were highlighted by the use of vignettes and supporting images. Reflections on the project showed a positive correlation between direct phonemic awareness instruction and overall literacy development. Advocacy and professional development opportunities are proposed as future endeavors to educate others about the importance of phonemic awareness instruction."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze",
"Marie LeJeune",
"Chloe Hughes"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13273",
"dcterms:title": [
"Examining Literacy in Social Studies Classrooms: the Impact of Scaffolding Strategies and Relevant Narratives of People and Place"
],
"dcterms:creator": [
"Josey Koehn"
],
"dcterms:subject": [
"content area literacy",
"social studies",
"relevant narratives of place"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"My Action Research Project originated from my interest in addressing the need for increased literacy skills in secondary students within the social studies content area. Throughout my clinical practice, I studied the impact of scaffolded literacy instruction and incorporating narratives of figures with identities relevant to students' lives. I found that specifically targeting reading and writing skills through scaffolding help develop my classes' ability to achieve literacy learning goals. Furthermore, my research indicated that focusing on local and diverse figures helped enhance students' interest and engagement in complex social studies texts. I will utilize the findings from this action research to improve my future instructional practices in order to be an effective interdisciplinary educator."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"June Morris",
"Hillary Fouts"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11901",
"dcterms:title": [
"Theater as the Bridge: Prosody and Theater Methods that Increase Reading Comprehension and Student Engagement"
],
"dcterms:creator": [
"Doug Miles"
],
"dcterms:subject": [
"reading comprehension",
"reading motivation",
"theater methods"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/66"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"SKOS:note": [
"Heitho Reuter"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11863",
"dcterms:title": [
"Reading Motivation and Engagement in the High School English Language Arts Classroom"
],
"dcterms:creator": [
"Jordan Collins"
],
"dcterms:subject": [
"reading motivation",
"engagement",
"high school",
"language arts"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/38"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"SKOS:note": [
"Heitho Reuter"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11723",
"dcterms:title": [
"Artist Presentation: Sculpture and Ceramics"
],
"dcterms:creator": [
"Kyle Doty"
],
"dcterms:subject": [
"art",
"sculpture",
"ceramics"
],
"dcterms:description": [
"This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR)."
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/234"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/20, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"I will begin by reading a short excerpt from my artist statement and then I will continue by showcasing a few of my mixed media sculpture and ceramic work that I have finished over the last year as a Bachelor of Fine Arts student. I use elements of minimalism, abstract expressionism, and conceptual art languages in my work, along with yarn work, ceramics, and found objects. My concepts generally center around gender identity and gender creativity. I will describe why my chosen materials, techniques, and forms relate it to my concept work."
],
"VIVO:departmentOrSchool": [
"Art"
],
"SKOS:note": [
"Jodie Garrison"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11576",
"dcterms:title": [
"Launching Language and Literacy Development Through Listening"
],
"dcterms:creator": [
"Lauren Pangle"
],
"dcterms:subject": [
"language development",
"literacy",
"audio books"
],
"dcterms:description": [
"This presentation was delivered on May 31, 2012 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2012-05-31"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/13"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"To promote language development and literacy for my special needs students, I will audio record books so my students can listen to stories before they are used for whole group or small group instruction. The audio books will pre-teach vocabulary, model fluent and expressive reading, and guide comprehension. It is my hypothesis and my hope that by giving students the opportunity to interact with stories individually prior to interacting with them in a group setting; it will increase comprehension, vocabulary, language development, participation in group lessons, self-confidence and overall literacy development."
],
"dcterms:bibliographicCitation": [
"Pangle, Lauren. \"Launching Language and Literacy Development Through Listening.\" Poster presented at the Academic Excellence Showcase, Western Oregon University, May 31, 2012."
],
"SKOS:note": [
"Chloe Hughes"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7228",
"dcterms:title": [
"The White Rose’s Resistance to Nazism: The Influence of Friedrich Nietzsche"
],
"dcterms:creator": [
"Katilyn R. Kirkman"
],
"dcterms:subject": [
"The White Rose",
"Friedrich Nietzsche",
"World War II",
"Resistance",
"Nazism"
],
"dcterms:date": [
"1/1/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"his/65"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The White Rose was a non-violent resistance organization founded by students in Munich during the Second World War. Many scholars argue that religion influenced the group the most, but an analysis of their leaflets and correspondences highlights the influence that Friedrich Nietzsche had on the organization. Members of the White Rose, particularly Hans and Sophie Scholl, solidified their commitment to opposing Nazism by reading and discussing Friedrich Nietzsche. Nietzsche’s ideas shaped the foundational beliefs of the White Rose, including their belief that Germans could no longer ignore the crimes of the Nazi State. From 1942 to 1943, the White Rose anonymously distributed leaflets in Germany in an attempt to reach out to the German people and open their eyes to Nazi atrocities. By analyzing these leaflets, as well as journal entries and letters from the Hans and Sophie Scholl, it becomes quite evident that Nietzsche’s ideas on the “Good and Evil Dichotomy”, the “Herd Mentality”, the “Higher Man”, and “The Shadows” are prevalent within the organizations writings. Through these ideas the White Rose attempted to use their leaflets to empower the German people to see where Hitler fit in the “Good and Evil Dichotomy”, break from the “Herd Mentality”, find their “Higher Man”, and escape from the suffocating grasp of “The Shadows” to free not only themselves, but Germany as a whole."
],
"VIVO:departmentOrSchool": [
"History"
],
"curation:note": [
"David Doellinger"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7115",
"dcterms:title": [
"Portland Banking and Newspapers"
],
"dcterms:creator": [
"Duke Morton"
],
"dcterms:subject": [
"financial",
"crisis",
"newspaper",
"Portland",
"aes"
],
"dcterms:date": [
"1/1/2012"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"his/6"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Several newspapers provided both information and advise to the citizens of Portland and Oregon during the financial crisis of 1907. One of the tasks taken up by the newspapers was to explain the circumstances and origins of the credit and cash shortages in Oregon, a second was to provide a projection for the course that events would take, and a third was to editorialize. A careful reading of the articles and editorials of The Oregonian, The Daily News, and The Oregon Journal show distinct perspectives aligned with opposing political and economic interests."
],
"dcterms:bibliographicCitation": [
"Morton, Duke. \"Portland Banking and Newspapers.\" Department of History Capstone paper presentation at the Academic Excellence Showcase, Western Oregon University, May 31, 2012."
],
"VIVO:departmentOrSchool": [
"History"
],
"curation:note": [
"Kimberly Jensen"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7026",
"dcterms:title": [
"Chapter 15 - The Future of the Book and the Slow Book Movement"
],
"dcterms:creator": [
"Sarah Ellen Pettigrew"
],
"dcterms:subject": [
"history of the book",
"disruptive technology",
"disruptive innovation"
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"6/1/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"history_of_book/16"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This chapter reflects on the themes presented throughout the book in a modern light. It looks to the future and examines various attitudes toward reading in electronic forms as opposed to traditional print media."
],
"dcterms:bibliographicCitation": [
"Pettigrew, Sarah Ellen. \"The Future of the Book and the Slow Book Movement.\" Disrupting Society from Tablet to Tablet. 2015. CC BY-NC."
],
"VIVO:departmentOrSchool": [
"Library"
],
"curation:location": [
"Monmouth, Oregon"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7024",
"dcterms:title": [
"Chapter 13 - The Genre"
],
"dcterms:creator": [
"Keelie Daquilanto"
],
"dcterms:subject": [
"history of the book",
"disruptive technology",
"disruptive innovation"
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"6/1/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"history_of_book/14"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This chapter discusses the rise of specific genres in the 20th century and the impact thereof on how the general public viewed reading and literacy."
],
"dcterms:bibliographicCitation": [
"Daquilanto, Keelie. \"The Genre.\" Disrupting Society from Tablet to Tablet. 2015. CC BY-NC."
],
"VIVO:departmentOrSchool": [
"Library"
],
"curation:location": [
"Monmouth, Oregon"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6332",
"dcterms:title": [
"Herman...Ever the Student"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Illustrated Envelope",
"Manila (Philippines)",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Herman eating in Mess Hall at a Bench Table surrounded by other soldiers, while reading a red covered book. Reading was often used as a thing to help pass the time."
],
"dcterms:date": [
"10/10/1945"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"943"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6329",
"dcterms:title": [
"Herman's Graffiti Wishes"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Illustrated Envelope",
"Manila (Philippines)",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Herman stands in front of a brick wall that is covered with graffiti, showing phrases that wouldnt be made otherwise, such as 'Mr. Herman', 'Redeployment', drawings of planes and boats. A yellow sign stands in the middle reading '14th AA Command' with the AA Crossed out and 'Snafu' put in its place. Herman continues to Grafitti a car to the left while a man with a net looks over him from behind. Two men, one with his pointer finger over his lips are in the right corner. Graffiti was often used to pass away the time while in service."
],
"dcterms:date": [
"10/15/1945"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"946"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6320",
"dcterms:title": [
"Herman Impatiently Waiting to go Home Get Help From the Locals to Plea His Cause"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Illustrated Envelope",
"Manila (Philippines)",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Herman walks the streets of the Phillippines in front of General Headquarters holding a picket sign reading 'Get us Home' with two Filipino children trail behind in support, also holding signs saying 'Where are those ships?' and 'Home'. On the right is a soldier guarding a door with a sign to the left of the door reading 'General Headquarters'."
],
"dcterms:date": [
"10/25/1945"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"955"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6292",
"dcterms:title": [
"Conflicting Messages Coming from State-Side and the Army"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Illustrated Envelope",
"Manila (Philippines)",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Herman sits on a cot while doing a \"double-take\" of the radio and of the newspaper. A fellow soldier sits across from him reading the Daily Pacifican titled \"90 Pointers Still Here\". He does this double take because of the rumors coming from the news of the states of how fast they are shipping all of the soldiers home."
],
"dcterms:date": [
"10/29/1945"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"957"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6287",
"dcterms:title": [
"Home Again"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Illustrated Envelope",
"Manila (Philippines)",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Soldiers are finally off the boat, S.S. Pres. Johnson, to dock in San Fransisco. They are so happy that two soldiers to the left are seen holding his interlocked hands in the air, and the other is kissing the ground. View of a band wearing blue is playing music, and a banner reading 'Welcome Home' in the background. Behind the ship is view of a large blue bridge. One soldier in the middle is chasing a woman in red with wide eyes."
],
"dcterms:date": [
"1/16/1946"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"962"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6230",
"dcterms:title": [
"Dental Clinic"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"New Guinea",
"Services/New Guinea",
"South Pacific",
"WWII"
],
"dcterms:description": [
"WWII-Services/New Guinea. \nInk drawing of men receiving dental treatment, while others sit, waiting on a bench reading a book or newspaper. \nVerso: \"29 January 1945. Drawn while I was waiting to have my teeth filled in a surprisingly well equipped dental clinic. A company of colored boys had their teeth examined and those not found to pass the scrutiny were seated in the waiting 'room' looking very dejected indeed. Even as I must have looked.\" \nMaurice.1673"
],
"dcterms:date": [
"12/29/1945"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"994"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Lae (Papua New Guinea)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6190",
"dcterms:title": [
"Soldiers Playing Cards"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"New Guinea",
"South Pacific",
"Tent Life/New Guinea",
"WWII"
],
"dcterms:description": [
"WWII-Tent Life/New Guinea. \nInk drawing of a group of soldiers sitting in a circle on cots in a tent, playing cards. One is laying on a cot reading a newspaper. In the foreground, there is an ink pen and box from an ink bottle. \nVerso: \"Winter 1944/1945.\" \nMaurice.1602"
],
"dcterms:date": [
"1944/1945"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1004"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Lae (Papua New Guinea)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6184",
"dcterms:title": [
"Pot Wallopers"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"New Guinea",
"South Pacific",
"Work Assignments/New Guinea",
"WWII"
],
"dcterms:description": [
"WWII-Work Assignments/New Guinea. \nInk drawing of soldiers washing pots and pans in the kitchen tent. \nVerso: \"Nov. 11, 1944. Pot cleaning detail with part of dining hall in left background. Characters are, reading from left to right, Derrott, Ludwig & Lovell. Officers tents and pavilion (of sorts) are in the deep background. The barrels on the stand are water heaters and have heaters inside them which have exhaust pipes and kerosene cans attached.\" \nMaurice explained part of the KP [Kitchen Patrol] duty was to wash and dry the stove made from a drum used to heat the water for washing the pots and pans. The metal drum were from gasoline storage so washing out the gasoline so it could be used for other purposes was not a favored job. \nMaurice.1691"
],
"dcterms:date": [
"11/11/1944"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1010"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Lae (Papua New Guinea)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6155",
"dcterms:title": [
"Gene Goldfader"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Misc./New Guinea",
"New Guinea",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Misc./New Guinea. \nInk drawing of a man sitting on a desk chair and reading a magazine. At the bottom in pencil is the label, \"Gene Godfader\". \nVerso: \"17 September 1943.\" \nMaurice explained Goldfader was the best man at his wedding and in the ASTP (Army Specialized Training Program) with him. Goldfader wanted to be a radio announcer so he would sit there with his hands cupped behind his ears reading material so he could get used to hearing his own voice. \nMaurice.1635"
],
"dcterms:date": [
"9/17/1943"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1018"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Lae (Papua New Guinea)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6154",
"dcterms:title": [
"Man Sitting at Desk"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Misc./New Guinea",
"New Guinea",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Misc./New Guinea. \nInk drawing of a man wearing glasses sitting on a folding chair at a table. There is a cup on the table that hides if the man is either reading or writing. Maurice explained that the Red Cross recreation buildings was one of the places where you could go read and write or there was always something going on if you wanted activity. \nMaurice.1632"
],
"dcterms:date": [
"1944/1945"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1019"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Lae (Papua New Guinea)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6139",
"dcterms:title": [
"Sketches of Soldiers Sitting and Laying"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Denver - Lowry Field",
"WWII"
],
"dcterms:description": [
"Denver - Lowry Field - WWII Drawings. \nPencil sketches of four men in varying states of completion. Two men are in uniforms and sitting in a chairs, while the other two are lying on bunks: one with his head propped on his bent elbow and the other reading while reclining. \nMaurice.1657"
],
"dcterms:date": [
"4/26/1905"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1034"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Denver (Colo.)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6105",
"dcterms:title": [
"Sketches of Servicemen"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Shipboard Drawings",
"WWII"
],
"dcterms:description": [
"Shipboard Drawings - WWII Drawings. \nFour sketches of servicemen in varying state of completion. One man wearing a life jacket, sitting and reading; one man sitting with his back to the viewer; one arm; and one head. \nMaurice.1603"
],
"dcterms:date": [
"4/27/1905"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1045"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Pacific Ocean"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6016",
"dcterms:title": [
"Reading in Repose"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"14th NAA Command",
"Alfred P. Maurice",
"South Pacific",
"WWII"
],
"dcterms:description": [
"14th NAA Command - WWII Drawings. \nTwo pencil sketches of a men laying down; one reading a letter and the other reading a newspaper. \nVerso: \"Winter 1945/1946.\" \nMaurice.1647"
],
"dcterms:date": [
"1945/1946"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1088"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5964",
"dcterms:title": [
"Reading Soldier"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Michigan State University/Army Specialized Training Program (MSU ASTP)",
"WWII"
],
"dcterms:description": [
"Oversized - WWII Drawings. \nFull body pencil and ink sketch of man with glasses reading either a book while sitting on a bunk with his feet crossed."
],
"dcterms:date": [
"4/26/1905"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1109"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"East Lansing (Mich.)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5165",
"dcterms:title": [
"Writing a Novel: The Process and its Implications in Teaching"
],
"dcterms:creator": [
"Merry Fuller"
],
"dcterms:date": [
"5/1/2013"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/37"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"For elementary teachers especially, the writing process is an important element in the classroom. It has multiple parts and is taught throughout the year at every grade level. Thus far, I had very little writing instruction from a teacher's perspective. We took science and geography classes to learn much more than we would ever teach in the classroom. We learned the ins and outs of linguistics and language acquisition, so that we could better understand the process of reading and writing. Due to this knowledge, I am better prepared as a teacher because I can approach education from a vantage point in the subject, rather than learning the material as I teach it. I want to teach writing from that same high vantage point. The purpose of this research is to see writing from the perspective of a writer, not just a student or educator. What factors do writers take into account? How do real writers write, outside of school standards? How does the writing process look when it's used i n an authentic way, not the processed steps it is often taught in? This is what I explored, so that I could teach writing from a more authentic perspective."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Scott Carter",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5156",
"dcterms:title": [
"What’s in an Essay: A Study of International Student Writing Growth over Two Terms"
],
"dcterms:creator": [
"Amber Rynearson"
],
"dcterms:date": [
"7/1/2020"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/235"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Academic language is a specific variation of language that is marked by its own grammatical features. It is one register, or specific variation of language characterized by certain types of vocabulary and grammatical structures; others include fiction writing, news writing, spoken language, magazine writing, etc. All of these registers differ both grammatically and lexically. In order to become proficient in a specific type of writing, one must become familiar with using the different rules and guidelines (both spoken and unspoken; the conventions) of that type of writing. For academic writing, which is learned over time, writing growth can be observed in various ways, such as through vocabulary usage, thematic development, use of nominalizations, use of non-finite clauses, use of prepositional phrases, and use of embedded clauses. This growth can be observed over time through a writer increasing in the number of appropriate grammatical choices based on the discipline or style they choose to write in; the more advanced syntax they use, the more they’ve grown in their writing ability. Many of these aspects of writing are difficult for native speakers to grasp, more so for non-native users of English. This is because academic language has to be learned by all- it is no one’s native language. The following project seeks to investigate change and growth in specific areas of academic writing (such as vocabulary, thematic development, lexical density, and reading level) of international students throughout twenty weeks (two terms) and chart their improvement. Further, the study will connect the various aspects of writing growth with self-reported survey data inquiring about the student’s own beliefs on what constitutes good academic writing, and how they feel about their own writing and 5 language growth. This survey allows for connections to be made between the areas in which students produced the most growth and the grammatical features they see as most important. It also allows a glance into their self-confidence when producing their second language, which is a crucial aspect of success in a second language. This project will be based in both quantitative and qualitative data sets and will utilize corpus software and manual analysis."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Cornelia Paraskevas",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5133",
"dcterms:title": [
"Using Children’s Books to Teach Mathematics"
],
"dcterms:creator": [
"Laura White"
],
"dcterms:date": [
"9/1/2017"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/147"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"One way for teacher to maximize time in the classroom is to combine language arts and mathematics when teaching, which causes several benefits for both teachers and students. One effective method of this is to use children’s storybooks to expand students’ understanding of each subject. An examination of current examples of storybooks that combine both of these subjects resulted in determining the most effective books which can be used in a classroom setting. This information was used to create a unit for fourth grade students to learn both mathematics and language arts by reading and examining one of the storybooks, then having students their own stories which used their knowledge of fractions. Through this students were able to practice both their language arts skills and their mathematics knowledge at the same time."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Marie LeJeune",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5130",
"dcterms:title": [
"Understanding the Reading Wars: The Incorporation of Phonics in the Elementary Classroom"
],
"dcterms:creator": [
"Joshua W. Nelson"
],
"dcterms:date": [
"4/1/2021"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/246"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Education 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' 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's phonological development and reading instruction as well as three lesson plans based on best practices recommended by experts in the field."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Cornelia Paraskevas",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5090",
"dcterms:title": [
"The Linguistics of Sexual Assault: How the Dissonance of Individuals’ Perpetrator Expectations and The Ordering of Information Effects Perceptions of Sexual Assault"
],
"dcterms:creator": [
"Magen Boegli"
],
"dcterms:date": [
"4/1/2020"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/205"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This study was an investigation into the framing of sexual assault cases and how media may sway the opinions of the public through their choice use of language to describe the case. Most commonly we see stories present victims’ irresponsibility along with characteristics of the perpetrator that are inconsistent with societal stereotypes of assaulters. This may influence the public's perceptions of justice and accuracy of the statements made about the crime. The researcher hypothesized that by using paradoxical language around the assaulter and ordering information so victim’s irresponsibility is presented first, there would be lower perceived perpetrator responsibility responses. Participants for this study included seventy undergraduate students at a mid-sized university in the pacific northwest. In Condition A, participants read an article where victims irresponsibility was presented first and included paradoxical language surrounding the perpetrator. In Condition B, the case was presented so that victim testimony and evidence was presented first and lacked any language about the perpetrator’s life outside of the reported assault. After reading one of these framings of the same assault, participants took a short survey designed on a Likert scale to examine perceived perpetrator and victim responsibility along with perceived accuracy and justice of the case. Two of the presented fifteen questions yielded statistical significance."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Deborah Brannan",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5086",
"dcterms:title": [
"The Importance of Reading with Children"
],
"dcterms:creator": [
"Olivia M. Geisler-Wagner"
],
"dcterms:date": [
"4/1/2021"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/243"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This project looks at how many people are actually reading with their children outside of school and deeply assesses the benefits that reading brings to a child’s life that carry into adulthood. Durham’s Partnership for Children (2016) conducted a study that shows only 46% of parents are reading with their child every day at home. More than half of families are not receiving the benefits of reading with their child that include decreases in behavioral outbursts, increases in fluency, vocabulary, and comprehension. Researchers have done many in depth studies that isolate and look for specific variables that show the benefits of reading, such as brain scans while viewing books or animations, or measuring the amount of words children know by the time they get to kindergarten, or analysing how intervention with good reading and parenting practices helps children thrive in the aforementioned areas. This project synthesized information from multiple sources and research projects into a brochure for parents to gain a more holistic view of the benefits of reading at home with their children. Taking multiple research papers and translating them from scientific language into everyday language helps parents to quickly read and understand the plethora of benefits their child would receive from being read to and with throughout their adolescence."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Marie LeJeune",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4892",
"dcterms:title": [
"Literature, A Window to Understanding: Using Children’s Books to Process Loss"
],
"dcterms:creator": [
"Kaiana E. Bradley"
],
"dcterms:date": [
"4/1/2020"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/214"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This thesis explores how literature can smooth the process of grief. Specifically, it focuses on the loss of pets through the shape of a children’s book with a target audience of children ages two to six. The book is designed to be used with children as loss occurs in their life to provide them with a new lens to learn about what has happened. The book contains back matter for the adult to review to learn about loss and children, and it will also provide discussion starters to open conversations between the adult and the child. The goal of this book is that as the characters find understanding and hope, the children reading it—or having it read to them—will be able to experience the same sense of calm following what could be a traumatic experience. The second piece to this project is a written reflection following the composition of the children’s book which explores the writing process. There is also an expository section which discusses similar resources and research which guided the choices made in the production of this children’s book."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Marie LeJeune",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4891",
"dcterms:title": [
"Literacy Support For Children With Autism"
],
"dcterms:creator": [
"Angela Haslam"
],
"dcterms:date": [
"6/1/2013"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/43"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"For many years, children diagnosed with autism spectrum disorders were often a mystery to both doctors and researchers. While exact causes are unknown, there are a variety of ways to lead these children down a successful educational path. Starting at a young age, treatments and educational approaches can support healthy and productive lifestyles, and enhance learning in the classroom. While many people who are autistic excel in art and other creative subjects, without proper instructional techniques, becoming a proficient reader can be a great challenge. This study explored the benefits and drawbacks of existing reading techniques and strategies for children with autism spectrum disorders. The researcher implemented the strategies, as well as developed some new ones as a result of the experiences working with Matthew*, an eleven-year-old child with autism. Developed and implemented lesson plans through trial and error in order to discover what worked most effectively."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Cindy Ryan",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4762",
"dcterms:title": [
"Cómo Se What: The importance of the reading/writing connection for English Language Learners in the middle school language arts classroom"
],
"dcterms:creator": [
"Danielle Buffington-Tebon"
],
"dcterms:date": [
"6/1/2010"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/29"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Cornelia Paraskevas",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4681",
"dcterms:title": [
"A Tenacious Tiger in the World: Saving all that Remains (a novel)"
],
"dcterms:creator": [
"Erika Fitzpatrick"
],
"dcterms:date": [
"6/1/2017"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/125"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The nature of my project is creative; I wrote a paranormal fantasy novel, centered on a girl and the wild world of tigers, that contributes to the large pool of book options available to those who seek to entertain themselves by reading. As an endangered species, tigers are powerful, curious creatures that demand extensive research to be fully understood, but they also need raised awareness so that they might be saved from extinction. The plot of the book includes focuses on a girl who transforms into a tiger and moves to live among the wild tigers of India. It expresses themes of fear, acceptance, authority, and love among a diverse cast of characters. My book is available in paperback, indie published under my own imprint publishing company, Fire Feather Press. This required me to format and design the cover and interior of my novel in an enticing, yet professional way in order to compete with the many other novels out there. With the writing of my book, I planned to entertain my readers with a fantasy adventure tale by bringing them face-to-face with tigers in the wild world, while also serving to raise awareness in order to help tigers prosper once more."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Katherine Schmidt",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4611",
"dcterms:title": [
"Using Multisensory Components to Teach Letter and Sound Knowledge"
],
"dcterms:creator": [
"Ally Miller"
],
"dcterms:subject": [
"Muiltisensory",
"letter and sound knowledge",
"dyslexia"
],
"dcterms:date": [
"7/27/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/217"
],
"dcterms:language": [
"Eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/28/2022, 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": [
"The focus of this study is to investigate if using multisensory components can increase students' letter and sound knowledge. Specifically this study probes how effective these multisensory components may be to students learning who have dyslexia or symptoms of dyslexia. This study also investigates if using these multisensory components increases students' engagement during intervention. To investigate this study I selected three focus students, two who were flagged as having dyslexia and one who had symptoms of dyslexia. These students would receive reading intervention to continue learning their letters and sounds only this time using multisensory components. Students would receive two weeks of intervention learning digraphs and consonant blends and taking progress monitoring assessments to analyze their development. In addition, I would observe students during intervention to collect field notes about their engagement during each lesson. Students would also complete an end of intervention engagement survey to collect their own thoughts about multisensory components and their engagement during intervention. After analyzing the data, it was evident that after two weeks of intervention with the three focus students there was not a clear indication that using multisensory components increased students' letter and sound knowledge. However, there was evidence to provide reason that using the multisensory components helped increase students' engagement during intervention."
],
"dcterms:available": [
"7/14/2022"
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze, Anne Ittner, Amanda Olsen, Joshua Schulze"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4574",
"dcterms:title": [
"The Reading Habits of High School Former English Language Learners"
],
"dcterms:creator": [
"Jay M. Gipson-King"
],
"dcterms:subject": [
"Secondary Education",
"Reading",
"ELL",
"Hispanic",
"secondary",
"adolescent",
"literacy"
],
"dcterms:date": [
"6/1/2021"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/88"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc-nd/4.0/"
],
"dcterms:abstract": [
"In this action research project, I set out to investigate the reading habits of Hispanic and current- or former English Language Learners in high school. Research questions included: Do Hispanic and ELL students read for pleasure, and if so, how much? What are they reading? Are they reading in English or Spanish, or both? How important is it to these readers that they have characters and authors that look like them? What are their obstacles to reading? And what would encourage them to read more? To answer these questions, I conducted a survey in one northeast Salem school. Nine students participated, and two were interviewed. Results indicated that Hispanic and former ELL students read with the same range of frequency, amount, and complexity as their peers, following national trends. Seventy-five percent of former ELL students continue to read in their first languages. Surprisingly, students showed little to no interest in reading books by authors of color, while they preferred modern books with “relatable” characters. I speculate on these results and discuss implications for teaching."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays, Joshua Schulze"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4541",
"dcterms:title": [
"Teaching: An Exploration of Best Practices"
],
"dcterms:creator": [
"Timothy Pickle"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"8/13/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/218"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/28/2022, 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": [
"The purpose of this Action Research Project as part of the fulfillment of my Master of Arts in Teaching degree is to become aware of my teaching practices and to explore options and avenues to better improve my teaching practices. To build a foundation of understanding of teaching practices I first began researching three major themes: effective teaching, evidence-based practices, and developing stronger readers in an ELA classroom; I also sought examples of how I could implement them into my practice . The research begins with an examination of what differentiation is and how it can be modeled. Three sub-themes emerged: designing differentiation, supporting English Language Learners, and how to create inclusive classrooms. Second, my research focuses on identifying the major theme of evidence-based practices by focusing on three sub-themes: high leverage practices, effective instruction in the ELA classroom, and how to create student-centered classrooms. Lastly, because I know that reading is usually a strong indicator for student ability in an ELA classroom, I sought out ways to help develop students into stronger readers. The three sub-themes that arose from this research were using literature circles, technology, and reading identity. I gathered data from my year of student teaching including my teaching journals, lesson plans, lesson materials such as slides or assignments and directions, and teaching observation summaries. Using this data, I analyzed my teaching practices, noting where I had room for growth or had met some of my goals."
],
"dcterms:available": [
"7/26/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze, Amy Bowden"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4534",
"dcterms:title": [
"Teaching for Empathy in the Language Arts Classroom"
],
"dcterms:creator": [
"Cylinda Neidenbach"
],
"dcterms:subject": [
"Language and Literacy Education",
"empathy",
"engagement",
"peer-learning",
"reading",
"language arts",
"diversity",
"relationship-building",
"literature"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/159"
],
"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": [
"Abstract\nThrough a reflection of personal philosophy, a literature review focused on best practices for teaching language arts, including the use of scaffolds and differentiation, and through the collection of and interpretation of instructional data, a study was conducted about the expansion of empathy skills in the language arts classroom. Questions of how to include curricula that promotes student identities, values cultural capital, and promotes relationship-building were analyzed, with an emphasis on reading that promotes empathy. Key findings from data collected and studied found that discourse was an underrepresented tool for literary reflection and that creativity fosters student engagement, which increases connection with classroom content."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays and Amy Bowden, Scott Graves"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4493",
"dcterms:title": [
"Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students"
],
"dcterms:creator": [
"Rachel R Fletcher"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Language and Literacy Education",
"agentic literacy",
"language minority",
"funds of knowledge"
],
"dcterms:date": [
"7/28/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/118"
],
"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 sought to discover how teachers and researchers have looked at accessible literacy practices that bridge home and school discourse in historically and linguistically underrepresented populations in English Language Arts classrooms and how to build self-efficacy in those classrooms with student monitored assessment as learning practices. I searched for research on class/privilege assumptions regarding student funds of knowledge, linguistic repertoires, and sociocultural approaches as they are related to various themes such as deficit perspectives in order to understand the consequences and possibilities of our field’s dominantly white, L1 English speaking, middle-class teachers on the historically underrepresented people they serve to educate. I also searched for scaffolding and student self-assessment and assessment-as-learning strategic teaching processes because it is not enough to make a space inclusive and conducive to all student voices but to challenge and deepen the student voice as their right to rigorous learning as a trusted facilitator. Additionally, because I would be studying my own practice and focusing on these ideas in my endorsement area, I looked for studies that indicated the kinds of instruction that are effective for close reading strategies in the English Language Arts classroom as a message and means of student self-efficacy, self-regulation, and resilience. Further, using close reading through reciprocal teaching and transactional reading respectfully and fiscally circumvents mandated curriculums at no or little cost to districts, avoiding the prescriptive and commercialized literacy programs that affect low-income schools the most."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays, Paul Miller"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4429",
"dcterms:title": [
"My Readiness and Progression: A Student-Centered Approach"
],
"dcterms:creator": [
"Brady Blatchley"
],
"dcterms:subject": [
"Curriculum and Instruction",
"Curriculum and Social Inquiry",
"Secondary Education and Teaching",
"Criticality",
"Differentiation",
"Inquiry-based instruction",
"Efficacy"
],
"dcterms:date": [
"6/12/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/76"
],
"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": [
"Abstract\nMy Readiness and Progression: A Student-Centered Approach\nAction research is a self-study conducted by teachers to look at specific areas of their practice to identify potential weaknesses and where they might be able to improve. This research looks at a novice teacher, their readiness to teach, and how they progress during a student teaching experience. This study looks at areas of practice that would complement each other, and that any novice teacher would be able to implement in the classroom. This research identifies inquiry-based instruction as a superior form of learning instead of the typical rote learning method widely used. The readiness to teach through inquiry-based instruction is paramount for creating relevant, engaging, and research-based lessons that will direct student learning. The job of a teacher is to prepare students to be successful participants in society. This means students need to understand how power, privilege, and oppression affect the everyday lives of each citizen; This research identifies criticality as a method of accomplishing that goal. Criticality helps students understand how those three elements work through reading and writing, and how they might impact their surroundings. The last area of focus in this study is differentiation. Differentiation is a crucial component to making content accessible to all students, no matter their ability level. This study posits that inquiry-based instruction, criticality, and differentiation when used in tandem create challenging and engaging lessons that will inform every student, and prepare them to be successful in our ever-changing society."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Jaclyn Caires-Hurley, Ryan Dearinger"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4351",
"dcterms:title": [
"Home Literacy Environment and Effects of Reading Development in Children"
],
"dcterms:creator": [
"Natalia Ames"
],
"dcterms:subject": [
"Education",
"education",
"reading"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/165"
],
"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": [
"Title: Home Literacy Environment and Effects of Reading Development in Children"
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze, Annie Ittner, Amanda Olsen"
],
"curation:type": [
"professional_project"
]
},
{
"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/4342",
"dcterms:title": [
"Fostering 21st Century Literacy in the Middle School English Language Arts Classroom"
],
"dcterms:creator": [
"Samantha Stroup"
],
"dcterms:subject": [
"Education",
"Language and Literacy Education",
"Secondary Education"
],
"dcterms:date": [
"6/12/2021"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/98"
],
"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": [
"The 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."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Kenneth Carano, Anne Ittner"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4299",
"dcterms:title": [
"Dibels Data Informing Literacy Intervention in Primary Grades"
],
"dcterms:creator": [
"Wendy Cortright"
],
"dcterms:subject": [
"Education",
"Tier II",
"Assessment",
"data-driven instruction",
"phoneme",
"fluency"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/162"
],
"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": [
"With 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."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze, Chloe Hughes, Lin Wu"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4295",
"dcterms:title": [
"Designing a Self – Management Program"
],
"dcterms:creator": [
"Taylor Wakeland"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/161"
],
"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": [
"Designing a Self – Management Program"
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze, Marcus Wenzel, Alyssa Heuberger"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4257",
"dcterms:title": [
"Creating Effective English Language Art Strategies for Junior High Students"
],
"dcterms:creator": [
"Mackenzie Hall"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/180"
],
"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 Effective English Language Art Strategies for Junior High Students"
],
"dcterms:available": [
"6/7/2022"
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze, Marie LeJeune, Chloe Hughes"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4254",
"dcterms:title": [
"Creating an Effective and Diverse Classroom Library"
],
"dcterms:creator": [
"Crista Adovnik"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/189"
],
"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 an Effective and Diverse Classroom Library"
],
"dcterms:available": [
"6/7/2022"
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze, Shannon Wellsteed, Cindy Ryan"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4224",
"dcterms:title": [
"Building Partnerships with Families through Community Literacy Events"
],
"dcterms:creator": [
"Najma Cheema"
],
"dcterms:date": [
"7/27/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/219"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/28/2022, 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": [
"Building Partnerships with Families through Community Literacy Events\nBy: Najma Cheema\nMaster of Science: Education\nMSED: Reading\nWestern Oregon University\nJuly, 2022\nThis professional project describes the development of family literacy nights for our school. My life experience has motivated me to help our ELL students and families. As an ELL student myself I struggled with literacy since I didn’t have access to resources to help me. With my own experience and working as an ELD teacher for one year and assessing our schools needs I quickly realized that there wasn’t enough family engagement or involvement. Our ELL students are some of the most underserved students with low reading scores. Using my experience and research I was able to plan for eight family literacy nights. My goal is to support students with literacy by engaging our families with our school."
],
"dcterms:available": [
"7/26/2022"
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Chloe Hughes, Rheanna Mathis, Joshua Schulze"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4190",
"dcterms:title": [
"An Iditarod Curriculum: the Power of Integration in Learning"
],
"dcterms:creator": [
"Jenna Rank"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/184"
],
"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 Iditarod Curriculum: the Power of Integration in Learning"
],
"dcterms:available": [
"6/7/2022"
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze, Randall Ulveland, Kathi Holvey"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3711",
"dcterms:title": [
"Barnum Hall Student"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Barnum Hall",
"Buildings",
"Oregon College of Education (OCE)",
"Students"
],
"dcterms:description": [
"A student sitting on a stairwell trash can, reading a book in Barnum Hall.",
"Digital .jpg, (300 dpi, pixel dimensions: width: 1169, height: 1500)"
],
"dcterms:date": [
"1970~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/682"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3606",
"dcterms:title": [
"Campus Elementary Students Reading"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Campus Elementary School (CES)",
"Elementary Children",
"Instructional Technology Center (ITC)",
"Reading"
],
"dcterms:description": [
"Students from the Campus Elementary School, now ITC, sitting at a table reading.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1227)"
],
"dcterms:date": [
"1945/1960"
],
"dcterms:type": [
"Image; Stillimage"
],
"dcterms:identifier": [
"omeka/731"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3319",
"dcterms:title": [
"Coach Larry Wolfe Portrait"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Football",
"Larry Wolfe",
"Mascot",
"Oregon Normal School (ONS)",
"Student Newspaper",
"The Lamron"
],
"dcterms:description": [
"Coach Larry Wolfe's portrait taken from the Lamron reading, \"Larry Wolfe, head coach and athletic director of Oregon normal school, who is in his seventh year as mentor of the teams whose title of 'Wolves' have come from his name. Under his direction, the 1934 team has won five games, tied one and lost one. By defeating the Mountaineers of Eastern Oregon Normal, Wolfe's team won the state normal school championship\"\r\nThe Lamron, November 16, 1934, page 4.",
"Digital .jpg (300 dpi, pixel dimensions- width: 818, height:1500)"
],
"dcterms:date": [
"1934-11-16"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/880"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3278",
"dcterms:title": [
"Paper Mache Wolf from 1969 Grove Holding a Book"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Homecoming",
"Oregon College of Education (OCE)",
"The Cottage",
"The Grove",
"Wolf",
"Wolves",
"Yearbook"
],
"dcterms:description": [
"A Paper Mache wolf holding a book reading 'By The Women of Cottage' stands on the front lawn of The Cottage. This was a dormitory lawn display competition for homecoming. \r\nThe Grove, 1969, page 30.",
"Digital .jpg (300 dpi, pixel dimensions- width: 986, height:1500)"
],
"dcterms:date": [
"1969"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/902"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3277",
"dcterms:title": [
"Waldo's Den Invitation with OCE Wolf Illustration"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Lamron2",
"Oregon College of Education (OCE)",
"Student Newspaper",
"Waldo",
"Waldo's Den",
"Wolf"
],
"dcterms:description": [
"Waldo's Den Invitation with an illustration of a laughing wolf wearing a hat reading \"OCE\". The invitation says, \"OCE Students Come Enjoy Waldo's Den Open 7p.m. to 11:45 p.m. Sun - Thurs, 7 p.m. to 1 a.m. Fri - Sat\".\r\nLamron2, October 18, 1973, page 9.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:987)"
],
"dcterms:date": [
"10/18/1973"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/903"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3273",
"dcterms:title": [
"1968 Homecoming Sign In Front of Barnum"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Barnum Hall",
"Homecoming",
"Oregon College of Education (OCE)",
"The Grove",
"Wolf",
"Wolves",
"Yearbook"
],
"dcterms:description": [
"A 1968 Homecoming lawn decorations for a dormitory competition. The sign in front of Barnum reading 'Anything Goes' and includes drawing of a wolf head and a football player. \r\nThe Grove, 1969, page 31.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:991)"
],
"dcterms:date": [
"1968"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/907"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3269",
"dcterms:title": [
"1952 Homecoming Lawn Decorations in Front of Todd Hall House"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Homecoming",
"Oregon College of Education (OCE)",
"The Grove",
"Todd Hall",
"Wolf",
"Wolves",
"Yearbook"
],
"dcterms:description": [
"A banner reading 'TO-HOOT-WITH-THE-OWLS' on the front of Todd Hall. A cut out wolf pointing to the banner with the letters OCE on his shirt. This was a dormitory lawn display competition for homecoming. \r\nThe Grove, 1953, page 32.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1182)"
],
"dcterms:date": [
"1952"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/911"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3115",
"dcterms:title": [
"Students on Firetruck with 'Vote Today' Sign"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Meyers",
"Presidents",
"Western Oregon State College (WOSC)"
],
"dcterms:description": [
"Students sit on the back of the \"Spirit of '92\" Firetruck riding on campus while holding a sign reading, \"Vote Today\" with view of Former President, Richard S. Meyers on the left. \r\nACC.RG.2015.018: ASWOSC -- Slides",
"Digital .jpg (600 dpi, pixel dimensions- width: 750, height: 506)"
],
"dcterms:date": [
"1992/1993"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1650"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3065",
"dcterms:title": [
"Women Hold May day Streamers and Walk Down Road During 1914 Fourth of July Parade"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"4th of July Parade",
"Independence Day",
"Monmouth"
],
"dcterms:description": [
"People walk down a dirt road in Monmouth during the Fourth of July Parade in 1914. Two groups of women hold May Day Streamers while one group holds a sign reading, \"Lane Leads 70\". \r\nOldACC.RG.2012.604"
],
"dcterms:date": [
"7/4/1914"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1683"
],
"dcterms:rights": [
"No Copyright - United States: As of 04/22/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3044",
"dcterms:title": [
"A Group of People Ride in a Parade Float During the 1914 Fourth of July Parade"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"4th of July Parade",
"Independence Day"
],
"dcterms:description": [
"A group of adults and children ride in a parade float with a banner above them reading, \"Polk County\". A line of women all in white walk behind the float. Two men lead the horse in front. View of some spectators stand on the sides.",
"Scanned image using the Epson Expression 12000 XL as a jpg image (300 dpi, pixel dimensions- width: 1500, height: 1172)"
],
"dcterms:date": [
"7/4/1914"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1684"
],
"dcterms:rights": [
"No Copyright - United States: As of 04/22/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2620",
"dcterms:title": [
"Student Reading Through a Book in the Old Library"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:description": [
"Student reading through a book amongst the shelves in the old library (now the Academic Programs and Support Center).\r\n\r\nThe processing for this image is incomplete at this time. Once it has been processed it will move to the Historical Campus Images collection. Contact the archives (libarchives@wou.edu) if you have information about this image or questions.\r\n\r\nWOU Archives"
],
"dcterms:date": [
"c. 1980s"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Photograph as a jpg image (2400 dpi, pixel dimensions- width: 412, height: 660)"
],
"dcterms:identifier": [
"omeka/1900"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2619",
"dcterms:title": [
"Two Students Reading in the Old Library"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:description": [
"Two students at a table in the old library (now the Academic Programs and Support Center) reading their books. \r\n\r\nThe processing for this image is incomplete at this time. Once it has been processed it will move to the Historical Campus Images collection. Contact the archives (libarchives@wou.edu) if you have information about this image or questions.\r\n\r\nWOU Archives"
],
"dcterms:date": [
"c. 1980s"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Photograph as a jpg image (1200 dpi, pixel dimensions- width: 1192, height: 791)"
],
"dcterms:identifier": [
"omeka/1901"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2603",
"dcterms:title": [
"Student Reading in the Library"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:description": [
"Male student reading at a table in the library, c. 1980s. \r\n\r\nThe processing for this image is incomplete at this time. Once it has been processed it will move to the Historical Campus Images collection. Contact the archives (libarchives@wou.edu) if you have information about this image or questions.\r\n\r\nWOU Archives"
],
"dcterms:date": [
"c. 1980s"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Photograph as a jpg image (300 dpi, pixel dimensions- width: 971, height: 1500)."
],
"dcterms:identifier": [
"omeka/1923"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2574",
"dcterms:title": [
"Large Window View in the Library"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Academic Programs and Support Center (APSC)",
"Library"
],
"dcterms:description": [
"Students sit on tables reading books in the library (now known as the from Academic Programs and Support Center) next to a large window with view of the campus and buildings that include Campbell Hall. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Library Building - APSC",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1005)"
],
"dcterms:date": [
"195u"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1170"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2572",
"dcterms:title": [
"Students Reading in the College Library"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Academic Programs and Support Center (APSC)",
"Library"
],
"dcterms:description": [
"Students sit at desks completing their work in the College Library (now known as the Academic Programs and Support Center) with a row of bookshelves in the background to the right, and the large window to the left with view of Smith Hall. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Library Building - APSC",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1338)"
],
"dcterms:date": [
"195u"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1172"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2485",
"dcterms:title": [
"South Exterior of The Cottage, 2018"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"The Cottage"
],
"dcterms:description": [
"The Cottage as seen from the left side with the sign in view reading, \"The Cottage University Advancement\". The sidewalk stretches across with a lamp post. \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1222"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2400",
"dcterms:title": [
"Old Physical Education Building from the East"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Old PE",
"Sundial"
],
"dcterms:description": [
"The Old Physical Education Building from the East with view of the sign on the front entrance reading, \"Health & Physical Education\" and a far away view of the frieze on the left. A few tall standing trees stand to the right, possibly the edge of the Old Grove.\r\nOld ACC.RG.2012.601 Photographs/Buildings: Physical Education Bldg - old",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1058)"
],
"dcterms:date": [
"1936-1969"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1268"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/26/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2377",
"dcterms:title": [
"Full View of the Old Physical Education Building from the Grove"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Old PE",
"The Old Grove"
],
"dcterms:description": [
"Front landscape view of the old Physical Education Building with view of the sign on the front entrance reading, \"Health & Physical Education\" and a far away view of the frieze on the left. A few tall standing trees stand to the right. Taken from under a shady tree. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Physical Education Bldg - old",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1062)"
],
"dcterms:date": [
"19uu"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1271"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/26/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2373",
"dcterms:title": [
"West Entrance of Heritage Hall"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Heritage Hall",
"Sculpture",
"Twin Cones Sculpture"
],
"dcterms:description": [
"Heritage Hall West entrance with view of the large silver name reading, \"Heritage Hall\", with the Twin Cones sculpture in front. Taken from the Landers Hall lawn. \nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:980)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1275"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/26/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2365",
"dcterms:title": [
"Oregon College of Education Sign"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Giant Sequoia",
"Humanities and Social Sciences (HSS)",
"Oregon College of Education (OCE)"
],
"dcterms:description": [
"The Humanities and Social Sciences Building in the distance with view of the large sequoia to the right and south entrance sign reading, \"Oregon College of Education\" to the left. Taken from the sidewalk in front of the sign. \r\nOld ACC.RG.2012.604: Item 50",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1184)"
],
"dcterms:date": [
"1965-1969"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1283"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/26/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2335",
"dcterms:title": [
"Sign Announcing the Changing of the Campus Elementary School to Instructional Technology Center"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Campus Elementary School (CES)",
"Instructional Technology Center (ITC)"
],
"dcterms:description": [
"Close up shot of the front entrance with focus on the sign in front reading, \"Future home of Western's Instructional Technology Center\" posted on the former sign that reads, \"Campus Elementary School\". \r\nOld ACC.RG.2012.601 Photographs/Buildings: ITC",
"Digital .jpg (300 dpi, pixel dimensions- width: 987, height:1500)"
],
"dcterms:date": [
"1986"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1293"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/26/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2326",
"dcterms:title": [
"Portrait View of Training School Entrance"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Training School"
],
"dcterms:description": [
"Close up Portrait view of the Monmouth Training School with view of the sign that reads, \"Training School\" at the top. To the right is a paragraph reading, \"The Oregon Normal School provides a modern and well-equipped building where the ability of every graduate of the Oregon Normal to cope with problem of school-room life is tested thoroughly. There are built better boys and girls and better teachers, for into their lives is stamped the motto, \"He who dares to teach must never cease to learn\". \r\nNorm yearbook, 1923, page 16",
"Digital .jpg (300 dpi, pixel dimensions- width: 1073, height:1500)"
],
"dcterms:date": [
"1923"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1302"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/26/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2322",
"dcterms:title": [
"East Entrance of Maaske Hall, 2007"
],
"dcterms:creator": [
"Stoddart, Erin Passehl"
],
"dcterms:subject": [
"Maaske Hall"
],
"dcterms:description": [
"Maaske Hall as seen from the island in the middle of the street. The international flags are in view in front of the entrance. The sign is to the left reading, \"Maaske Hall\r\nInternational Students & Student Affairs\" \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1125)"
],
"dcterms:date": [
"2007"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1306"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/26/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2321",
"dcterms:title": [
"Left Side View of Maaske Hall"
],
"dcterms:creator": [
"Stoddart, Erin Passehl"
],
"dcterms:subject": [
"Maaske Hall"
],
"dcterms:description": [
"Maaske Hall as seen from a left angle. The front entrance with the flags are seen in the middle and then to the left is the sign reading, \"Maaske Hall\r\nInternational Students & Student Affairs\"\r\nPhoto courtesy of Western University Archives",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1125)"
],
"dcterms:date": [
"2007"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1307"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/26/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2292",
"dcterms:title": [
"Oregon Police Academy, Left Front Angle"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon Police Academy"
],
"dcterms:description": [
"Left angled view of the front entrance of the Oregon Police Academy Building with the name above the doors reading, \"Oregon Police Academy\" Taken on the East lawn. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Oregon Police Academy",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:878)"
],
"dcterms:date": [
"199u"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1316"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2281",
"dcterms:title": [
"Close Up View of Oregon Military Academy Entrance"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon Military Academy"
],
"dcterms:description": [
"Upclose shot of the Oregon Military Academy Building front entrance doors, and the sign on the front reading, \"Oregon Military Academy\". \r\nOld ACC.RG.2012.601 Photographs/Buildings: Oregon Military Academy",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1202)"
],
"dcterms:date": [
"1992"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1327"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2280",
"dcterms:title": [
"Reserve Officers Training Corps (R.O.T.C.) Building in the Service Park"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Reserve Officers Training Corps (R.O.T.C.)"
],
"dcterms:description": [
"The Reserve Officer Training Corps (R.O.T.C.) Building in the Service Park next to Cedar Hall pictured to the left. Bikes are in view parked outside the main entrance. Two R.O.T.C. signs are on the building. One on the right wall under a letter \"A\" and then another one hanging above the entrance reading \"Army R.O.T.C.\". \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1328"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2279",
"dcterms:title": [
"Close up of the Reserve Officers Training Corps (R.O.T.C.) Portable Building"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Reserve Officers Training Corps (R.O.T.C.)"
],
"dcterms:description": [
"A close up shot of the Army in the Service Park (R.O.T.C.) Building of the main entrance with bikes parked outside the doors and two signs on the building, one to the right under a big \"A\" reading, \"R.O.T.C.\" and one hanging above the main doors reading, \"Army R.O.T.C.\"\r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1329"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2240",
"dcterms:title": [
"Large Empty Lot Next to the New Physical Education Building"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"New PE Building",
"Vets Village"
],
"dcterms:description": [
"Aerial View of the New Physical Education Building and the large empty plot in the foreground where the Vet's Village stood. There are two cars parked along Church Street and a sign reading, \"Parking\" and an arrow pointing right toward what is now parking lot H. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Physical Education - New",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1194)"
],
"dcterms:date": [
"1971"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1348"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2239",
"dcterms:title": [
"The Little Theatre"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"OCE Theatre",
"The Little Theater"
],
"dcterms:description": [
"Landscape view of the Little Theater building with view of the sign reading \"Theatre\" to the left. Taken from Powell St. under a shady tree. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Campus Elementary School : Gym/Theater",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1215)"
],
"dcterms:date": [
"197u"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1357"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2216",
"dcterms:title": [
"Main Entrance View of the Little Theatre"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"OCE Theatre",
"The Little Theater"
],
"dcterms:description": [
"The Little Theatre's main entrance with the sign reading, \"Oregon College of Education Theatre announces: \" \r\nOld ACC.RG.2012.604: Item 66",
"Digital .jpg (300 dpi, pixel dimensions- width: 1400, height:1117)"
],
"dcterms:date": [
"197u"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1358"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2211",
"dcterms:title": [
"Physical Plant Shipping & Receiving Sign"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Physical Plant"
],
"dcterms:description": [
"View of the Physical Plant sign to the right reading, \"Physical Plant Shipping & Receiving\r\nUniversity Center Receiving\" \r\nwith view of the main Monmouth Avenue road to the right. \r\nPhoto Courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1363"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2210",
"dcterms:title": [
"East Side of Physical Plant with View of Loading Dock, Receiving, and Office Sign"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Physical Plant"
],
"dcterms:description": [
"East view of the Physical Plant Building with view of signs reading, \"Loading Dock\", \"Receiving\", and \"Office\" with arrows pointing towards their location. Taken from the lawn next to Monmouth Avenue. \r\nPhoto Courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1364"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2205",
"dcterms:title": [
"South East Entrance of Rice Auditorium"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Leonard W. Rice Auditorium"
],
"dcterms:description": [
"Rice Auditorium as viewed from the East lawn with the sign on the left reading, \"Leonard W Rice Auditorium\". \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1369"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2200",
"dcterms:title": [
"West Entrance of the Richard Woodcock Education Center"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Richard Woodcock Education Center"
],
"dcterms:description": [
"Richard Woodcock Education Center's front West side with lettering reading, \"Richard Woodcock Education Center\".\r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1374"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2198",
"dcterms:title": [
"Quote Inside Richard Woodcock Education Building"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Richard Woodcock Education Center"
],
"dcterms:description": [
"Interior of the Richard Woodcock Education Building showing silver letters spelling out a quote reading, \"One hundred years from now, it won't matter how much wealth we had, or how much fame or prestige. But if along our path of life we gave a helping hand to fellow human beings, it will make a difference. - Mario Pastega\", is above large windows. The room has multiple circular tables with chairs throughout the room. \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1376"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2176",
"dcterms:title": [
"West Side of Edgar H Smith Music Hall, 2018"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Edgar H. Smith Music Hall"
],
"dcterms:description": [
"Edgar H. Smith Music Hall with view of the West lawn and the sign in front reading, \"Edgar H Smith Music Hall\" \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1378"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2175",
"dcterms:title": [
"West Side of Smith Music Hall"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Edgar H. Smith Music Hall"
],
"dcterms:description": [
"Smith Music Hall with view of the sign in front reading \"Music Hall\", later named for Edgar H. Smith. Taken from under a flowering cherry blossom tree. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Smith Music Hall",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1205)"
],
"dcterms:date": [
"1962"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1379"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2161",
"dcterms:title": [
"Student Health and Counseling Center Front Entrance"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Physical Plant",
"Student Health and Counseling Center"
],
"dcterms:description": [
"Left Angled view of the Student Health and Counseling Center with view of the front doors, and the metal letters above reading, \"Student Health and Counseling Center\" with the Physical Plant on the right in the background. \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1393"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2159",
"dcterms:title": [
"Terry House with Sign"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Campus Public Safety",
"Terry House"
],
"dcterms:description": [
"Terry house with view of the sign to the left reading, \"Terry House Division of University Park Conference Center\". Arbor House is in the background to the right. \r\nPhoto Courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1395"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2157",
"dcterms:title": [
"Todd Hall With Birds Sculpture"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Art on Campus",
"Sculpture",
"Todd Hall"
],
"dcterms:description": [
"Upclose of the west wall of Todd Hall with view of the sign in front reading, \"Todd Hall\r\nThe Teaching Research Institute\r\nThe Child Development Center\r\nPsychology\r\nModern Languages\". 'The Birds' sculpture is prominent in the center of the photograph.\r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1397"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2132",
"dcterms:title": [
"Front East Entrance of Todd Hall"
],
"dcterms:creator": [
"Passehl Stoddart, Erin"
],
"dcterms:subject": [
"Todd Hall"
],
"dcterms:description": [
"Todd Hall front East entrance as seen from across Monmouth Avenue with view of the sign on the left reading, \"Todd Hall\"\r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:972)"
],
"dcterms:date": [
"2013"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1399"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2125",
"dcterms:title": [
"Todd Hall with Sign in Front"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Dormitory",
"Todd Hall"
],
"dcterms:description": [
"Close up of Todd Hall with view of a sign on the front lawn reading, \"Todd Hall\r\nTeaching Research\r\nA Dvision of O.S.S.H.E.\"\r\nOld ACC.RG.2012.601 Photographs/Buildings: Todd Hall",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1216)"
],
"dcterms:date": [
"197u"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1406"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2120",
"dcterms:title": [
"Valsetz Dining Hall Sign"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Valsetz Dining Hall"
],
"dcterms:description": [
"Exterior of Valsetz Dining Hall with view of the loading dock to the right and the main stairwell. The sign is to the left reading, \"Valsetz Dining Hall\r\nFood Court\"\r\nPhoto Courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1411"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2118",
"dcterms:title": [
"Valsetz Dining Hall Ramp"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Glass Art",
"Valsetz Dining Hall"
],
"dcterms:description": [
"View of the ramp by Valsetz Dining Hall with view of the sign on the left reading, \"Valsetz Dining Hall\r\nFood Court\r\nConference Rooms\"\r\nThe percent for art stained glass windows are in view which surround the elevator. \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1413"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2089",
"dcterms:title": [
"Front View of Watson House with Public Safety Sign"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Campus Public Safety",
"Watson House"
],
"dcterms:description": [
"Landscape view of the South main entrance to the Public Safety Building. There is view of a public safety vehicle to the left and the sign in front reading, \"University Public Safety\r\nCampus Information\r\nRisk Management\r\nSafety & Claims mgt. \r\nParking Services\r\nLost & Found\"\r\nTaken from the Stadium Drive. \r\nPhoto Courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1422"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2085",
"dcterms:title": [
"Close Up View of Hamersly Library Entrance way"
],
"dcterms:creator": [
"Parpart, Jerrie Lee"
],
"dcterms:subject": [
"Hamersly Library",
"Sculpture"
],
"dcterms:description": [
"West entrance of the library with the clock on the top and the large name above the columns of the entrance reading, \"Wayne & Lynn Hamersly Library\". One part of the Three Elements sculpture to the right. \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1125, height:1500)"
],
"dcterms:date": [
"2005"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1426"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/20/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2046",
"dcterms:title": [
"Miniature Bell Presented to OCE"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Bell"
],
"dcterms:description": [
"Portland State president, Jim Caughlin, shake hands with another man while presenting a smaller bell. To the right is a women looking towards the camera, and in the middle stands a man looking at the small bell. To the left of the image is a paragraph reading, \r\n\"The O.C.E. Victory Bell, purchased in 1889, was 'spirited' away by Portland State students following a basketball game. Three weeks later Portland State President, Jim Caughlin, and other PSC representatives returned the quarter-ton bell and presented during a special assembly a small bell to become a traditional exchange trophy.\"\r\nNorm yearbook, 1953, page 30",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:780)"
],
"dcterms:date": [
"1953"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1444"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/20/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1957",
"dcterms:title": [
"Corner Stone Marker on Maple Hall"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Gymnaisum",
"Maple Hall"
],
"dcterms:description": [
"Maple Hall was constructed in 1913 as the college gymnasium and dedicated in March of 1914. The cornerstone, reading \"AD 1913\" is now nearly hidden by a large rhododendron."
],
"dcterms:date": [
"1913"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Digital photograph as a jpg image (96 dpi, pixel dimensions- width: 375, height: 349)"
],
"dcterms:identifier": [
"omeka/1751"
],
"dcterms:rights": [
"Copyright Not Evaluated",
"https://rightsstatements.org/page/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1649",
"dcterms:title": [
"Eugene Reading"
],
"dcterms:creator": [
"Johnson, Suellen"
],
"dcterms:subject": [
"Drawing",
"Hamersly Library (HL)",
"Art on Campus"
],
"dcterms:description": [
"Portrait of a man reading.\nCharcoal and conte on paper.\nDonated to the WOU Archives by the artist.\nOldACC.RG.2012.988\nLocated on the second floor of Hamersly Library.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1209)"
],
"dcterms:date": [
"1995"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1598"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 06/01/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1197",
"dcterms:title": [
"Don't Call It a Comeback: Popular Reading Collections in Academic Libraries"
],
"dcterms:creator": [
"Elizabeth Brookbank",
"Anne-Marie Davis",
"Lydia Harlan"
],
"dcterms:subject": [
"recreational reading",
"academic libraries"
],
"dcterms:publisher": [
"American Library Association"
],
"dcterms:date": [
"10/1/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"fac_pubs/48"
],
"dcterms:source": [
"Reference and User Services Quarterly"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Despite the persisting notion that recreational reading does not have a place in the academic mission of college and university libraries, these libraries have a long history of providing pleasure reading for their patrons. During the latter half of the twentieth century, the idea of academic libraries meeting the recreational reading needs of students seems to have fallen out of favor, but a literature review of that time period shows that the collections themselves still existed. Discussion of—and justifications for—these collections, however, has enjoyed a resurgence in the library literature over the past decade. Given this renewed interest, this study seeks to assess just how common these collections are in US academic libraries today, and whether or not they are, in fact, enjoying a comeback from previous decades. This study surveyed the thirty-nine academic libraries that make up the Orbis Cascade Alliance in the Pacific Northwest, a diverse group of libraries in terms of size, type, budget, and student populations. The results of the survey show that a majority of libraries have a recreational collection and that these collections are valued by patrons and librarians alike. Recommendations are made for shifting the perspective on popular reading collections and their place in academic libraries, as well as for how to study them in the future."
],
"bibo:issue": [
"1"
],
"bibo:pageEnd": [
"39"
],
"bibo:pageStart": [
"28"
],
"bibo:volume": [
"58"
],
"VIVO:departmentOrSchool": [
"Library"
],
"SKOS:note": [
"Article was published by Reference and User Services Quarterly and can be found at https://journals.ala.org/index.php/rusq/article/view/6838/9203"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/118",
"dcterms:title": [
"Monmouth, Independence, WOU: A Warm Community in Cool Oregon"
],
"dcterms:creator": [
"Zicheng Song"
],
"dcterms:subject": [
"Graphic Design",
"Monmouth",
"Independence",
"WOU",
"Western Oregon University",
"design",
"tourism"
],
"dcterms:date": [
"5/29/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol4/iss1/1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Monmouth, Independence, WOU"
],
"dcterms:abstract": [
"Along with the cover of this issue, we have included the brochure from which it was derived. The brochure was created as part of an identity project that WOU students worked on for local communities during fall 2014.\nAbout the brochure: This brochure can be seen as a very important media and tool which introduces this community to everyone who may be interested, including students, business people, families, and travelers. The most important purpose of this brochure is to attract more people to the community and give them as much information about this community as as possible. Thus, the images are the key parts rather than the text information itself. This brochure uses many high quality pictures on almost every page. People will be attracted by beautiful pictures, then start reading the text beside those pictures. This brochure also uses a lot of blank spaces rather than placing all the information in a very crowded way. Therefore, readers will not feel so tired of reading, and of course, they will have more time to enjoin each beautiful pictures. Above all, the unity and variety is used in a comfortable balance in this brochure, which will make readers have more fun and interest while reading."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Jen Bracy"
],
"SKOS:note": [
"Jen Bracy"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/71",
"dcterms:title": [
"Gender and Optimism as Predictors of Novice ESOL Teaching Performance"
],
"dcterms:creator": [
"DeAnna R Sturm",
"Elizabeth K Conkey",
"Natalie Nibler",
"Debi Brannan",
"Tasha Bleistein"
],
"dcterms:subject": [
"Psychology",
"TESOL",
"ESOL",
"Novice",
"Performance",
"Optimism",
"Gender"
],
"dcterms:description": [
"We would like to acknowledge and thank Darian Simpson for her work reading the paper and Linda Kunze for her assistance.\n\nThis research was reviewed\nand approved by the Institutional Review Board of Western Oregon University."
],
"dcterms:date": [
"5/29/2012"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol1/iss1/8"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Gender, Optimism, and Performance"
],
"dcterms:abstract": [
"Both current and past research examining novice ESOL teachers has focused on issues such as educational background and classroom demographics (Yeo et al., 2008), but little research has focused on potential variables that influences perceived teaching performance. Consequently, the aim of this study is to examine the relationship between gender, optimism, and perceived teaching performance amongst novice ESOL teachers. Graduates from two hybrid TESOL graduate programs (N=47) were sampled and surveyed. Optimism significantly predicted perceived teaching performance, t(43)= 3.17, p=.003 and there was an marginal association between gender and perceived teaching performance, t(43)= -1.92, p=.06. Further analyses indicated that the mean ratings of teaching performance were significantly different between men and women, F(1, 45)= 5.12, p=.03. In sum, our results suggest that gender and optimism are factors in perceptions of teacher efficacy amongst novice ESOL teachers. The findings of this study with optimism, gender, and teaching performance not only add empirical data for this group, but also provides a platform to further examine this unique population."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Debi Brannan"
],
"SKOS:note": [
"Debi Brannan"
]
}
]