[
{
"url": "https://wou.omeka.net/s/repository/item/14926",
"dcterms:title": [
"Even Now, the Assignment is Wrong"
],
"dcterms:creator": [
"Bree Trickel"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4a"
],
"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": [
"An untraditional essay in which mental health is paired with poetry. It is spoken prose and meant to combine art with assignment. In particular, what one can get from writing and learning experiences, and why teachers are so important."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
],
"BIO:keywords": [
"Literacy narrative",
"poetry",
"writing experiences"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14761",
"dcterms:title": [
"Improving the Individual Problem-Solving Process for All Staff and Students"
],
"dcterms:creator": [
"Patrick Lau"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text",
"Professional Project"
],
"dcterms:identifier": [
"pp_20251023b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, 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 centers on the enhancement of the Individual Problem Solving (IPS) process through the implementation of a structured, schoolwide support system designed to benefit both students and staff. Throughout the 2024–2025 academic year, a diverse team of educators collaborated to update, streamline, and refine the IPS framework. The primary objective was to provide teachers with an accessible and efficient document that enables them to clearly articulate a student’s concerns, strengths, and areas of need. By simplifying the referral process and ensuring consistency in documentation, the updated IPS serves as both a practical tool for classroom teachers and a guiding framework for determining the most appropriate supports, including potential special education services. Ultimately, the aim is to leave a sustainable, user-friendly process that enhances teacher effectiveness, promotes early and accurate interventions, and fosters equitable access to support for all students."
],
"bibo:degree": [
"Master of Science in Education"
],
"SKOS:note": [
"Steven Nelson",
"Erica Manzo"
],
"curation:note": [
"Alicia Wendzel"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14757",
"dcterms:title": [
"Another Wave of Trauma: A Professional Development on Trauma-Informed Practices to Support Students Impacted by Immigration"
],
"dcterms:creator": [
"Prudencio Camacho Cabrera"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text; Image; StillImage",
"Professional Project"
],
"dcterms:identifier": [
"pp_20251023a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, 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 contextualizes trauma-informed practices (TIP) for educators serving students impacted by immigration. With immigration reform and policy being carried out immediately by the current Republican administration, teachers need to become more equipped in catering to the social-emotional needs of their students. Students that now become targets of raids, deportations, family separations, and other systemic inequities. This project tailors forms of critical pedagogy to create a professional development (PD) focused on developing the practice of critical reflection. A practice that can be either self-reflective or reflective on systems that perpetuate inequity. TIP is problematized in this project, especially when structured to follow passive, White-dominant ideologies. As a challenge to educators, the PD urges educators to unlearn practices rooted in these ideologies. As replacement, the PD encourages educators to learn practices that enhance their awareness of immigrant identities, reframe TIP as social justice, and create spaces for student testimonies to be made and heard. This project adds to the discourse of critical pedagogy by tailoring and contextualizing practices to the identities, experiences, and narratives of students impacted by immigration."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Micah Walker",
"Gregory Zobel"
],
"curation:note": [
"Jaclyn Caires-Hurley"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14755",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Improving the Individual Problem-Solving Process for All Staff and Students"
],
"dcterms:creator": [
"Patrick Lau"
],
"dcterms:date": [
"2025-09-15"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"20251001_pp_a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/01/2025, 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 centers on the enhancement of the Individual Problem Solving (IPS) process through the implementation of a structured, schoolwide support system designed to benefit both students and staff. Throughout the 2024–2025 academic year, a diverse team of educators collaborated to update, streamline, and refine the IPS framework. The primary objective was to provide teachers with an accessible and efficient document that enables them to clearly articulate a student’s concerns, strengths, and areas of need. By simplifying the referral process and ensuring consistency in documentation, the updated IPS serves as both a practical tool for classroom teachers and a guiding framework for determining the most appropriate supports, including potential special education services. Ultimately, the aim is to leave a sustainable, user-friendly process that enhances teacher effectiveness, promotes early and accurate interventions, and fosters equitable access to support for all students."
],
"bibo:degree": [
"Masters of Science in Education"
],
"SKOS:note": [
"Steven Nelson",
"Alicia Wenzel",
"Erica Manzo"
],
"curation:type": [
"professional_project"
]
},
{
"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/14669",
"dcterms:title": [
"Professional Development on Sheltered Strategies for K-5 Educators"
],
"dcterms:creator": [
"Scarlett Working"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ScarlettWorking_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 focused on developing a professional development for K-5 educators on implementing sheltered strategies. It is important for educators to academically reach each student in their classroom; this must also include emergent bilingual learners (EB learners). EB learners need comprehensible input in order to access content instruction delivered within their L2 (developing second language). Educators must incorporate both sheltered instruction (SI) and sheltered strategies within their current content-based instruction. This means teachers must alter their current educational approaches to include both language learning and EB learners. However, it is incredibly difficult for educators to meet the needs of EB learners when they are equipped with the right educational tools, approaches, and strategies. The current literature regarding SI and sheltered strategies expresses a critical need for more education and professional developments regarding these topics. This professional development includes defining SI, stating research that supports SI, how content and language can be integrated alongside SI, connecting SI, zone of proximal development (ZPD) and scaffolding, as well as listing and explicitly modeling specific strategies. It is important to note that the delivery of this PD is focused on explicitly modeling each strategy listed. Embedding sheltered strategies within the presentation provides educators with a clear path on how to implement these strategies within their own educational environment. This includes a discussion on each strategy, and explicit modeling to encourage implementation. Results from this PD includes the importance of language learning beside content instruction, comprehensible input in order to promote actual understanding, and the continuation of SI presentations for educators in order to support implementation of sheltered strategies within the classroom."
],
"bibo:degree": [
"Master of Science in Education: ESOL"
],
"BIO:keywords": [
"ZPD",
"Comprehensible input",
"Sheltered Instruction"
],
"SKOS:note": [
"Ken Carano",
"Jessica Doughtery",
"Dana Ulveland"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14665",
"dcterms:title": [
"Creating an Educators Disposition Assessment for Preprogram Preservice Educators"
],
"dcterms:creator": [
"Rachel Frazier"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"RachelFrazier_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 project presents a new Educator Disposition Assessment (EDA) for preprogram preservice teachers at Western Oregon University. The tool is designed to both assess and support student growth in professionalism and social-emotional learning (SEL). It focuses on four anchor competencies: building trusting relationships and collaboration; fostering self-reflection and a growth mindset; cultivating perseverance and self-regulation; and creating community while responding constructively across differences. These competencies are informed by research from CASEL, the Center for Reaching & Teaching the Whole Child, CAEP, and others. Grounded in Vygotsky’s Zone of Proximal Development, the rubric includes clear behavioral indicators aligned with students’ developmental readiness. It replaces the one-size-fits-all assessment previously used with early-stage students. The project also includes faculty training and a clear implementation plan. The EDA promotes scaffolded, equitable support and helps prepare preservice teachers to meet the social, emotional, and professional demands of the teaching profession."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Teacher professionalism",
"Social emotional competencies in teachers",
"Teacher dispositions"
],
"SKOS:note": [
"Kenneth Carano",
"Mandy Olsen",
"Micah Walker"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14663",
"dcterms:title": [
"Social Emotional Learning in a 6th-Grade Science Classroom"
],
"dcterms:creator": [
"Nathan Goodson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"NathanGoodson_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 action research project investigated the impact of implementing Social and Emotional Learning (SEL) strategies on student behavior and academic performance in a sixth-grade science classroom. Specifically, it examined how SEL instruction influenced students’ classroom participation, peer interactions, and academic performance. Findings indicated that SEL instruction contributed to increased student comfort in speaking before peers, enhanced positive social interactions, and a significant increase in class participation by the end of the unit. Additionally, there was a notably high level of academic performance throughout the unit. Implications include how teachers can integrate SEL to positively shape student learning and social dynamics in middle school science classrooms."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Social and emotional learning",
"science teaching",
"middle school"
],
"SKOS:note": [
"Amy Bowden",
"Lin Wu"
],
"curation:type": [
"Action Research 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/14593",
"dcterms:title": [
"Advancing Equitable Literacy Assessment for Multilingual Learners in the Dual Language Program in Salem-Keizer Public Schools"
],
"dcterms:creator": [
"Guillermina Romo"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"GuillerminaRomo_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 capstone professional project examines the implementation of equitable literacy assessments for third-grade multilingual learners in Dual Language (DL) programs in Salem-Keizer Public Schools. Guided by the research question—how can bilingual assessments improve literacy evaluation and instruction for Spanish-English bilingual students?—the project involved DL teachers, paraprofessionals, administrators, and families. The intervention replaced the limited easyCBM tool with the Renaissance Star assessments in Spanish and English to better align assessments with students’ instructional languages. Professional development has been delivered to train educators on data interpretation, instructional planning, and family communication. The mixed-methods data analysis, which included Renaissance Record Book results, student growth comparisons, teacher surveys, and family feedback, revealed several key findings. These findings showed improved instructional decision-making and increased family engagement through bilingual Student Assessment Reports (SARs). However, challenges persisted in teacher data literacy and family access to digital tools. The findings suggest that culturally and linguistically responsive assessments can advance instructional equity, paired with targeted professional learning and family engagement strategies. The project concludes that assessment systems must affirm multilingual learners’ full linguistic capabilities to yield accurate, actionable data. Future work includes expanding district-wide assessments, refining SAR tools, creating small-group instructional guides, and improving digital access."
],
"bibo:degree": [
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"BIO:keywords": [
"biliteracy assessments",
"dual language"
],
"SKOS:note": [
"Alicia Wenzel",
"Steve Nelson",
"Curtis Bartley"
],
"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/14553",
"dcterms:title": [
"Enhancing Math Engagement: A Framework for Transforming Mandated Curriculum into High-Cognitive Demand Tasks Through Real World Applications"
],
"dcterms:creator": [
"Caroline Porter"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CarolinePorter_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": [
"Student engagement and high cognitive demand are often lacking in secondary mathematics accessible curriculums and classrooms, which can hinder deep-understanding and critical thinking skills. The purpose of this project was to inform and illustrate to educators how to increase the level of demand of curriculum tasks. To do so, a research-based template was created as a guide to help teachers transform the level of demand of tasks and increase student engagement. Three example tasks drawn from classroom experience and a self-assessment flow chart are included to illustrate the use of the template. Each example task was analyzed using the Task Analysis Guide (Stein, et al., 2000) to ensure it met the criteria of a high-cognitive demand task. Strategies from authors such as Smith et al. (2017) and Leinwand et al. (2014) were instrumental in the development of tools that incorporated real-world applications, open-ended questions and student justification. To reach a wider audience, the developed tools will be shared through professional development presentations and published in math teacher journals."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Kenneth Carano",
"Rachel Harrington",
"Gregory Zobel"
],
"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/14410",
"dcterms:title": [
"Science and Religion in the West"
],
"dcterms:creator": [
"Allen McKiel"
],
"dcterms:description": [
"Science and religion have had an integral relationship since the early days of the Enlightenment in the seventeenth century and the rise of a new global culture. Life-long educator Allen McKiel surveys this relationship via the writings of prominent scientists and religionists over the past four hundred years.\nThe experience of the unity of God is evident in stories, parables, and scriptures in all extant cultures through teachers like Moses, Krishna, Buddha, Christ, and Muhammad. They are expressions of\nthe same human consciousness that begs answers to the questions of identity: Who and what are we? Where did we come from, why, and where are we going?\n\nPeople in all cultures ask these questions, and the answers are both the same and relative to the needs and circumstances of each culture. Today’s cultures, however, are converging into an increasingly integrated harmonious whole supported in equal part by religions and science. This work constructs a vision of the way forward from evidence provided by both."
],
"dcterms:date": [
"2020-12-03"
],
"dcterms:type": [
"Text"
],
"dcterms:format": [
"PDF"
],
"dcterms:identifier": [
"books_mckiel_2"
],
"dcterms:language": [
"eng"
],
"dcterms:license": [
"Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International",
"https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en"
],
"BIO:keywords": [
"science",
"religion"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14404",
"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2024 through June 30, 2027]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"2024/2027"
],
"dcterms:type": [
"Other",
"Text"
],
"dcterms:format": [
"PDF"
],
"dcterms:identifier": [
"cba/14"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/14/2024, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu",
"https://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2024 through June 30, 2027]"
],
"curation:start": [
"2024"
],
"curation:end": [
"2027"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13742",
"dcterms:title": [
"Social Studies and Social-Emotional Learning in Alternative Education"
],
"dcterms:creator": [
"Jaylene A. Vegas-Kentner"
],
"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 create a social studies curriculum incorporating social-emotional learning principles for secondary students, particularly at an alternative school. After researching, I have found a few curriculum options for secondary teachers where social-emotional learning is embedded in their subject area. Most available social-emotional learning curriculums are their entities and are typically created for elementary students. This project can offer different strategies to develop a curriculum that combines content curriculum and social-emotional learning to support secondary educators and their students."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"SEL, Rural Education"
],
"SKOS:note": [
"Joshua Schulze",
"Margaret Nesbit",
"Kenneth Carano"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13721",
"dcterms:title": [
"Navigating Culturally Relevant Writing Instruction in White Dominant Spaces"
],
"dcterms:creator": [
"Heather Bellinger"
],
"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": [
"This professional project explores student-centered and culturally relevant writing instruction practices and implements such strategies into a semester-long writing curriculum. The writing curriculum is designed to be used by College Now high school teachers for college-credit awarded ELA courses and other educators who are in need of writing curriculum and/or instructional strategies. \nThe second part of this professional project is a preliminary reflective research project. The author observes and reflects on their experiences teaching in a less diverse school, where the student population is primarily white, middle/high socioeconomic status, and culturally and ideologically similar. The author attempts to gather qualitative data from participants in a survey for faculty members at the same school, and reflects on what themes and patters emerged as well as next steps for future research."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Culturally Relevant Teaching, SOAPSTone, Teaching in White Dominant Spaces"
],
"SKOS:note": [
"Josh Schulze",
"Melanie Landon-Hays",
"Debra Radtke"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13717",
"dcterms:title": [
"Strategic Play: Advancing Teacher Professional Development in K-5 Digital Game-Based Learning"
],
"dcterms:creator": [
"Connor Eyler"
],
"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 provides elementary school teachers with a comprehensive guide to incorporating Digital Game-Based Learning (DGBL) into their classrooms. The project addresses the evolving educational landscape by creating an accessible instructional booklet that covers the benefits and core principles of DGBL, digital game selection and alignment with Common Core State Standards, practical implementation techniques, and methods for assessing student learning through digital games. The booklet synthesizes current research and narrows down the best practices for DGBL implementation to offer actionable insights and strategies. This project aims to enhance professional development, promote innovative teaching methods, and prepare young learners for the digital age by equipping educators with the necessary tools and knowledge."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Instruction, elementary students, games"
],
"SKOS:note": [
"Gregory Zobel",
"Joshua Schulze",
"Dana Ulveland"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13714",
"dcterms:title": [
"Rebuilding Teacher Morale: The Benefits of Integrating Social and Emotional Learning into Core Academics for Educators and their Students"
],
"dcterms:creator": [
"Charly Sturgeon"
],
"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": [
"This project examines the impact of situating Social Emotional Learning into the operational curriculum within the elementary school classroom. The context for this project is based in the rural community of the Morrow County School District and addresses the issues related to prioritizing academic standards over social and emotional learning competencies. The purpose of this study is to explore the positive effects of integrated SEL and academic curriculum on student academic performance, problem behaviors, and teachers’ feelings of demoralization. This project makes an effort to address the rising rate of teacher attrition through the implementation of an integrated curriculum that focuses on the education of the whole child. \n\nKeywords: Social/emotional learning (SEL), self-awareness, self-management, social awareness, relationship skills, responsible decision making, student engagement, demoralization, burnout, autonomy, integrated curriculum design"
],
"dcterms:license": [
"CC-BY-NC-ND (attribution, non-commercial, no derivatives)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Early Childhood Education"
],
"BIO:keywords": [
"SEL, Demoralization, Integrated Curriculum Design"
],
"SKOS:note": [
"Josh Schulze",
"Rachel Harrington",
"Cindy Ryan"
],
"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/13704",
"dcterms:title": [
"Inclusion of Students with Autism in Mainstream General Education Classrooms"
],
"dcterms:creator": [
"Robert Michael Redfield"
],
"dcterms:date": [
"6/14/2024"
],
"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 action research project sought to discover which pedagogical practices and strategies were best for students with autism in my sixth grade general education classroom. A review of the relevant literature failed to provide any actionable strategies beyond the generalized, yet ubiquitous, findings that inclusion of students with autism in a general education classroom with their typically developing peers is beneficial to all students in the classroom. In an effort to supplement the gap of knowledge in the extant literature, I subsequently embarked upon a data collection effort in my classroom that, in theory, would help elucidate the nature and efficacy of placing students with autism in a general education classroom. While some students with autism succeeded in a general education classroom, others did not. In order for students with autism to be successfully included in general education classrooms, teachers will need to utilize various pedagogical strategies and create detailed support plans that go beyond a student’s IEP. Likewise, school districts will need to cope with the gap between theory and practice by ensuring sufficient paraprofessional support for each student with autism, while providing teachers and paraprofessionals with the training and tools they need to create the inclusive classroom mandated by law."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Classroom, Autism, Inclusion"
],
"SKOS:note": [
"Xiaopeng Gong",
"Amy Bowden"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13702",
"dcterms:title": [
"INCREASING STUDENT ENGAGEMENT BY SUPPORTING NEEDS"
],
"dcterms:creator": [
"Raphael F. Concha Garcia"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English, Spanish"
],
"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's primary goal was to prioritize students by giving them the resources they needed to assist their social and emotional development and encourage constructive behavior. The normal standards, which are appropriately drafted and governed in accordance with each state or school district, can help teachers achieve this. In order to help students learn Spanish and increase their engagement, this study project examined classroom techniques and procedures in detail while taking into account the students' social environments. Supporting students' behavioral, social, and emotional needs was positively correlated with higher levels of student involvement, according to a number of studies and research projects (Adamson & Lewis, 2017). My objective was to thoroughly examine the process of teaching English as a second language in my classrooms. I attentively took notes and gathered necessary data in order to do this. I used a range of resources, including Vygotsky scaffolding (Nordlof, 2014), to come to relevant findings. Furthermore, I gathered all the data and findings required to carry out an exhaustive analysis. I recorded students' work in groups, pairs, and individually to bolster my research. Lastly, in order to enable a thorough investigation and the formulation of critical conclusions that would benefit all students and teachers, I closely examined the efficacy of the various tactics used. My main objective was to ensure that this research would be of tremendous use to future educators in helping students and addressing behavioral issues related to social and emotional development in our classrooms."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Cajabamba, Paramonga, North Bend."
],
"SKOS:note": [
"Xiaopeng Gong",
"Dustin Hood"
],
"curation:type": [
"action_research"
]
},
{
"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/13671",
"dcterms:title": [
"Songwriters in the Round: Centering Student Voices and Decolonizing Curriculum in the Secondary Music Classroom"
],
"dcterms:creator": [
"Kevin Fox"
],
"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": [
"Engaging students’ personal and cultural background and interests are crucial components of effective pedagogy and curriculum, especially as educators aim to improve the equity and accessibility of music courses. Utilizing the unique funds of knowledge students bring to the classroom has become a critical aspect of lesson planning and assessment for teachers across content areas. In this action research project, I aim to analyze how I engage student background and interests in traditional and non-traditional secondary music courses. My findings suggest that while I was successful in implementing student funds of knowledge and engaging both formal and informal content knowledge, the methods and purpose of each differed across traditional and non-traditional music courses. While a transformative approach to teaching inspired my planning and assessment, there is still more to be done for spreading more accessible forms of music education and teaching from unique cultural viewpoints."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"culturally relevant pedagogy, universal design of learning, music education"
],
"SKOS:note": [
"Joshua Schulze",
"Silas Hassrick"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13669",
"dcterms:title": [
"The Use of Technology Guided by the SAMR Model in the World Language Classroom to Increase Student Engagement"
],
"dcterms:creator": [
"Jenny Workman"
],
"dcterms:date": [
"6/14/2024"
],
"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 explores the implementation of technology in the Spanish classroom\nand if the use of technology increases student engagement. As I planned lessons, I used the\nSAMR Model developed by Rueben Puentedura to guide my decisions on when and what type of\ntechnology to use to deepen student learning and increase engagement. My research question\nguiding my study is: Does the appropriate use of technology increase student engagement in the\nhigh school world language classroom? What types of technology do the students benefit from\nthe most? In my lessons, I used several forms of technology: Google Slides, Kahoot, Quizlet,\nBlooket, YouTube videos, Book Creator, recorded student interviews, Google Earth, and various\nwebsites like myspanishplans.org and Google images. I also explored ChatGPT to create several\nlessons. . As I collected data during the four-week period, I studied two groups of students in a\nSpanish 1 high school classroom. I measured three different types of engagement, behavioral,\ncognitive, and emotional. I also kept a teaching journal for observations, highlighted areas in my\nlesson plans where I used the SAMR Model to guide my planning, and at the conclusion of the\nstudy, I gave a student survey to obtain student feedback. The results showed that using\ntechnology in the classroom increases student engagement. Findings of the study should\nencourage other teachers to implement technology in the world language classroom.\nKeywords: world language, technology, SAMR Model, engagement"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xioapeng Gong",
"Dana Loso"
],
"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/13667",
"dcterms:title": [
"BREAD AND ROSES: ON THE POWER OF CLASS STRUGGLE UNIONISM FOR TEACHERS AND STUDENTS IN THE 21ST CENTURY"
],
"dcterms:creator": [
"Geovanny Tolentino"
],
"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 paper is an action research project that examines the efficacy of an English Language Development teacher’s strategies to promote class struggle unionism and socialist theory in the classroom. The study also explores the implications of pursuing such a pedagogy. Is it effective? Is it professional? Do other educators view it as worthwhile? Is this approach reconcilable with a standards-based, inquiry-oriented curriculum? The research focuses on the teacher’s instructional methods in one designated ELD class. The educator, who has been teaching for two and a half years on a restricted license, specifically hoped to explore the efficacy of strategies in regards to Multilingual Learners of English (MLEs), who he saw as among the most exploited groups in a capitalist organization of the economy. After teaching his lessons and reviewing data samples, the teacher concluded that students are capable of learning dense concepts derived from socialist theory, including class formation, class struggle, and class struggle unionism. The most effective ways to accomplish this include sheltered strategies, multicultural representation, and open-ended discussion. A full chronology of the paper includes a philosophy of education, literature review, research methods, the presentation of findings, and a conclusion."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"class struggle, pedagogy, unions, labor movement, Multilingual Learners of English, strikes"
],
"SKOS:note": [
"Joshua Schulze",
"Kenneth Carano"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13664",
"dcterms:title": [
"Fostering in the 21st Century Technology in the High School English Language Arts Classroom"
],
"dcterms:creator": [
"Baylee Groom"
],
"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": [
"My ARP is over using technology in the classroom. I focused on how much that technology is used in classrooms, who is more likely to use technology in their classroom and the different ways of providing students with access to technology. Technology isn't something that is going away. It is always going to be advancing for the better which means it is up to the teachers to help equip our students with those skills. The students who are born in this generation and generations to come are going to be expected to use this technology in their workspace when they graduate. If they are not taught how to use it now they will be behind where their employers want them to be. This is why it is up to the teachers and schools to reflect on their teaching and figure out new and innovative ways of bringing technology into the classroom."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Digital Natives, Infographic, InTASC"
],
"SKOS:note": [
"Joshua Schulze",
"Anna Grewe Davey"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13584",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Roles and Responsibilities of Adults in Youth Extracurricular Activities"
],
"dcterms:creator": [
"Neil Zimmerly"
],
"dcterms:subject": [
"extracurricular programs",
"child development"
],
"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": [
"After-school activities have many confirmed benefits for students of all ages. Solid programs can help kids find lifelong passion or help them stay in the classroom. Unfortunately, not all programs are well run and the kids do not have the ability to change their environment. That means the responsibility for running an effective program for kids falls upon the adults in charge. Numerous studies have already shown the positive benefits of extracurricular programs. This thesis explores some of the ways that parents, coaches, mentors, teachers, and other facilitators can foster positive relationships with children and create an environment that encourages growth and development."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Kenneth Carano",
"Marcus Wenzel"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13570",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Removing Roadblocks For Families In Math Education"
],
"dcterms:creator": [
"Britain Schneider"
],
"dcterms:subject": [
"mathematics",
"education"
],
"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": [
"The importance of math in our everyday lives is evident in most things that we do, from calculating bills, to watching sports, to determining the amount of time it takes to complete a task. If these tasks require using foundational math skills then our question is, “How do we improve the connection between classroom instruction of mathematics and the home unit?” There are academic practices that teachers can use inside their classrooms which also translate to tools that they can send home to families to encourage partnership between classroom instruction and the home unit. Examples of these tools include family math nights that bring everyone together to partake in math activities, weekly letters home that inform parents of what is being taught in the classroom and give support for continued learning at home, and math games that help students see the joy in learning math wherever they are. This thesis will analyze how these mathematical practices for 8 year olds are important not only for teachers and families, but for school administrators, legislative leaders, and curriculum designers."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Kait Hodgin"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"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/13320",
"dcterms:title": [
"Increasing Opportunities for Integrating Makerspaces into Rural Elementary Schools Professional Project"
],
"dcterms:creator": [
"Edward M Nichols"
],
"dcterms:subject": [
"makerspace",
"professional development",
"engagement"
],
"dcterms:date": [
"6/1/2023"
],
"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 professional project explores the potential benefits and challenges of integrating makerspaces into rural elementary schools. Makerspaces offer experiential learning opportunities beyond worksheets and screen time, a more student-driven approach supported by both the tenets of constructivism and constructionism. This learning style can deepen students' understanding of core concepts and engagement in STEM and other academic subjects. School-based makerspaces also benefit students by introducing 21st-century skills such as communication, collaboration, and problem-solving in elementary schools. The maker movement, which began in the early 2000s, encourages participants to design, build, and experiment with various materials and tools. Adopting a school setting provides an integrated education option for schools and their teachers. While makerspaces have become increasingly popular in urban and suburban areas, rural schools face unique challenges when implementing them. \n\n Drawing on existing literature and information collected from rural school educators allows the identification of critical strategies for overcoming these challenges and increasing opportunities for integrating makerspaces into rural elementary schools. Creating a dynamic website to support educators in bringing maker education to their schools is outlined. This site contains resources for funding, lessons, projects, and research to support implementation. Educators are also encouraged to have a voice by asking questions and posting resources themselves. In addition, I have also facilitated multiple professional development sessions designed to familiarize rural teachers with the implementation of makerspaces. Through careful planning, collaboration, and creative use of resources, makerspaces can be integrated into rural schools. When successful, this integration provides students with engaging and enriching learning experiences that prepare them for success in a rapidly changing world."
],
"bibo:degree": [
"Master of Science in Education: STEM Education"
],
"SKOS:note": [
"Joshua Schulze",
"Gregory Zobel",
"Cristina Trecha"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13312",
"dcterms:title": [
"Culturally Relevant Teaching, From Theory to Practice in a Secondary Health Class"
],
"dcterms:creator": [
"Kristine Rosentrater"
],
"dcterms:subject": [
"Culturally Relevant Teaching",
"Secondary",
"Health Education"
],
"dcterms:date": [
"6/1/2023"
],
"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": [
"Culturally Relevant Teaching is a theory driven by the teachers' ability to relate the content of their classroom to the cultural backgrounds of their students. As a health teacher, I set out to discover if I could make Culturally Relevant Teaching more than a theory. Through the use of the cycle of effective teaching: Lesson planning, teaching methods, and assessments, I examine if CRT will go from theory to actionable practice in my secondary health classroom."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Loren Wisniewski"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13309",
"dcterms:title": [
"How Social Emotional Learning and Restorative Justice Practices Cultivate an Inclusive Drama Classroom"
],
"dcterms:creator": [
"Delaney Barbour"
],
"dcterms:subject": [
"theatre",
"restorative justice",
"middle school"
],
"dcterms:date": [
"6/1/2023"
],
"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": [
"During the course of this Action Research Project, or ARP, I studied the relationship of restorative justice practices and the community, inclusivity, and social emotional learning of a middle school drama classroom. My classes began every day in an intentional restorative justice circle over the research period, answered a predetermined check-in question, and wrote reflections in a personal journal. In order to gather data on the effect of the morning circles, I had them make journal entries, I answered daily journal entries, and recorded supervising teachers’ observations. In addition to those data points, I collected two anonymous surveys, one at the beginning of the research period and one at the end. These various forms of data collected revealed an overall positive trend towards students’ feelings of belonging, community, and inclusivity from the introduction of the restorative justice circles to the end of the data collection period. Limitations I encountered included disruptions in class time for mandatory state testing and lockdowns in response to various threats. However, even with those limitations in mind, the overall effect that restorative circles had on students’ sense of belonging and community was positive."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Marie LeJeune",
"Joshua Shulze",
"Nicole Accuardi"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13308",
"dcterms:title": [
"Building Curriculum from OER: An Online US History Unit"
],
"dcterms:creator": [
"MaKaila Hiddleston"
],
"dcterms:subject": [
"K-12",
"Curriculum",
"UDL"
],
"dcterms:date": [
"5/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"My project explores the uses of Open Educational Resources (OER) in the K-12 Educational Landscape. Upon discovering the gaps in education that OER could cover and bridge, I decided to create a cohesive unit comprised entirely of OER. The purpose of this project was to create a resource for teachers to utilize when searching for online content for instruction, clear up any confusion about OER, and show that OER can be used within the Universal Design for Learning framework. I created a website for teachers to access in order to learn more about OER and utilize the unit I created from OER."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Marie LeJeune",
"Gregory Zobel"
],
"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/13304",
"dcterms:title": [
"Teacher Mentoring and Retention"
],
"dcterms:creator": [
"Brittany Kauffman"
],
"dcterms:subject": [
"Teacher",
"Mentoring",
"Retention"
],
"dcterms:date": [
"6/17/0023"
],
"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": [
"A look at the correlation between quality teacher mentor programs and their effect on teacher retention. This project focuses on shifting our current mentor program to a more beneficial program for new teachers and also providing resources and support for new teachers."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Dana Ulveland",
"Stephanie Waters"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13303",
"dcterms:title": [
"Increasing Student Ownership in the General Music Classroom"
],
"dcterms:creator": [
"Christiana Zollner"
],
"dcterms:date": [
"6/1/2023"
],
"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": [
"How can a teacher increase student ownership in the music curriculum? This is the essential question guiding the action research in this paper. The elementary general music classroom can be uncomfortable when not all students feel musically inclined yet they are still required to attend class, participate, and be graded in their musical ability. On top of music class, many schools require the music teacher to put on a community performance where students sing for their families. While music can be one of the purest forms of self-expression, such conditions could cause students to feel forced into unwanted activities that do not express who they are.\nThrough using critical pedagogical techniques such as inviting students to form different aspects of their own music program, teachers can create a curriculum with their students that better represents who they are. Research has shown that when music is taught in more communal ways where students are given more choice as to how to participate or at what level, they are more successful in the music classroom.\nFor my research I invited students to contribute to their upcoming music program in a multitude of open-ended ways and journaled my classroom observations as well as collected data surrounding how many students elected to speak or solo at the concert, data on the varied ways that students contributed to the program, data on how students were feeling and what they were looking forward to, and how and when students were engaged. The data I collected will be a firm foundation from which to continue the work or continually getting ideas and feedback from students and implementing them into the curriculum to create a program that comes from the students."
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13300",
"dcterms:title": [
"Teaching Music in Today's Classrooms: Issues of Equity, Inclusion, and Classroom Climate"
],
"dcterms:creator": [
"Drew E Medak"
],
"dcterms:subject": [
"Music Equity",
"Jazz Education",
"Classroom Climate",
"Retention"
],
"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": [
"The purpose of this study is to critically examine the issues of equity, retention, and motivation in today’s music classrooms, and also examine my own teaching practices in order to ask myself these questions: Am I fostering a life-long love and curiosity for music for all my students as well as giving them relevant skills to enter the ever-changing job market if they choose to do so? Or am I still resorting to the methods my former music teachers used to develop unhealthy attitudes about music and holding unrealistic expectations about their future as a musician?\nAs you read this study, you will see my research questions addressed throughout:\nHow will I navigate through being a music educator when all of these “old-school” achievement-based expectations are still put in place by many school districts?\nHow can I teach my kids healthy competition in conjunction with learning how to love music and create a healthy learning environment?\nWhat are better ways I can advocate, help, and support all my students that really need it while still maintaining a steady momentum in the classroom and goals that every student can feel great about achieving?"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Patrick Limbert"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13299",
"dcterms:title": [
"It’s Not Just About the Art: Helping Students Become Active Learners Through a Culturally Responsive Arts Curriculum"
],
"dcterms:creator": [
"Teresa L. Hire"
],
"dcterms:subject": [
"culturally responsive teaching",
"middle school visual art",
"participatory pedagogy"
],
"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": [
"Culturally responsive arts curriculum research in a racially/ethnically diverse Title I middle school arts classroom found that student engagement and participation increased after implementing lessons that connected to various cultural funds of knowledge. Connections to student background experiences included exploratory lessons on: planting seeds and visually documenting growth and transplanting seedlings to school garden; exploring Pacific Islander culture, patterns, and symbolism in Samoan tapa cloth designs with a survey of personal student identity; and hands-on exploration of form by using generational familiarity with Lego toys to create the illusion of 3D form on paper and digitally, as well as inventing and modeling new Lego pieces in clay. Increased engagement was documented in student sketchbooks, artistic projects, exit tickets, student reflections, and teacher observations. Literature in the field of culturally responsive teaching outlined by Geneva Gay (2000), and her five tenets, was used as the pedagogical framework to provide novel examples for teachers to implement in a middle school visual art classroom. In the closing reflection of the action research project, teachers will discover that a meaningful arts curriculum “is not just about the art”."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Paula Booth"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13287",
"dcterms:title": [
"The Converse Podcast: A Podcast By Teachers, For Teachers"
],
"dcterms:creator": [
"Rhyan G. Shultis"
],
"dcterms:subject": [
"podcast",
"teaching",
"education"
],
"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 project was the development and creation of a podcast geared for teachers to get advice to support their day-to-day tasks teaching. The episodes are backed by research and are conversational in nature, making it easy to listen and gain ideas/advice from."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Mandy Olsen",
"Marcus Wenzel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13284",
"dcterms:title": [
"Using Engaged Pedagogy to Foster Holistic Growth in a Physical Education Classroom"
],
"dcterms:creator": [
"McKenzie M. Hunt"
],
"dcterms:subject": [
"engaged pedagogy",
"physical education",
"elementary"
],
"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 research paper explores the implementation of engaged pedagogy, a teaching framework developed by bell Hooks, in the context of physical education (PE) to promote holistic growth among elementary school students. The study aims to create an environment that actively involves students in the learning process and connects classroom education to real-world issues. The three tenets of engaged pedagogy—holistic growth, embodied vulnerability, and connecting theory with practice—are examined through a literature review, focusing on their impact on student-teacher relationships and holistic development. The research question guiding this study is: \"How can I create an environment that promotes holistic growth in elementary physical education while using engaged pedagogy?\"\nTo investigate this question, the study adopts action research principles and employs various data collection methods, including self-study aligned with professional teacher standards, teacher artifacts, clinical teacher observation, and supervisor feedback. Additionally, data collection involves student journal entries, observation feedback from the clinical and supervisor teachers, and reflection notes by the researcher. The journal entries focus on students' emotions during lessons, their impact on classmates, and their perceived strengths. The observation feedback and reflection notes provide additional insights into the effectiveness of engaged pedagogy practices in promoting holistic growth"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Corrine McGinnis"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13282",
"dcterms:title": [
"Critical pedagogy and physical education"
],
"dcterms:creator": [
"Ben Bauman"
],
"dcterms:subject": [
"physical education",
"critical pedagogy"
],
"dcterms:date": [
"6/16/2023"
],
"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": [
"The purpose of this action research project is to examine my own teaching practices and look at how I can improve those practices and make a learning environment that is both inclusive and challenging for all students. I specifically looked at how I can use the teachings and philosophies of Paolo Freire to improve the learning environment. Before collecting and analyzing data I took a deep dive into the workings of Freire and tried to find ways to incorporate those philosophies into my teaching. Some of the big takeaways that I found from the research were that the learning environment needs to be more student-centered and allow for discourse among students and teachers. I collected data through field notes, observations, and document analysis. I analyzed that data and found some interesting results and found some great ways to implement them into my teaching. Overall this process provided me with some great techniques and improved me as an educator."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Kyla Van Voorst"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13281",
"dcterms:title": [
"Applying Humanistic Theory to a Secondary Mathematics Classroom"
],
"dcterms:creator": [
"Timothy R. Hartley"
],
"dcterms:subject": [
"Humanistic Theory",
"Secondary Mathematics",
"Self Efficacy"
],
"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": [
"Engaging students in a mathematics classroom can be a challenging process. With the variety of challenges students face daily, these challenges are factors that influence a student’s behavior and performance within the classroom. Humanistic Theory in the mathematics classroom allows teachers a framework with which to support their students through encouragement and building students’ motivation while continuing to teach mathematics on a daily basis.\n\tThe research I conducted focused on how I planned for the lessons I taught, the observational feedback given back to me from my university supervisor and two cooperating teachers, and my daily reflections from teaching days in my focus classroom. These observations are used as I use both quantitative and qualitative analysis to analyze my teaching practice, in my hope to become a better mathematics teacher."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Marie LeJeune",
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12899",
"dcterms:title": [
"How to Teach Phrasal Verbs Using Conceptual Metaphors"
],
"dcterms:creator": [
"Daniel Thom"
],
"dcterms:subject": [
"This chapter is from the Honors Thesis",
"\"A Cognitive Linguistic Approach to Phrasal Verbs",
"\""
],
"dcterms:date": [
"6/1/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"english_studentpubs/1"
],
"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/"
],
"VIVO:departmentOrSchool": [
"eng"
],
"curation:note": [
"Although ubiquitous in the English language, phrasal verbs are one of the most difficult constructions for English language learners to learn, as their meanings have traditionally been regarded as arbitrary and chaotic. However, recent developments in cognitive linguistics have shed light onto schematic motivations of phrasal verb meanings and thus present a number of pedagogical applications. The purpose of this handbook is to provide English language teachers with a foundation in the theory and pedagogical approaches to teaching phrasal verbs, using a cognitive linguistic framework."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12614",
"dcterms:title": [
"The Effects of Mentoring and Sex Differences on Perceptions of Academic Success in At-Risk Minority Youth"
],
"dcterms:creator": [
"Sandy Cerda-Lezama"
],
"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/240"
],
"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": [
"Previous research on academic success shows a difference in achievement level between students who participated in school-based mentoring and those who did not receive mentoring. The purpose of the current study was to explore the effect that mentoring, and sex differences had on the perceptions of academic success in at-risk minority youth. It was predicted that participants would rate students with mentors as more likely to succeed academically in their future. It was also predicted that participants would rate female at-risk minority students higher in terms of future academic success compared to males if they had a mentor, as well as if they did not have a mentor. Participants (N = 29) were college students recruited at Western Oregon University through SONA. They were randomly assigned to read one of four scenarios of an at-risk minority youth’s life and rate their future academic success based on the resources that were provided to them. Results confirmed the prediction that at-risk minority students with a mentor would be perceived as significantly more likely to succeed academically in their future, but there was no significant difference in rating within the sex of the student. The implementation of the results in this study could positively influence parents, teachers, principals, representatives in school boards, etc., by giving them a message that all students can significantly benefit from mentoring independent of their sex. The finding that students who have a mentor are perceived as more successful is meaningful because research indicates that other’s expectations of individuals influences actual outcomes and behaviors. Past research suggests that youth may act as is expected for them to act. If at-risk minority youth are expected to be successful with a mentor, this indicates that the more mentoring provided for youth could be beneficial. Future research on the structure of mentoring programs that best fits the needs of at-risk minority youth, longer-term mentoring programs, and recruitment for more mentor volunteers is warranted."
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"Brooke Dolenc Nott"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12569",
"dcterms:title": [
"Career Development: Activities that Enhance the Skills of High School Students to Young Professionals"
],
"dcterms:creator": [
"Madalyn Grieb"
],
"dcterms:subject": [
"career development",
"high school students"
],
"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/185"
],
"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": [
"There are many obstacles on the journey of obtaining a high school diploma. In addition to taking various core and elective classes, high school students also need essential skills such as public speaking, writing a professional email, talking on the phone, writing resumes and cover letters, creating a LinkedIn, dressing professionally, networking, filling in applications, to become young professionals in the workforce. In the Oregonian, Betsy Hammond reports that “nearly 40 percent of Oregon high school grads don't go to college”. Then creating 40 percent of the Oregon population that will need help in building their professional profile for themselves sooner than many other high school students. According to the literature, one thing teachers can do to enhance their students’ transitions into the workforce is to implement the aforementioned activities in their curriculum. Along with building the stronger intrinsic motivation to learn how to apply the course material in their future endeavors. This will counteract the “extrinsically motivated students [that] may exert only the minimal behavioral and cognitive effort they need to execute a task successfully” (Ormond, 2015, p. 425). The objective of the current study is to review research studies on the topic, and make suggestions for teachers regarding what they can do to improve the next generation’s workforce by providing different ways to instill intrinsic motivation to help in their transition of becoming young professionals. A comprehensive review of the transition from High School students to young professionals will be conducted. Other relevant topics such as high school graduation rates and young adults in the workforce will also be examined."
],
"VIVO:departmentOrSchool": [
"Education"
],
"SKOS:note": [
"Xiaopeng Gong"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11744",
"dcterms:title": [
"Education Strategies that Promote Community Awareness about Geologic Hazards"
],
"dcterms:creator": [
"Salvador Garcia Lopez"
],
"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/259"
],
"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": [
"Educating communities about geologic hazards saves lives while also reducing the fear and stress of living in hazardous areas and is an important tool within hazard mitigation frameworks. This study focuses on ways that local communities educate the populace about hazards that may impact their lives. By concentrating on two case studies representing different locales, one of the goals of this project is to compare educational strategies and gauge public perception of geologic hazards facing the community. One case study focuses on the towns that surround Merapi Volcano in Indonesia, while the other focuses on tsunami and earthquake preparedness in Seaside, Oregon.\nAccording to studies conducted around Merapi Volcano, many school children in the region have directly experienced hazards such as tsunamis, earthquakes, and volcanic eruptions. However, when asked questions about what to do in certain situations involving hazards, many students showed confusion and uncertainty. The information that they were taught on geologic hazards was surficial, because the teachers had only been provided with minimal training on the subject. Feedback from both the students and teachers about the teaching and training they are receiving shows that the curriculum is somewhat effective, but there is still room for improvement. Teacher training programs should be guided by the most up-to-date scientific knowledge through coursework at universities and workshops led by professional organizations. While content about geologic hazards can be embedded throughout the curriculum and be taught as a recurring theme through a student’s grade school journey, there should also be focused content delivery taught specifically by science teachers in the school.\nThe second case study focused on strategies for educating a variety of different demographics in Oregon coastal communities about earthquake and tsunami preparation. This study showed that there are many different approaches towards promoting hazard awareness, and factors such as age, language, educational level, and disabilities should be taken into consideration. The emphasis in many coastal communities in Oregon is on educating residents through community meetings. However, there is a lack of focus on educating tourists in the coastal areas in the Pacific Northwest. If a geological hazard occurs, tourists need to know where to go and simple signs directing towards safe zones would increase the hazard preparedness. Along with signs, coastal communities can deploy warning systems that notify people about an impending hazard and provide evacuation information. More widespread use of these types of education strategies and warning systems would be beneficial towards the safety of everyone in coastal areas.\nWhile many communities are being educated about the dangers that they could face from natural disaster events, the methods by which they are being informed can only prepare them to a certain extent. Geologic hazards are natural events that will always present risks for human communities, so it is best that we normalize conversations about these hazards so that when they do occur, fear does not overcome the training and preparation that can save lives."
],
"VIVO:departmentOrSchool": [
"Earth/Physical Science"
],
"SKOS:note": [
"Jeffrey Templeton"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11736",
"dcterms:title": [
"Optimism and Performance of Novice ESOL Teachers"
],
"dcterms:creator": [
"Elizabeth Conkey",
"Natalie Nibler",
"DeAnna Sturm"
],
"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/25"
],
"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": [
"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 programs (N=47) were sampled and surveyed. Optimism significantly predicted perceived teaching performance, t(43)= 3.17, p=.003, and there was 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."
],
"dcterms:bibliographicCitation": [
"Conkey, Elizabeth, Natalie Nibler, and DeAnna Sturm. \"Optimism and Performance of Novice ESOL Teachers.\" Poster presented at the Academic Excellence Showcase, Western Oregon University, May 31, 2012."
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"Debi Brannan"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11679",
"dcterms:title": [
"The Relationship between Self-Perception of Math Ability and Math Performance"
],
"dcterms:creator": [
"Jim Fitzgerald"
],
"dcterms:subject": [
"self perception",
"math ability",
"math performance"
],
"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/19"
],
"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": [
"In this study, I examine the relationship between the self perception of math ability and math performance. High school geometry and algebra II students describe how they perceive their own math ability, where they think math ability comes from, and how they feel other people (family, teachers and peers) perceive their math ability. The student responses are then compared to their academic performance. The results show that students who believe that others see them as having natural math ability have a high self-perception of their own math ability and perform better in mathematics."
],
"dcterms:bibliographicCitation": [
"Fitzgerald, J. (2012, May). The relationship between self-perception of math ability and math performance Poster session presented at the Western Oregon University Academic Excellence Showcase, Monmouth, OR."
],
"SKOS:note": [
"Holly Eckles"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11644",
"dcterms:title": [
"The Effects of Color on School Performance"
],
"dcterms:creator": [
"LaTasha Horton"
],
"dcterms:subject": [
"color",
"tests",
"student performance"
],
"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/16"
],
"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": [
"Color has a significant impact on people’s lives. It is a powerful communication tool and can be used to signal action, influence mood, and cause psychological reactions (Hemphil, 1996). Some teachers choose to print test on differently colored paper to prevent cheating but many studies have found an effect between colored paper and school performance. Previous studies have found that school performance was lower on test printed on colored paper compared to white paper. Specifically Skinner (2004) found that best performance was elicited by white paper. Using a between subject design, this study test the effects of color on school performance with pink, gray, and white paper."
],
"dcterms:bibliographicCitation": [
"Horton, LaTasha. \"The Effects of Color on School Performance.\" Poster presented at the Academic Excellence Showcase, Western Oregon University, May 31, 2012."
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"Gale Lucas"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7103",
"dcterms:title": [
"Ian Fleming's Chitty Chitty Bang Bang: A Free Drama Program for Students and Adults in the Community of Monmouth/Independence (Project Analysis)"
],
"dcterms:creator": [
"Jeremiah Price"
],
"dcterms:subject": [
"theater",
"Maurice Price",
"Western Oregon University"
],
"dcterms:description": [
"2018 Finalist"
],
"dcterms:date": [
"6/1/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maurice/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": [
"Back in September, after having seen a great need in my community for arts programs for students and adults, I set out to put on a theatre program and direct a musical in the community. Ihad worked with my students at local churches and schools that were looking for creative outlets,but whose parents could not afford to have them participate in local theatres or choirs. I alsoencountered teachers, pastors and other working adults whose work schedules would not allow\nthem the flexibility to participate with local programs. The goal was to raise enough money for the production that cast members would not have to pay dues to be apart of it, and coordinate the schedule so that busy adult s with careers could also participate. This was going to be a significant challenge, but after raising money in the fall and securing a couple of churches with open schedules, I felt that I had a realistic and measurable goal that I could accomplish over the\nperiod of a couple of months."
],
"VIVO:departmentOrSchool": [
"eng"
]
},
{
"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/5157",
"dcterms:title": [
"What's the Subjunctive, Again? Preparing English Speakers for Learning Spanish"
],
"dcterms:creator": [
"Emmy Lou Pearl Olsen"
],
"dcterms:subject": [
"language acquisition"
],
"dcterms:date": [
"6/1/2014"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/13"
],
"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": [
"Fostering communicative competence goes far beyond throwing students into conversation groups. A communicative approach to language teaching involves using authentic language from the very beginning of instruction, presenting real or at least plausible language tasks, and focusing on use of language not on specific grammatical function. What this tends to mean for a classroom is much less time spent on explicit grammar instruction and more time spent on students “getting their hands dirty” and exploring the language for themselves. For all the shifting away from constant grammar lessons in second language teaching, there is still a time when some of the fine inner workings of grammar must be explained. This type of grammar instruction requires that teachers and students engage in “metalanguage,” the vernacular or language used to talk about language. This is where my project fits into the scheme of second language Spanish instruction."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"David Hargreaves",
"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/5088",
"dcterms:title": [
"The Imposter Phenomenon and Anxiety among Pre-Service TESOL Teachers"
],
"dcterms:creator": [
"Keelie Daquilanto"
],
"dcterms:date": [
"6/1/2015"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/33"
],
"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 purpose of the current study was to evaluate anxiety, preparedness and attitudes of pre -service TESOL teachers participating in a Health Literacy Learning program. More specifically the study analyzed the Imposter Phenomenon (IP) and Teacher Anxiety (TchA). Data were gathered using the NSST Imposter Scale, and the Teacher Anxiety Scale. Participants consisted of 15 pre -service TESOL teachers (12 females, 3 males). Results revealed significant differences in examining the influence of IP on confidence about teaching competence t (13) =2.91, p =.01, and marginally significant results when examining the influence of IP on anxiety about lesson presentation t (13) =1.04 p =.05. No significant results were found in influences of gender on IP or anxiety, or level of experience on anxiety, p =ns. Future research should examine IP and anxiety among teachers in general, as well as gender differences. Additionally differences among TESOL instructors and general K -12 teachers."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Debi Brannan",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5045",
"dcterms:title": [
"Teaching Strategies for the High School Math Classroom"
],
"dcterms:creator": [
"Tabitha McAfee"
],
"dcterms:date": [
"6/1/2012"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/56"
],
"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": [
"As technology, social interactions and diverse cultures grow; teachers are faced with the challenge of creating informative, relevant and interesting lesson plans for the current generation. While this thesis started out as a creation of two unique lesson plans, it turned into a journey through different teaching methods and the theories that back those methods. This thesis highlights two teaching strategies: Inquiry-Based Learning and the use of Real World examples. These methods can be applied to most middle school or high school mathematics classrooms. Two lessons are given as examples of these teaching methods. A Cryptology lesson introduces students to c lock arithmetic and relates it to encrypting and decrypting codes. In addition, a Geometry lesson focuses on the relationships between similar and congruent triangles. Both lessons use the Inquiry -Based Learning method and Real World applications to actively engage students in what they are learning and thus, give them the opportunity to create meaningful learning experiences."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Cheryl Beaver",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4960",
"dcterms:title": [
"Physical Activity in The Elementary Classroom"
],
"dcterms:creator": [
"Ashley Templeton"
],
"dcterms:date": [
"6/1/2017"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/138"
],
"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": [
"It is clear that physical activity affects the body and helps us to become healthy and physically fit, but there is an increasing amount of research being done suggesting that the benefits of physical activity stretch much farther than building and toning muscles. During physical activity, the brain is influenced in ways that have the potential to improve academic success among elementary school students. The purpose of our thesis was to analyze the research that has been done on the effects of physical activity on the brain by creating this literature review that helps determine how physical activity can be utilized in the education system. We then took that information and compared it to our theories so that we could better understand where current issues lay and how they might be addressed as we enter the teaching profession. Based on our research, we developed a pedagogical theory of best practice which we can now put to use in our future teaching careers. To conclude this thesis, we have included ways for teachers to implement our findings through activities such as brain breaks, teaching strategies and school wide fitness programs, so that our research benefits more than just our own classrooms. Our goal is to impact the lives of as many students as we can, in the area of physical education."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Katherine Farrell",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4934",
"dcterms:title": [
"Pedagogy of Teaching History: Comparing the Chronologic and Thematic Approaches"
],
"dcterms:creator": [
"Daniel J. Tew"
],
"dcterms:date": [
"6/1/2014"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/14"
],
"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": [
"In Ferris Bueller’s Day Off, a monotone history teacher lectures in a room full of adolescents who show no interest at all in the topic. Unfortunately this is not an isolated instance of teaching history. History teachers are plagued with the stereotype of being dry and boring. While other contents adjust to accommodate students, the majority history tends to be taught in the typical fashion (Laufenberg, 2011, p. 1). A teacher lectures and students absorb information by taking notes. If students are really “lucky” there will be a break from lectures and instead will be able to enjoy a lengthy historical documentary. What can be done to change the ways that history can be taught? Perhaps the approach the teacher takes to teaching can impact the way students respond to the content. Classes typically taught with this lecture style tend to teach history as a timeline (Olson-Raymer, 2011). Teachers start with one event or date and move forward throughout history. An alternative approach further examined in this paper is a thematic approach where a teacher instead selects meaningful themes for students to explore in great detail. While other methods exist outside of these two approaches, the traditional chronological approach is contrasted to the thematic approach to determine if there are ways to alleviate the disinterest students have in history. Advantages, disadvantages and sample lesson plans are used to dissect these approaches to determine their effectiveness for use in the history classroom."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Ken Carano",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4929",
"dcterms:title": [
"Online Education for K-12, the Growing Job Market: Are Education Majors Ready?"
],
"dcterms:creator": [
"Kathryn Kopel"
],
"dcterms:date": [
"6/1/2015"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/101"
],
"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": [
"Innovation as well as a desire for more may be seen as twin influences in the field of education today. Out of this dichotomy online education for grades K-12 has emerged. Its many forms include everything from “flipped classrooms” to online classes or homework that supplements conventional classrooms to completely online charter schools (Wolk, 2011). Just four years ago there were already state-wide virtual charter schools in 20 states. These schools were often funded through rulings by state legislatures (Watson, 2008). There is also a growing concern over whether the majority of teacher candidates will need to be ready to use online supplements or even to teach entirely online (Natale, 2011). Future educators may need to be skilled in meeting the needs of students through the online medium, which may or may not be substantially different from the skill set needed for a physical classroom. How does a teacher candidate become qualified to teach online effectively? What are universities doing to prepare undergraduate and graduate students for teaching online? What do administrators and principals of online schools look for in their teachers? What do the teachers themselves have to say about this new facet of the education job market? What about the views of the students themselves in how effective online teachers meet their needs? This study offers an overview of literature on virtual or online schools. Additionally, action research was conducted to interview various contributors to online education, including teachers, administrators, and college professors. The results of surveys and interviews conducted with hiring staff on online schools, online teachers, and university faculty of online education training in Oregon’s public education system are analyzed and reported as well."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Marie LeJeune",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4886",
"dcterms:title": [
"Learning About Language: A Teacher’s Guide"
],
"dcterms:creator": [
"Erin Roan"
],
"dcterms:date": [
"6/30/2019"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/191"
],
"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, while a key component of language arts education and Common Core State Standards for English Language Arts, is often poorly understood by educators. Academic language and its norms must be taught explicitly in language arts classrooms in order for students to be proficient writers of academic genres and for testing purposes. This project provides a literature review on academic language instruction and writing instruction at the secondary level. The guidebook for academic language includes several lesson plans to assist educators in teaching academic language and its features. The features of academic language are outlined using authentic Texts that teachers can use in their own classrooms."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Cornelia Paraskevas",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4879",
"dcterms:title": [
"Interactive Whiteboards in the Elementary Classroom: Efficacy and Funding"
],
"dcterms:creator": [
"Audrey Hebing"
],
"dcterms:date": [
"6/1/2017"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/131"
],
"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": [
"New and changing implementations of technology in educational facilities are providing further opportunities and tools for teachers. However, controversy exists over whether or not there are academic benefits to utilizing these tools, as well as the degree of those potential benefits or detriments. Additionally, not all facilities and educators have access to the same equipment, as not all schools receive the same amount of funding. My thesis topic will focus on a specific educational tool, the interactive whiteboard, in the elementary classroom. I will be working with preexisting research and studies to compare and contrast the current literature on this subject. The purpose will be to not only analyze the efficacy of interactive whiteboards as a teaching tool, but also to look at the disparity that could arise in the quality of education between financially disadvantaged schools and more financially prosperous schools if the interactive whiteboard is indeed truly beneficial in the classroom."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Marcus Wenzel",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4841",
"dcterms:title": [
"Grammatical Madness: A Step Away from Formal Instruction"
],
"dcterms:creator": [
"Olevia McKay"
],
"dcterms:date": [
"6/1/2015"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/103"
],
"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": [
"In the international context of concerns surrounding standards in writing, this Honors Thesis addresses the role of grammar in the teaching of language awareness and writing. It considers both historical and current perspectives on knowledge about language. This thesis argues that there has yet been a critically research link on how language instruction is supported in the common core and the knowledge requirements of teachers. The rationale behind this study lies in exploring the between traditional pedagogical approach to language and the language requirements required by the current education standards, the Common Core. Through research spanning from Australia to the United States, I will explore how this disconnect came to existence and what steps can be taken to close the gap between teacher knowledge of language and their understanding of the required language skills of their students. Currently students are falling short of achieving the stepping blocks established by the state adopted standards largely due to misconceptions about what knowledge of language is required."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Cornelia Paraskavas",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4804",
"dcterms:title": [
"Embracing The Quiet Ones: Strategies for Teaching Introverted Students in the Elementary Classroom"
],
"dcterms:creator": [
"Madelyn Russell"
],
"dcterms:date": [
"4/1/2021"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/249"
],
"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": [
"Over the last two centuries, the urbanization of American society and subsequent alterations in patterns of daily life have caused a shift in preference toward qualities associated with extroversion. Referred to as The Extrovert Ideal, the promotion of extroversion has impacted the American K-12 school system as well, creating educational settings ill-suited for introverted students and the way in which they learn. Although statistics surrounding the exact number of introverted individuals in the population remain inconclusive, many studies indicate that one-third, and up to one-half, of the population is introverted; inevitably, an educator will teach introverted students every year. This project seeks to explore ways in which introverted students in the elementary grades can be supported by their teachers. After contextualizing the conversation — providing the history of introversion as a psychological concept, an overview of modern Western perceptions of introversion, and a picture of the typical introverted student—a description and analysis of current educational trends in light of the needs of introverted students will follow, examining Cooperative Learning, Inquiry-Based Learning, Project-Based Learning, Gamification, and Social Emotional Learning. The project concludes with a series of recommendations for differentiating the strategies with introverted students in mind, along with several additional recommendations, and an open letter to educators and parents of introverted students about implementing the topics discussed."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Cornelia Paraskevas",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4800",
"dcterms:title": [
"Effective ESOL Practices: Are ESOL Teaching Strategies Accessible to Non-ESOL Endorsed Teachers?"
],
"dcterms:creator": [
"Camille E. Rickis"
],
"dcterms:date": [
"4/1/2021"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/247"
],
"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 is a lot of research and recent knowledge regarding how Emergent Bilinguals (EBs) can best be taught content-based material and the English language in their K-12 schooling; however most of this knowledge is being taught only to ESOL endorsed teachers, bilingual teachers, or other ELD specialists who work with EBs directly. The truth is that every single teacher will have an EB in their class at some point in their career, and for most teachers that will be many more than just one student. I want to explore how the existing strategies that are known to be successful are being used by teachers who do not have training in ESOL and whether they can be made more accessible and seem more possible for these teachers who do not have a background in second language education. To do this, I will first examine what these most current strategies are. Through this examination, I am going to determine where the strategies can be modified to be accessible and realistically implemented by teachers who have less experience with ESOL or bilingual education. With these modified strategies, I will create the Sheltered Strategies Toolkit, a website that will show examples of how these tools can be implemented in the mainstream classroom. The Sheltered Strategies Toolkit will make it clear how the modified instructional methods can be put to use by all teachers, and will give me invaluable experience and knowledge as I gain a deeper understanding of the effective ESOL practices and how they can be used in my own future classrooms."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Jessica Dougherty",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4759",
"dcterms:title": [
"Common Core Math: A Guide"
],
"dcterms:creator": [
"Stephanie J. Eaton"
],
"dcterms:date": [
"6/1/2014"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/5"
],
"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 state of Oregon has been realigning, reformatting, essentially re-creating its educational math standards every few years for over a decade. For today’s parents, this not only means that an entirely new system is being used to teach their children math than when they went to school themselves, but that their children are learning a completely new way of looking and dealing with math altogether. The progression of alterations made to standards has led to a more content-oriented curriculum, which aims toward deeper student understanding of the same math concepts taught years ago. Current standards point their focus away from rote memorization of integer operation facts (e.g. times tables), and toward mastery comprehension of the “why” and “how” of mathematical reasoning. Students are being taught to become mathematical thinkers rather than mechanized reiterators.\nAccording to the Oregon Department of Education (ODE), academic content standards are “statements of what students are expected to know in particular subjects and be able to do at specified grade levels” (ODE, 2010, p.1). These expectations provide teachers with a general guideline to which they orient their lessons throughout the year, and which they use to assess student learning."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Breeann Flesch",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4758",
"dcterms:title": [
"Combating Comprehensive School Garden Program Implementation Barriers in High Need Areas"
],
"dcterms:creator": [
"BillyAnn Stempel"
],
"dcterms:date": [
"6/30/2019"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/189"
],
"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": [
"In recent years, school gardens have taken hold in education curriculum across the country. Research has found that though these programs are becoming more popular, they are often implemented in areas of higher socioeconomic class. Low-income school districts struggle to find staff with adequate time to develop school garden programs. This project will help to open the doors for more rural areas to host school garden programs. Through an analysis of current research, compilation of a resource bundle, and creation of a guidebook, this project will provide educators with the tools that are necessary to implement a well-integrated garden. Where higher socioeconomic areas might be able to afford a garden coordinator salary, lower socioeconomic areas will be able to utilize this toolkit to self-start a well-integrated program. I will be focusing on my hometown elementary school, Taft Elementary, as a model school. First, I will be gathering resources on outdoor classroom management, lesson and curricula planning, and a Text set for literacy integration. From there I will be designing guidebook that will contain tips for seasonal care of a garden in the harsh climate of the Oregon Coast, calendars for planting in the garden, and many more sources that teachers can use to implement a school garden program. I will also be analyzing current research on the topic to make well informed decisions about resources to include."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Adele Schepige",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4756",
"dcterms:title": [
"Coding in the Classroom"
],
"dcterms:creator": [
"Sierra J. Fresh"
],
"dcterms:date": [
"4/1/2020"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/212"
],
"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 21st century has been characterized by rapid growth in technology and computer science. With this shift, computer science curricula have not always been introduced in the classroom at a similar pace (Yadav, Hong, & Stephenson, 2016). With the overwhelming amount of curriculum that needs to be taught and lack of resources at the district level, adding non-required curricula such as computer science and coding to the schedule can be difficult. There simply is not enough time in the day to teach it all. This project bridges the gap between computer science curriculum and the classroom, by showing how it overlaps with the Oregon Common Core State Standards. I have created a unit that teaches coding to fifth graders. It includes specific learning objectives aligned to the Common Core State Standards for Mathematics. These lessons teach coding using a scaffolded approach based on Bloom’s Taxonomy. This project provides teachers with a small unit for their fifth-grade class that will teach coding and that aligns with the standards that are required to be taught, which brings the computer science and elementary mathematics education worlds together. The existing resources to teach coding lack alignment to Oregon Common Core State Standards, so the goal of this project was to add alignment in order to make teaching computer science curriculum accessible for the classroom teacher."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Rachel Harrington and Breeann Flesch",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4693",
"dcterms:title": [
"Answering the Question Why: The Theoretical Foundations to Instructional Choices in a Middle School Mathematics Class"
],
"dcterms:creator": [
"Alyssa Schmidt"
],
"dcterms:date": [
"6/4/2013"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/71"
],
"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": [
"In all public middle schools in Oregon, students are required to complete a yearlong mathematics course. And while middle school marks a time of transition and development for many students, it also marks an important transition in mathematics. Every student in the district will transition from general mathematics courses into domain -specific courses, and it is critical that both teachers and students ask the question, \"Why?\" in order to facilitate meaningful learning. As a teacher, the answers to this question should inform every aspect of one's practice. These answers should not only be defined by a personal philosophy of teaching, but they should also be informed by and evident of theories of learning in their application. In order to defend my own teaching practices, this thesis is a presentation of my personal philosophy of teaching, as informed by learning theories, followed by a detailed analysis of how my teaching practice was evident of these theories in application. Specifically, this analysis examines a sixth grade mathematics unit that I planned and taught to 28 students within the Salem -Keizer School District."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Rachel Harrington",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4646",
"dcterms:title": [
"A Cognitive Linguistic Approach to Phrasal Verbs: A Teacher's Guide"
],
"dcterms:creator": [
"Daniel Thom"
],
"dcterms:date": [
"6/1/2017"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/139"
],
"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": [
"Although ubiquitous in the English language, phrasal verbs are one of the most difficult constructions for English language learners to learn, as their meanings have traditionally been regarded as arbitrary and chaotic. However, recent developments in cognitive linguistics have shed light onto schematic motivations of phrasal verb meanings and thus present a number of pedagogical applications. The purpose of this thesis is to provide English language teachers with a foundation in the theory and pedagogical approaches to teaching phrasal verbs, using a cognitive linguistic framework."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Robert A. Troyer",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4615",
"dcterms:title": [
"We Are All Students: Finding Success in Teaching with Empathy and Humanity"
],
"dcterms:creator": [
"Arilla Utley"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/197"
],
"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 this Action Research was to examine the use of empathy and unconditional positive regard in teachers. I wanted to look at my current teaching practices and better them so that I could see where I needed to be more empathetic towards students, differentiate my teaching, and overall consider the diversity of high school classrooms. Understanding these elements would help me be a better teacher and would answer this research question: “How do I demonstrate empathy and unconditional positive regard to teach my students as real people, rather than subjects in a study?” \nThrough lesson plans, journal entries, and university supervisor feedback, I will take different parts of my teaching and discover new ways that I can do better, for the benefit of my students and this Action Research."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze, Dana Ulveland"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4539",
"dcterms:title": [
"Teaching Students in Modern Day Physical Education Classrooms"
],
"dcterms:creator": [
"James Leach"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/10/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/196"
],
"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\nThis research study takes a dive into teaching students in a physical education and health setting where students are viewed as the center of learning. As teachers we need to understand that we are a tool and can benefit students greatly along their educational journey. We as educators need to continuously be striving for a growth mind set to better ensure that we reach as many students as we possibly can. This study specifically looks at how one can make themselves a better leader of the classroom through data collection and analysis. I formulated this study around three main questions:\n\n1. How can I create a classroom environment that is conducive toward culturally responsive learning for all students?\n2. How can I increase my opportunities for students to experience high leverage practice within my lesson plans? \n3. How can I improve my classroom management skills to create more time on task for students?\n\nData was collected from mentor and university supervisor feedback, lesson plans from the duration of my teaching, and finally from video recordings of myself leading and instructing in the classroom.\nKeywords: Differentiation, High Leverage Practice, Classroom Management, Active Learning, Teacher-Centered, Student-Centered"
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays, Destiny Kuehl"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4536",
"dcterms:title": [
"Teaching New Generations the Language of Mathematics"
],
"dcterms:creator": [
"Nicholas Kolta"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"12/1/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/210"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/21/2022, 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": [
"In the beginning of the school year, many 9th grade students dread having to walk into a mathematics classroom and try to understand all those incomprehensible symbols. This action research is an attempt to delve into how we can make mathematical language more relevant, meaningful, and valuable in our students’ lives. The research shows that reasoning and understanding is equally important as procedural skills. In fact, giving students time to explore and make sense of mathematical language and its’ purposes is necessary to engage in math fluency skills in meaningful, informed, and flexible ways. The research also demonstrates that to give students the resources they need to explore and interact productively with mathematical language, teachers need to frequently provide contextual examples that students can understand and relate to. Additionally, teachers need to carefully design materials and activities that will help reduce students’ cognitive load and help students organize everything they are learning in meaningful ways."
],
"dcterms:available": [
"6/15/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze, Michael Jennings"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4507",
"dcterms:title": [
"STEM Scouts: An Afterschool Program to Promote Stewardship in STEM"
],
"dcterms:creator": [
"Jahnie Hellickson"
],
"dcterms:subject": [
"Education",
"Informal STEM",
"STEM Education",
"Elementary STEM",
"Club",
"Environmental STEM"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/212"
],
"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": [
"STEM (Science, Technology, Engineering, and Mathematics) integration is a hot topic in education today, and new studies are showing how STEM integration into Elementary and Early Childhood learning environments can have lasting impact on students confidence in STEM related fields. Which poses the question, how do young learners respond to/develop stewardship towards global STEM issues? This qualitative study observes how elementary students develop critical thinking skills and stewardship towards global STEM issues. STEM in Elementary/Early Childhood Learning is coming to the forefront, and teachers in these contexts need more professional development. A great way to engage students of these ages is in Informal STEM Learning Programs, such as afterschool clubs, summer camps, or even community partners. In a 12 week after school club, students were tasked with planning/implementing a school wide Compost Challenge to reduce food waste. Students learned about Environmental STEM, STEM careers, and Waste Management Hierarchy. Each club session, students learned about a specific piece of the global climate issue and related it to things in their everyday lives and collected compost for a compost bin.Students developed a sense of stewardship and ownership over the Compost Challenge in their school, participating in school collecting compost and sorting through compostable materials twice a week. Students planned a reward system for the class in their school that got the most correct compostable food items. Also, the club got a donation of Red Wigglers, a compost igniting worm, to help make the decomposition process happen faster. This informal STEM learning environment impacted the lives of not only the students involved, but the school and community as well. They realized that STEM related careers are so much more than just engineering, and their confidence in STEM learning was solidified."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Science in Education: STEM Education"
],
"SKOS:note": [
"Joshua Schulze, Kelsey Jenkins, Jessica North"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4501",
"dcterms:title": [
"Social Emotional Learning in Writing Instruction"
],
"dcterms:creator": [
"Anthony Rimel"
],
"dcterms:subject": [
"Secondary Education",
"writing instruction",
"social emotional learning"
],
"dcterms:date": [
"6/1/2021"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/94"
],
"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 explores the principles of Social and Emotional Learning (SEL) in context of a writing classroom and using deliberate selection of diverse mentor texts to attempt to help students build identities as writers. This study was conducted primarily by collecting data about my teaching as I attempted to implement these ideas in my work as a student teacher during Western Oregon University’s Winter Term in 2021. I followed an Action Research Project model for self-study of my teaching practice, and I collected a handful of sources of data about my own teaching practice, including notes, lesson plans and peer commentaries on my mentor text selections.\nThrough the study I identified some of my own flaws in attempting to implement SEL principles in the classroom, specifically: failing to devote enough time to some classroom activities and thus failing to create a classroom that is supportive, participatory and engaging; assigning overly challenging mentor texts; and failing to engage in planned and deliberate direct instruction of SEL skills like self-awareness, self-management, social awareness, relationship skills and responsible decision making.\nNevertheless, despite the limitations of my study, I ultimately recommend writing teachers attempt to embrace SEL principles and diverse mentor texts as they teach. This is because of the strong theoretical and research backing for these ideas and my own experience seeing these practices have positive impacts on students within the limited confines of my study."
],
"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/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/4463",
"dcterms:title": [
"Putting It Together: Best Practices in Arts Education and Theatrical Education with Neurodivergent Students"
],
"dcterms:creator": [
"Evan Tait"
],
"dcterms:subject": [
"Dramatic Literature",
"Criticism and Theory",
"Performance Studies",
"Secondary Education",
"neurodivergent",
"theater",
"arts education",
"best practices"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/213"
],
"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": [
"Arts education, for many administrations, can be a frustrating course of study. The question of whether or not it is an important skill to have students learn or whether it’s frivolous is a constant argument between administrators and teachers. The best practices for arts education in the classroom can lead to improvements in test scores, development in critical thinking skills, and increases in understanding in many non-arts related subjects. Neurodivergent students rely on arts education because, for many, the way that they understand the world is through artistic practices such as music, theater, visual arts, and literature. Many students rely on theatrical education as a way to improve their skills in the classroom, as well as their skills in their development in high school. This project discusses research and literature that talks about the importance of theater education in school curriculums, the importance of providing neurodivergent students safe, psychologically protected spaces for growth in learning, and how to make a traditionally teacher-centered subject into a mutually beneficial learning-centered subject."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze, Eric Berge"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4462",
"dcterms:title": [
"Providing Diverse Texts to Secondary Learners: Encouraging Critical Inquiry and Understanding"
],
"dcterms:creator": [
"Elinor Manoogian-O'Dell"
],
"dcterms:subject": [
"Language and Literacy Education",
"Secondary Education"
],
"dcterms:date": [
"6/12/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/81"
],
"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 goal of this action research project was to become a more competent educator when it comes to incorporating diverse literature in my classroom, and facilitate conversations about race, gender, and power among my students. A contributing factor to the ability to critically think is the capacity to read and reflect. Nationally, at least 8.7 million low-income students in kindergarten through fifth grade read below grade level. Research shows that income is closely tied to literacy rates (Van Pelt, 2018). By helping students connect texts to their own lives and critically analyze them, teachers are setting students up for success in the workplace, but also in their interpersonal relationships and daily lives. The methods of inquiry for this study focused on the principles and practices of action research, using self-study aligned with professional teaching standards, teacher artifacts, journal entries, classroom artifacts, lesson plans, and EDTPA materials as a means of data collection. I used these methods to address three research questions: (1) How can I encourage students to analyze texts through application to personal and social contexts?; (2) How can I develop pedagogical skills to engage students in discussions about race and power?; and (3) How do I develop a library that reflects critical literacy practices? Major themes that emerged from my research were self-study, expert recommendation, and student choice. In order to improve my disposition and ability to lead discussions about race and power, I need the background knowledge and practice to be prepared for those discussions."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Jaclyn Caires-Hurley, Lin Wu"
],
"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/4415",
"dcterms:title": [
"Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English"
],
"dcterms:creator": [
"Daniel J Greene"
],
"dcterms:subject": [
"Applied Linguistics",
"Special Education and Teaching",
"ASL",
"American Sign Language",
"VL",
"vagueness",
"interpreting"
],
"dcterms:date": [
"3/15/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/2"
],
"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": [
"Vague Language (VL) seems to be a universal feature of language, and American Sign Language (ASL) has been shown to have all the properties of language; therefore, it is natural that VL would appear in ASL. This thesis is the first study of VL in ASL, and provides evidence that VL occurs in ASL and is used to express meanings equivalent to those of VL in English. The findings of this study document yet another property that ASL shares with other languages, and contribute yet another language to the body of languages that have been studied for VL.\nThe investigator of this study analyzed the National Center for Sign Language and Gesture Resources (NCSLGR) Corpus for vagueness and found that the corpus contained vagueness in signs, gestures, and non-manual markers (NMMs). Hedging, approximation, and lack of specificity were the predominant types of vagueness found in the NCSLGR Corpus. The findings of this study, in addition to the literature reviewed, have implications for ASL teachers, ASL-English interpreters, and interpreter trainers. Previous literature has shown a need for explicit metalinguistic instruction about VL to second language (L2) learners, interpreters and translators. The ability to be vague has been shown in previous research to be a form of pragmalinguistic competence. This study contributes to the knowledge of the forms and functions of VL in English and ASL so that ASL students may improve their pragmalinguistic competence in ASL, and ASL-English interpreters may improve the pragmalinguistic equivalence of their interpretations."
],
"dcterms:available": [
"3/20/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Miako Rankin"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4413",
"dcterms:title": [
"K-12 Educational Online Job Posts: Titles, Descriptions, and Qualifications"
],
"dcterms:creator": [
"Anne Carlson"
],
"dcterms:subject": [
"Disability and Equity in Education",
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Minnesota",
"education",
"online job posts",
"interpreting",
"public schools",
"qualifications"
],
"dcterms:date": [
"1/18/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/63"
],
"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": [
"In the 1960s, federal and state legislation was enacted allowing children who are deaf and hard of hearing the opportunity to attend local public schools. Education of the deaf has been a documented struggle throughout history. Students with disabilities were denied education and discriminated against because they could not hear. A new profession called educational interpreting entered the workforce responding to an increased demand (Ball, 2013). Educational interpreting was implemented in classrooms providing free, appropriate public education (Yell & Bateman, 2019) before educators, administrators, and school districts knew how to hire for the role. Since then, educational interpreting has been laden with problems that hinder advancement and professionalization (Ball, 2013; Johnson et al., 2018; Winston, 2004).\nOnline job posts for K-12 educational positions revealed inconsistent job recruitment practices regarding titles, levels of expertise, qualifications, and responsibility expectations. Using qualitative research methods, Minnesota job postings were collected from public Internet domains for one year. Position announcements contained four themes that were compared to industry standards and legal compliance. The findings show the educational institutions’ recruiting practices for jobs working with deaf and hard of hearing students conflict with recommended industry standard qualifications (NAIE, 2019). Research on job posts has an impact on the system of professionals who work in the educational setting such as school administrators, principals, managers, teachers, staff, students, and families."
],
"dcterms:available": [
"2/6/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Jay Fehrman, Carolyn Ball"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4388",
"dcterms:title": [
"Interpreter educators in the United States: Teaching, research, and practice"
],
"dcterms:creator": [
"Sandra L. Maloney"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Curriculum and Instruction",
"Education",
"Educational Assessment",
"Evaluation",
"and Research",
"Higher Education and Teaching",
"Other Languages",
"Societies",
"and Cultures",
"Other Teacher Education and Professional Development",
"signed language",
"interpreter educator",
"critical social theory",
"research",
"teaching"
],
"dcterms:date": [
"3/18/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/45"
],
"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": [
"In this thesis, the teaching, research, and practice of signed language interpreter educators in the United States is examined through a Critical Social Theory framework.\nWhile there is literature on interpreter educators from the perspective of program directors, very little research has been done that gathers data directly from interpreter educators. The research available leads to recommendations for instructor credentials and qualifications; however, no data exists regarding current signed language interpreter educators and whether they possess the recommended criteria.\nAn exploratory survey was disseminated to interpreter educators in the United States to elicit information regarding their experience as signed language interpreters, as teachers, and regarding their engagement in research. Demographic information was collected to better understand how a participant’s social identity may affect program outcomes. The charts and diagrams in this study provide a broad overview of current interpreter educators, curriculum utilization, professional development, and research. The data from the survey was compared with the existing literature to assess for alignment, incongruences, and gaps.\nThe conclusion and results from critiquing the research and the findings show there are many additional areas for research regarding interpreter educators. The results also show the need for established hiring requirements for interpreter educators, peer-reviewed course materials, effective professional development for current instructors, and an increased engagement in conducting and disseminating research. It is the recommendation that educators and researchers engage in a critical self-assessment to understand the impact of interpreter educators on program outcomes."
],
"dcterms:available": [
"3/18/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Dawn Whitcher"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4385",
"dcterms:title": [
"Integrating Best Instructional Practices into Contemporary Health Education"
],
"dcterms:creator": [
"Nicholle Leeming"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/12/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/80"
],
"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 this action research project was to analyze my instructional strategies pertaining to culturally responsive teaching, evidence based practices, and health specific pedagogy. Qualitative data including formal written lesson plans, edTPA commentary, and observation notes from my field supervisor, school-based instructional coach, as well as my cooperating teacher were used to examine my growth as a teacher when it comes to supporting English language learners, structuring my lessons to facilitate student-centered learning, and integrating a skills-based approach in my health lessons. At the center of my research was relational capacity; I not only hoped to improve my teaching through differentiation and scaffolding but also identify if relational capacity is at the center of effective teaching.\nThrough a review of literature I concluded that there is a commonality between culturally responsive teaching, student-centered learning, and skills-based health education: relationships. Analysis of the data listed above showed that while there are areas in which I improved as an educator over the last year and a half, specifically building relationships with my students and making them feel welcome, there is still plenty of room for growth. Although this action research project did not conclusively answer all three of my research questions, it does suggest that through a process of intentional data collection, reflection, and analysis teachers can identify both areas of strength and growth, thus improving the teacher profession and the educational experience of our students."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Kenneth Carano, Cathy Sparks"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4384",
"dcterms:title": [
"Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors"
],
"dcterms:creator": [
"Angela L O'Bleness"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Educational Interpreter",
"Self-Efficacy",
"Role",
"Responsibilities",
"Sign Language",
"Classroom",
"Environment"
],
"dcterms:date": [
"2/25/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/53"
],
"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 intent of this research is to utilize the self-efficacy construct in the profession of signed language interpretation specific to those in the K-12 environment and identify factors potentially influencing self-efficacy. Perceived self-efficacy influences the cognitive, motivational, affective, and selection processes in the behaviors of people (Bandura, 1977). Self-efficacy refers to an individual’s belief in their capabilities “to organize and execute the course of action required to manage prospective situations” (Bandura, 1997, p. 2). Research demonstrates that teachers with high self-efficacy influence successful student outcomes and persistent in teaching (Henson, Kogan, & Vacha-Hasse, 2001). In a survey of educational interpreters, participants described conflicting responses between the self-efficacy Likert scale ratings and open-ended comments. The data revealed interpreters are highly influenced by multiple aspects of the environment. Some patterns emerged that may be substantiated by future research. This survey resulted in unexpected findings. Self-efficacy demonstration and belief may reveal itself as the ability to enact professional agency in the interpreter role defined by the environmental expectations, understanding and application of interpreter role. Additional findings revealed 97% of the respondents indicated the need for more training, 50% indicated the need for being included in collaboration as a valued member of the educational team and factors included a felt need for national standardization of educational interpreters. 47% of the respondents identified the need for clearer consistent guidelines and parameters within this specialization. This represents initial understandings of self-efficacy and its potential influence on the beliefs and behaviors of those who work in the educational system."
],
"dcterms:available": [
"2/25/2019"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Sarah Hewlett, Linda Ross"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4383",
"dcterms:title": [
"Increasing LGBT+ Inclusivity in Rural Schools"
],
"dcterms:creator": [
"Aimee Love"
],
"dcterms:subject": [
"Gender Equity in Education",
"Secondary Education",
"Secondary Education and Teaching",
"education"
],
"dcterms:date": [
"6/10/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/177"
],
"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": [
"A recent study based in California surveyed 800,000 middle and high schools students and found that students who identify as LGBT+ are at higher risk for bullying, depression, and suicidal ideation, as well as lower academic performance (Hansen et al., 2019). This gap in the social experience and academic performance between LGBT+ students and their straight and non-transgender counterparts may be related to the study’s findings that they have access to fewer supports from their teachers and schools (Hansen et al., 2019). Closing the achievement gap for these traditionally marginalized students may therefore be as easy as reducing the disparities in their access to inclusive curriculum, welcoming classroom environments, leadership opportunities, and organizations that provide them with community and support.\nFor this review I explored the relevant literature on methods other teachers have used to increase LGBT+ inclusivity before attempting strategies in my own rural school. After conducting my research, I created lessons that were LGBT+ inclusive or challenged heteronormativity, and facilitated the formation of a Gay Straight Alliance in my school. My hope is that my observations and experiences will help to identify which strategies are best suited to small, rural schools."
],
"dcterms:available": [
"6/7/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze, Darren Polamalu"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4380",
"dcterms:title": [
"Improving Student Engagement in High School Mathematics Instruction"
],
"dcterms:creator": [
"Edward Klem"
],
"dcterms:subject": [
"Educational Methods",
"secondary education",
"student engagment"
],
"dcterms:date": [
"7/30/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/117"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research project is a self-examination of my first-year teaching experience. This project begins by explicitly stating my teaching philosophy. That philosophy helps establish my goals as a teacher. Next, I examine many peer reviewed articles about teaching to help me better understand the state of knowledge and practice in the specific areas of teaching I wish to focus on improving in my first year of teaching. I then go on to state the specific questions I will be studying in this research project.\nThose questions were 1) How do I use essential questions to prompt inquiry? 2) How do I engage students through classroom discourse? And 3) How effectively do I teach problem-solving? I used data collected from my own reflections, lesson plans and observations by my cooperating teacher and university supervisor to analyze my teaching in relation to the three principal research questions. After examining the data collected, I look for patterns and explain what my data reveals about each question.\nI conclude that essential questions require careful planning to be effectively incorporated, that engaging students in discourse requires understanding of their background knowledge and that teaching problem-solving requires much more than modeling to be valuable. While these conclusions may be rather specific to myself, I do attempt to elucidate more general implications of my research that may apply to other teachers’ situations more generally."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Kenneth Carano, Michael Jennings"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4379",
"dcterms:title": [
"Improving Professional Relationships in the Classroom: Teachers and Interpreters Working Together"
],
"dcterms:creator": [
"Brittany C LeGal"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"teamwork",
"professional relationships",
"interpreter roles",
"relational theory",
"IEP team",
"collaboration"
],
"dcterms:date": [
"12/10/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/56"
],
"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": [
"Interpreters placed in mainstream settings are not just there to provide access to communication between the hearing counterparts and the deaf students. They are there as “integral members of the team” (Ohtake, Milagros, & Fowler, 2000, p. 16) and should be recognized as equals with the teacher in the classroom (Boys Town, n.d.). This research investigates professional relationships and how they can be established and maintained, the types of relationships mainstream teachers and educational interpreters have within Clark County, and how working together can result in educational benefits for everyone in the classroom. Interpreters are a member of the educational team and should be utilized to help support education (Ministry of Education, 1994). They have first-hand interactions with the client which enables them to know and understand the client(s) thoroughly. According to Siple (1994), interpreters listen to the lesson at hand and breakdown the message’s meaning to match the student’s language level and learning style so that they may comprehend the lesson. Interpreters are there to pass the teacher’s message to the deaf and hard of hearing (DHH) students. They are the first to recognize whether that message was understood, if interpreter expansion is needed, or if teacher clarification is needed to ensure comprehension. Responses from teachers and interpreters gathered from the online survey, as well as previous findings, will be examined to see how they work together as an effective team and how their united efforts could impact students’ education. The techniques that teachers and interpreters indicated enabled them to successfully establish and maintain professional relationships with each other, how they clearly defined their roles, and the educational impact their teamwork had will be explored."
],
"dcterms:available": [
"12/11/2019"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Patrick Graham, Holly Jones"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4374",
"dcterms:title": [
"How Culturally Responsive Pedagogy, Evidence-Based Practices, and Focusing On the Long Term Benefits of Art Education Affect Teaching"
],
"dcterms:creator": [
"Genevieve Hardin"
],
"dcterms:subject": [
"Art Education",
"Education",
"Education",
"High School",
"Art",
"Mental Health",
"Culturally Responsive Pedagogy",
"Evidence Based Practices"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/200"
],
"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 will be informed by INTASC standards. These standards make sure that teachers are held to rules that encourage good teaching and act as borders in which that good teaching should take place. It is also informed by my own philosophy of education. It is difficult to pin down any one philosophy of education that I unequivocally support. The conclusion that I have come to is that the best teaching is more an amalgamation of theories. It shifts and evolves to fit the students at hand, and is ever growing. \nMy focus for this research was how Culturally Responsive Pedagogy (CRP), Evidence-Based Practices (EBP), and focusing on the long term benefits of art education will affect my teaching. I also wanted to see if any of the practices within these ideas are more effective than others.\nThis Action Research Project (ARP) will be exploring my own teaching and how I can improve it. My action research here will also improve my ability to study my practice going forward. This is especially important for me, as flexibility and adaptability are two of my main personal goals for my teaching. I hoped to learn which of my practices are helpful, and which are unhelpful.\nMy ARP shows how Culturally Responsive Pedagogy, Evidence-Based Practices, and focusing on the long term benefits of art education interact when put together in a classroom. It also shows where these practices support, hinder, or run alongside each other. I found this by comparing my results with other research that has gone into these three things separately.\nThis paper uses journaling, assessments, and lesson plans to analyze my own practice and set goals. I also have collected images of what I have written on the whiteboard and in powerpoint slides. I found that my students understand my teaching better after the inclusion of . I will keep track of everything in google doc folders. I am placed at a rural highschool in a classroom of mixed grades that teaches many types of art, but is more focused on three dimensional work."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays & Amy Bowden, Lauren Cooney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4345",
"dcterms:title": [
"Growing the Next Generation"
],
"dcterms:creator": [
"Luke T. Campbell"
],
"dcterms:subject": [
"Education",
"differentiation",
"universal design for learning",
"literacy",
"historical literacy"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/202"
],
"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 study is just the beginning of my research into how to become a better teacher, because I plan to always be looking for ways to improve. I hope to learn how to continuously improve my craft as a teacher and not become stagnant or jaded. I see how far I’ve come already, and I see where I can be as I observe other professionals in my craft. I think my teaching will improve as I try new things, challenge myself and my students, and interact with more students. My teaching style will become leaner as I drop the extraneous and focus on what is important, which is the growth of my students. The research literature I’ve found iterates my purpose, in that there are many others like me striving to become better teachers to help their students grow as people."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Amy Bowden, Justin Wright"
],
"curation:type": [
"action_research"
]
},
{
"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/4307",
"dcterms:title": [
"Effective Lesson Planning for First Year Teachers to Encourage an Equitable Learning Environment"
],
"dcterms:creator": [
"Madalyn Grieb"
],
"dcterms:subject": [
"Curriculum and Instruction",
"Disability and Equity in Education",
"Educational Methods",
"Educational Technology",
"Indigenous Education",
"Secondary Education",
"lesson plan",
"equity",
"IEP",
"ESOL",
"learning environment",
"teaching"
],
"dcterms:date": [
"6/9/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/111"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Action research is a process of inquiry, design, and data collection used by professionals in any field. It is a branch of research whereby an element of one’s work is examined and reflected upon to yield knowledge and relevant information pertaining to the topic of study. I am doing this action research project because I value the importance of self-development and believe that I can start teaching on a stronger note through this research. In addition, it is great practice for me in the future to test my teaching strategies. Through this research, my connection to the material has grown and developed for the appreciation that it takes to take on a well-researched strategy into the classroom. I became fascinated with the importance of building an equitable learning environment for a diverse group of students. From the Masters of Arts in teaching program at Western Oregon University my interest in the lens of students with IEP/504 plans, ESL learners, and the backgrounds of indigenous people has grown. For example, for IEP/504 students using a web based system there are some advantages and disadvantages that the teacher should be aware of before beginning. Ensuring the system will be effectively achieved in paying attention to the student’s growth and development (Kowalski, 2009). In relation, INTASC is an acronym for Interstate Teacher Assessment and Support Consortium. States, districts, professional organizations, teacher education programs, and teachers use the INTASC Standards as an additional resource to develop policies and programs to prepare, license, support, evaluate, and reward today’s teachers. states, districts, professional organizations, teacher education programs, and teachers. Through the INTASC standard that explains how the teacher can understand students that come from a diverse culture, background, ability, or community to ensure an inclusive learning environment that enables each learner to meet high standards."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Kenneth Carano, Kyle Calder"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4259",
"dcterms:title": [
"Critical Thinking in a Culturally Responsive Classroom"
],
"dcterms:creator": [
"Joseph Cirello"
],
"dcterms:subject": [
"Educational Assessment",
"Evaluation",
"and Research",
"Culturally responsive teaching",
"Critical thinking"
],
"dcterms:date": [
"6/1/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/100"
],
"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\nThis document is an action research project that follows my growth as an educator over my time in the Western Oregon University Masters of Arts program. I wanted to see what the current best practices were for teachers and then analyze how I can best align my teaching to match those. First I researched the best practices in the field of teaching that related to culturally responsive pedagogy, discipline specific literacy, and sourcing in a social studies classroom. This gave me an understanding of how I wanted to teach once in a classroom, and what I wanted to focus on, and best practices, for improvement while there.\nOnce teaching in a classroom I recognized the need to focus on two questions: how can I get students to display critical thinking in their responses to questions, and how can I plan lessons to best display culturally responsive practices in the classroom? These were both aspects of teaching I prioritized in my philosophy of teaching, and wanted to make sure I could excel at once in a career. During the process of research I attempted different strategies that attempted to answer the first question with varied results. I eventually came to the conclusion that asking students questions about the factual information before asking them to respond to prompts with more in depth thinking provided better results than going straight into in depth questions. For my second question I found that I was far more inconsistent in making lessons that were appropriately culturally responsive. Although not entirely negative, I was disappointed in the consistency and depth of the culturally responsive pedagogy that I taught. Fortunately this was only one year of student teaching, and this project provided me with the ability to study and adjust my teaching for the better in the many years of my career to come."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4252",
"dcterms:title": [
"Components for a Successful Band Program"
],
"dcterms:creator": [
"Jonathan Corona"
],
"dcterms:subject": [
"Education",
"music",
"electives",
"band",
"school",
"classes",
"class"
],
"dcterms:date": [
"6/1/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/109"
],
"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": [
"Running a successful band program demands strategies that increase enrollment and retention numbers. This research project takes 4 teachers’ experiences to extract insight and strategies on what can be implemented to have students join and remain in band classes. The data extracted was used to build my band program in the first year of being the middle school’s band director."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays, Mike Reetz"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4229",
"dcterms:title": [
"Classroom Environment: The Essentials Of Teaching Physical Education"
],
"dcterms:creator": [
"Leah Jones"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/9/2021"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/91"
],
"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 this Action Research Project was to take a step back and thoroughly analyze data sets to see if my planning and teaching was reflective of a positive classroom environment. More specifically, I examined differentiation techniques, best practices in physical education and my teaching philosophy goals in relation to embracing diversity and student voice in order to create a positive classroom environment. Before collecting any data sets, I took a deep read through the research to see what the best practices in elementary physical education, what differentiation techniques should be used, how to incorporate those techniques and why specific best practices are successful. The next step was to gather data of my own teaching and planning. This was gathered from lesson plans as a student and full-time student teacher, observation notes from mentor teachers, EdTPA commentary forms and interview transcripts from teachers and administrators. Through analysis of each of these data sets, action research has demonstrated improvement in my planned differentiation techniques, my frequency and usage of best practices in physical education and the specific implementation of my teaching philosophy goals to all work together in creating a positive classroom environment with my students so that we are fostering an environment of growth and positivity. These results point to me as a continued learner and educator. While the results show a positive outcome, I know I am a lifelong learner and hope to continue this path of growth as I continue educating and learning alongside my students."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Ken Carano, Gay Timken"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4227",
"dcterms:title": [
"Can Lesson Plans and Effective Teaching Strategies Create an Inclusive Classroom?"
],
"dcterms:creator": [
"Holly Blakely"
],
"dcterms:subject": [
"Education",
"Science and Mathematics Education"
],
"dcterms:date": [
"6/1/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/203"
],
"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 this project is to create an inclusive classroom that becomes an environment that students learn in. I am going to be looking at the InTASC standards #1 and #2 and how my teaching aligns with them. I am hoping that by analyzing my teaching and my lessons plans, my planning for an inclusive classroom will become more deliberate and also more of a second nature for me. I am also hoping that by creating this environment, I will see that disruptions in class or other behavioral issues will go down because I am using my lesson plans to work with their needs and skill abilities. I want my teaching to be more of a group lesson instead of finding myself teaching or talking at students. The research supports the need for inclusive classroom but does not touch much on how the effective teaching in the inclusive classroom can lower the disruptions or need for discipline. I am hoping to see that my work in the classroom will have a positive result. I will analyze my lesson plans, use feedback from my university supervisor and my mentor teachers and use self-reflection and journaling to see if I am creating an inclusive environment for the students in my class. I will see how I implement effective teaching styles in my inclusive classroom and how that that affect possible disciplinary issues in the classroom."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze, Donna Pierson"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4216",
"dcterms:title": [
"Assessing Teacher Readiness in Secondary Mathematics Education"
],
"dcterms:creator": [
"Riley Lamont"
],
"dcterms:subject": [
"Education",
"teaching",
"readiness",
"mathematics"
],
"dcterms:date": [
"6/12/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/86"
],
"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": [
"In this tumultuous school year and changing learning environment, it is crucial that teachers are able to look at their own teacher readiness to approach a myriad of topics. These include criticality in the classroom, differentiated instruction, and inquiry-based learning. Using a variety of strategies, the process of self-reflection is paramount to the success of teachers and their ability to adapt instruction and overall preparedness to take the lead in a classroom.\nThis research includes a study over the course of several months in which the process of continual self-reflection in an online learning environment due to COVID-19. The process of assessing self-readiness goes hand in hand with classroom analysis, behavioral management, student relations, and overall classroom participation."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Jaclyn Caires-Hurley, Atalie Frank"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4212",
"dcterms:title": [
"Applying Process Theory to Motivate Music Students"
],
"dcterms:creator": [
"Mark Pipes"
],
"dcterms:subject": [
"Music Education",
"Music Pedagogy",
"music",
"education",
"process theory",
"differentiation",
"pedagogy",
"self-agency"
],
"dcterms:date": [
"6/10/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/198"
],
"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": [
"Process theory is applied as a best practice to motivate, scaffold, and address differentiation among music students in an ensemble. This action research project examines a jazz ensemble consisting primarily of 9th and 10th graders who are developing performance, improvisation, musical facility, and ensemble skills. The author examines his own pedagogical development by examining journal entries, mentor feedback, and a student survey. The research focused on three primary questions:\n\nHow can I build a team culture that improves the student experience and grows musicianship while also promoting inclusiveness cohesiveness, and social acceptance? \nHow can I best encourage students to develop their self-agency while also improving their ability to see consequences as products of their actions? \nHow can I best set goals for my students, assist them in setting their own goals and develop their ability to manage their expectations? \n\n The inclusive, positive team culture created a learning environment where students shared experiences and affirmed each other. The new culture affected growth in a sense of equity, social awareness, and group responsibility. Music teachers can develop self-agency in students, vastly improving their self-value, ability to learn, and perform in the ensemble. Further, developing self-agency is an effective means of addressing differentiation within an ensemble. When students have an increased awareness of goal management, music teachers can better implement differentiation, scaffolding, and best practices.\n\n Keywords: music, education, process theory, differentiation, pedagogy, self-agency"
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays, Amy Bowden, Kevin Egan"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4188",
"dcterms:title": [
"Adjusting Instruction to Enhance the Digital Classroom"
],
"dcterms:creator": [
"Jake Ruger"
],
"dcterms:subject": [
"Education",
"Educational Methods"
],
"dcterms:date": [
"6/11/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/116"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"One of the biggest questions asked of young educators is “How will you adjust your instruction to meet the needs of your students”? There is a plethora of ways to adjust instruction to best fit the needs of students. Differentiation is a term that is well known throughout most educational practice and pedagogy. Using assessment data to adjust instruction is another way to adjust for students. Even a student's cultural values can be used to adjust instruction. While all these practices apply to traditional classrooms very well, what happens when the traditional classrooms are taken away? Obviously, life for teachers becomes a lot more challenging if there are no students in the desks of their classrooms. The term “when the going gets tough, the tough get going” applies in this situation. In this review I look at (among other things) how the tough got through the Covid-19 pandemic.\nThe creation of this action research project will highlight the challenges of distance learning. Moreover, what teachers can do to recreate the classroom for distance learning. The aforementioned research and pedagogy as it relates to teaching still hold tremendous value in the distance classroom. The application of those tenets only requires creativity and dedication to make the digital classroom one that bears those traditional tenets. I had the opportunity to see many great “tough” educators work during the pandemic, and I found them so inspirational in recreating their classes for the distance learning environment. The first two chapters highlight my own traditional beliefs and research about education. The focus shifts in the last three chapters to how that research and belief system translates to the distance classroom. Findings focused on how to connect with students, get through content, and grade student work in a pandemic."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays, Ken Carano"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4186",
"dcterms:title": [
"Action Research Project: Practice in Action Improvement Through Self-Study"
],
"dcterms:creator": [
"Matthew Neltner"
],
"dcterms:subject": [
"Educational Methods",
"Junior High",
"Intermediate",
"Middle School Education and Teaching",
"Language and Literacy Education",
"Secondary Education",
"Differentiation",
"Life-long learners",
"High Regard"
],
"dcterms:date": [
"12/8/2022"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/230"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Learners are at the heart of the teachers profession. In order for teachers to provide the best environment for their students, the teachers themselves must be learners as well. This project examines my teaching practices as I went through my practicum. It examines how well I differentiate my plans to meet student needs. It also looks at my implementation of best practices. And finally, it exams if I can keep my students in high regard despite the challenges of teaching."
],
"dcterms:available": [
"12/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Amy Bowden, Carin Cameron"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3875",
"dcterms:title": [
"Oak Point Rural Center"
],
"dcterms:creator": [
"Ben Maxwell"
],
"dcterms:subject": [
"Independence",
"Oregon",
"Oak Point School",
"Oregon Normal School (ONS)",
"Polk County",
"Rural Training Schools"
],
"dcterms:description": [
"Students and teachers pose in front of the Oak Point School in Polk County, Oregon in 1958. This photograph is from the Salem Historic Photograph collection."
],
"dcterms:date": [
"1958"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/584"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/08/2020, 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"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3873",
"dcterms:title": [
"Valsetz Rural Dormatory"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon Normal School (ONS)",
"Polk County",
"Rural Training Schools",
"Valsetz School",
"Valsetz",
"Oregon"
],
"dcterms:description": [
"Valsetz Dormatory, located in the now-extinct lumber mill town of Valsetz, was used as housing for teachers from 1925-1984.",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 6171, height: 4285); then converted into jpg format"
],
"dcterms:date": [
"1960/1984"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/586"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/08/2020, 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--Valsetz"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3872",
"dcterms:title": [
"Valsetz Rural School"
],
"dcterms:creator": [
"Ben Maxwell"
],
"dcterms:subject": [
"Oregon Normal School (ONS)",
"Polk County",
"Rural Training Schools",
"Valsetz School",
"Valsetz",
"Oregon"
],
"dcterms:description": [
"Valsetz School, located in the now-extinct lumber mill town of Valsetz, was part of the Rural Training Program from 1925 to 1932; and later used for placement of student teachers in the 1960s and 1970s. This photograph is from the Salem Historic Photograph collection."
],
"dcterms:date": [
"1958"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/587"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/08/2020, 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--Valsetz"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3871",
"dcterms:title": [
"Valsetz Rural School with Playground"
],
"dcterms:creator": [
"Ben Maxwell"
],
"dcterms:subject": [
"Oregon Normal School (ONS)",
"Polk County",
"Rural Training Schools",
"Valsetz School",
"Valsetz",
"Oregon"
],
"dcterms:description": [
"Valsetz School, located in the now-extinct lumber mill town of Valsetz, was part of the Rural Training Program from 1925 to 1932; and was later used for placement of student teachers in the 1960s and 1970s."
],
"dcterms:date": [
"1958"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/588"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/08/2020, 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--Valsetz"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3847",
"dcterms:title": [
"Monmouth District School Group Photograph"
],
"dcterms:creator": [
"Credited Photographer: Winter company, based in Eugene, Oregon"
],
"dcterms:subject": [
"Class Photo",
"Elementary Children",
"Oregon State Normal School (OSNS)",
"Teaching School"
],
"dcterms:description": [
"Large group of children and adults by the Monmouth District School Building. This local school was used for training teachers in the State Normal School program. On the backside is handwritten \"Powell\" and \"Presented by Mr. + Mrs. C. Powell.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14514, height: 12028); then converted into jpg format"
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/592"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/08/2020, 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/3846",
"dcterms:title": [
"Monmouth District School Class Photograph"
],
"dcterms:creator": [
"Credited Photographer: Catterlin & Lussier company, based in Salem, Oregon"
],
"dcterms:subject": [
"Class Photo",
"Elementary Children",
"Teaching School"
],
"dcterms:description": [
"A teacher and her students standing in front of the Monmouth Disctict School building with open door. This local school was used for training teachers in the State Normal School program. On the backside is handwritten \"Powell\" and \"Presented by Mr. + Mrs. C. Powell.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14542, height: 12114); then converted into jpg format"
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/593"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/08/2020, 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/3834",
"dcterms:title": [
"Oregon State Normal School Teachers from 1895 Portrait Composite"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon State Normal School (OSNS)",
"Teachers",
"Training School"
],
"dcterms:description": [
"Composite of individual portraits of Oregon State Normal School Teachers from 1895, with their names listed under the images, fifty-two in all. Included are E. Helena Wolf, Angeline Watson, Ada K. Crowley, Elizabeth C. Hait, Mary Collins, C. Myrtle Bruthaupt, Mary A. Childers, Samuel J. Andrews, Phebe Thomson, Clara Pickle, Eva Aloda Nash, Julia H. McCulloch, Magie Agga Nash, Beryl B. Barnes, Elden M. Haley, Maude Bayles, J. Hadley Barker, Merriam Karrington, Lora T. Butler, C. N. Jengen, Mary C. Porter, William A. Smith, Julia A. Smith, Samuel J. Sleen, Swann Hogwell, K. K. Curtis, Aldert E. Pinder, Effie M. Freland, Sarah Ranjau, Alice M. Smith, Emmitt Staats, Daisy Juliet Clark, Carol K. Johnson, Harry E. Coleman, A. Estelle Eckersley, Luke L. Goodrich, Caroline C. Young, Mary B. Lacey, Irving E. Vining, Lura M. Prescott, Ella E. Emmett, Catherine Pooler, Lydie T. Marple, Ella E. Greene, D. Pearl Cornell, Leversie J, Keene, Marguirite L. Hill, Nora B. Green, Elizabeth Day, Bertha E. Shedd, Helena E. Barck. In the center is written \"O.S.N.S., Class of '95\". On the backside is handwritten \"Phebe Thomson Bartholomew Class 1895 , Teachers of the Class of 1895, P.L. Campbell - Pres, J.W. Powell, J.L. Dunn Math, H.B. Buckhan Psycology [sic] and Methods, Sarah Tuthill English Lit. + Education, E.J. McCaustlan(?) Math + German, E.E. Balcomb Chem + Physics, H.A. Hann Eng. Math + Bookkeeping, Alice L. Priest History and Rhetoric, Edith Cassavant Critic Teacher - Model School, Anna A. Sickler Music and Drawing, J.B.V. Butler - Secretary.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15057, height: 12228); then converted into jpg format"
],
"dcterms:date": [
"1895"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/605"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3828",
"dcterms:title": [
"Training School Teachers and Instructors"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Class Photo",
"Oregon State Normal School (OSNS)",
"Training School",
"Training School Teachers"
],
"dcterms:description": [
"Group photograph of Training School Teachers and Instructors. On the backside is handwritten \"Training School Teachers plus instructors\" and a typed note \"Though information about the picture of \"Training School teachers plus instructors\" is meager, perhaps this should be kept. I strongly suspect was taken prior to 1909, before the temporary closure of the Oregon State Normal School. An expert on clothing could help us date it. I suppose the instructors are in the center of the picture, especially the man with the moustache, Stebbins, 11-11-70.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15114, height: 12428); then converted into jpg format"
],
"dcterms:date": [
"1900~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/611"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3801",
"dcterms:title": [
"Kindergarten Classroom Activity in the Training School"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Classroom",
"Kindergarten",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"The kindergarten classroom at the Training School with children and teachers in a circle in front of the desks. Above is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" with \"1904, page 5\" handwritten next to it. Below the image is typed \"KINDERGARTEN TRAINING SCHOOL\".",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14257, height: 12714); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/618"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3800",
"dcterms:title": [
"First Grade Classroom in the Training School"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Classroom",
"First Grade",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"First grade classroom in the Training School with the children sitting at their desks and teachers standing behind. Above the image is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" with \"1904\" handwritten next to it. Below the image is typed \"1ST GRADE TRAINING SCHOOL\".",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14200, height: 127571); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/619"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3799",
"dcterms:title": [
"Fourth Grade Classroom in the Training School"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Classroom",
"Elementary Children",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"Fourth grade classroom in the Training School with the children sitting at their desks and teachers standing along a back wall. Above the image is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" with \"1904\" handwritten next to it. Below the image is typed \"4TH GRADE TRAINING SCHOOL.\" On the backside is handwritten \"Teachers L - R: 1 - Loretta Smith, 2 - --,- 3 - ---, C.A. Rice - seated, Forbes - by window, T.C. Allen [illegible], First Row: 1 - Velma Sheffley (Riley), 2 [blank], 3 [blank], 4 [blank], 3rd Row: 1 [blank], 2 - Wilmer Powell.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14600, height: 12428); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/620"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3797",
"dcterms:title": [
"State Normal School, Seventh Grade Arithmetic Class, 1904"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Arithmetic",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"7th grade Arithmetic classroom at Oregon State Normal School with students and teachers standing near a chalkboard and some students at desks. Above the image is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon, \" and below the image is typed \"ARITHMETIC CLASS, SEVENTH GRADE.\" On the backside is handwritten \"Seated - 1st Row - L to R:1 -, 2 - John Beert., 3 - Cletus Butler, 4 - Archie Hosner, 2nd Row:1 -, 2 - Lorena Daniel, 3 - Lydia Powell, 4 -, Standing - L to R: Forence Fugate, Grace Fugate, Olive Petit.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14514, height: 12942); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/622"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3794",
"dcterms:title": [
"State Normal School, Nature Study, 1904"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Nature Study",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"A classroom of students seated at individual desks with teachers in front by a table with a vase of roses. Above the image is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" and below is typed \"NATURE STUDY, CLASS WORK: WILD ROSES.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14285, height: 12542); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/625"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3793",
"dcterms:title": [
"State Normal School, Nature Study, 1904"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"City Park",
"Field Lesson",
"Flowers",
"Howell House",
"Nature Study",
"Oregon State Normal School (OSNS)",
"Roses"
],
"dcterms:description": [
"Children and teachers outside at the edge of a large garden of flowers. Above the image is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon.\" and underneath is typed \"NATURE STUDY\" \"FIELD LESSON: Wild Roses.\" On the backside is handwritten \"Present Location: City Park, In background - Howell-Huber home.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14428, height: 12428); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/626"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3791",
"dcterms:title": [
"State Normal School, Ninth Grade Physics Class, 1904"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon State Normal School (OSNS)",
"Physics Class",
"Science",
"Training School"
],
"dcterms:description": [
"A classroom the students seated at individual desks and one at the chalkboard with working out and assignment with the teachers. Above the image is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" and below the image \"Physics Class, Ninth Grade.\" On the backside is handwritten \"W.A. Pettys[?] - teacher.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14514, height: 12428); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/628"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, 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/3754",
"dcterms:title": [
"WOSC Student Teachers in England"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Student Teachers",
"Study Abroad",
"Western Oregon State College (WOSC)"
],
"dcterms:description": [
"Photograph from the January 13, 1995 Western Star student newspaper of student teachers on a study abroad program in England."
],
"dcterms:date": [
"1995"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/645"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/08/2020, 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/3712",
"dcterms:title": [
"Campus Elementary School Students"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Campus Elementary School (CES)",
"Student Teachers",
"Students"
],
"dcterms:description": [
"A student teacher helping pupils from the Campus Elementary School on the Oregon College of Education campus.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1193)"
],
"dcterms:date": [
"1970~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/681"
],
"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/3643",
"dcterms:title": [
"Emma Henkle, 1907"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Emma Henkle",
"Oregon Normal School (ONS)",
"Students"
],
"dcterms:description": [
"Graduation photograph of Emma Henkle, a 1907 graduate. After completing her graduate studies and attending the Teachers College at Columbia University New York, she returned to Oregon Normal School as a professor, and was the creator of the special education program.",
"Digital .jpg (300 dpi, pixel dimensions- width: 845, height: 1500)"
],
"dcterms:date": [
"1907"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/712"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/06/2020, 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/2872",
"dcterms:title": [
"Monmouth District School"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"City of Monmouth",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"The Monmouth District school was a two-room, wooden building constructed in 1886 . Oregon State Normal School contracted its use as the model school to provide practice training for future teachers. A year later a second story with two additional classrooms was added. Since contractors only painted the new addition and left the existing paint on the original part, the school earned the nickname \"the Patch School.\"",
"Scanned as a jpg image (600 dpi, width: 2976, height: 2379)"
],
"dcterms:date": [
"1887"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/672"
],
"dcterms:rights": [
"No Copyright - United States: As of 04/08/2020, 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/2442",
"dcterms:title": [
"Survival Supplies boxes Stacked in the Fallout Shelter"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Fallout Shelter",
"Students"
],
"dcterms:description": [
"Portrait shot of survival supply boxes stacked on top of each other up to the roof. To the left are students and teachers examining the supplies.",
"Digital .jpg (180 dpi, pixel dimensions- width: 1125, height:1500)"
],
"dcterms:date": [
"2005"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1247"
],
"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/2333",
"dcterms:title": [
"Teacher Teaches Elementary Students"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Campus Elementary School (CES)",
"Teachers"
],
"dcterms:description": [
"Interior of the Campus Elementary School with a group photo of some of the elementary students sitting in a group while looking at their teacher. Some of the students hold their hands up. View of the blackboard with some scribbles is in the background. \r\nOld ACC.RG.2012.871: Group Pictures Monmouth Elementary School 1860's",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1196)"
],
"dcterms:date": [
"1930-1959"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1295"
],
"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/2331",
"dcterms:title": [
"Teacher Reads to Elementary School Students"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Campus Elementary School (CES)",
"Elementary Children",
"Teachers"
],
"dcterms:description": [
"A teacher reads to students with the teacher on the left with three students in view seated on the right. A map of the US is behind them on the wall. \r\nOld ACC.RG.2012.871: Group Pictures Monmouth Elementary School 1960's",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1411)"
],
"dcterms:date": [
"1930-1970"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1297"
],
"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/1450",
"dcterms:title": [
"Paillaco students and teachers"
],
"dcterms:creator": [
"Rector, John Lawrence, 1943-"
],
"dcterms:description": [
"Gathering of students and teachers in front of the Paillaco school.",
"Scanned image from slides using the Epson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1531, height: 1015) and converted into jpg for access purposes"
],
"dcterms:date": [
"1967"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/194"
],
"dcterms:rights": [
"http://rightsstatements.org/vocab/InC/1.0/",
"In Copyright: Hamersly Library has determined, as of 04/17/2020, this item is in copyright, which is held by John Rector (rectorj@wou.edu)."
],
"dcterms:spatial": [
"Caburgua (Chile)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1193",
"dcterms:title": [
"Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Toward Inclusion and Access"
],
"dcterms:creator": [
"Natalie Danner",
"Susan A Fowler"
],
"dcterms:subject": [
"inclusion",
"attitudes",
"Montessori",
"early childhood",
"teachers",
"access"
],
"dcterms:publisher": [
"American Montessori Society"
],
"dcterms:date": [
"1/1/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"fac_pubs/43"
],
"dcterms:source": [
"Journal of Montessori Research"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes toward including children with disabilities and providing these students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described."
],
"bibo:issue": [
"1"
],
"bibo:pageEnd": [
"41"
],
"bibo:pageStart": [
"28"
],
"bibo:volume": [
"1"
],
"foaf:fundedBy": [
"American Montessori Society, U.S. Department of Education"
],
"VIVO:departmentOrSchool": [
"Education"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1158",
"dcterms:title": [
"Exploring Phytoplankton Population Growth to Enhance Quantitative Literacy: Putting Vision & Change into Action"
],
"dcterms:creator": [
"Erin Baumgartner",
"Lindsay Biga",
"Karen Bledsoe",
"James Dawson",
"Julie Grammer",
"Ava R Howard",
"Jeffrey Snyder"
],
"dcterms:subject": [
"vision and change",
"quantitative literacy",
"population growth models"
],
"dcterms:publisher": [
"National Association of Biology Teachers"
],
"dcterms:date": [
"4/1/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"fac_pubs/27"
],
"dcterms:source": [
"American Biology Teacher"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Quantitative literacy is essential to biological literacy (and is one of the core concepts in Vision and Change in Undergraduate Biology Education: A Call to Action; AAAS 2009). Building quantitative literacy is a challenging endeavor for biology instructors. Integrating mathematical skills into biological investigations can help build quantitative literacy. In our plankton population laboratory sequence, students test hypotheses about the influence of abiotic factors on phytoplankton populations by sampling experimental and control flasks over multiple weeks. Students track and predict changes in planktonic populations by incorporating weekly sample estimates into population growth equations. We have refined the laboratory protocols on the basis of student commentary and instructor observations. Students have reviewed the lab positively, and approximately one-quarter of them reported building their math skills by participating in the lab."
],
"dcterms:bibliographicCitation": [
"Baumgartner, E., Biga, L., Bledsoe, K., Dawson, J., Grammer, J., Howard, A., & Snyder, J. (2015). Exploring Phytoplankton Population Growth to Enhance Quantitative Literacy: Putting Vision & Change into Action. American Biology Teacher, 77(4), 265-272. doi:10.1525/abt.2015.77.4.6"
],
"bibo:issue": [
"4"
],
"bibo:pageEnd": [
"272"
],
"bibo:pageStart": [
"265"
],
"bibo:volume": [
"77"
],
"VIVO:departmentOrSchool": [
"Biology"
],
"SKOS:note": [
"Published as Baumgartner, E., Biga, L., Bledsoe, K., Dawson, J., Grammer, J., Howard, A., & Snyder, J. (2015). Exploring Phytoplankton Population Growth to Enhance Quantitative Literacy: Putting Vision & Change into Action. American Biology Teacher, 77(4), 265-272. doi:10.1525/abt.2015.77.4.6. © 2015 by the Regents of the University of California/National Association of Biology Teachers. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California/on behalf of the National Association of Biology Teachers for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® or directly with the Copyright Clearance Center."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1157",
"dcterms:title": [
"Using Plants to Explore the Nature & Structural Complexity of Life"
],
"dcterms:creator": [
"Ava R. Howard"
],
"dcterms:subject": [
"plants",
"characteristics of life",
"structural complexity",
"alternative conceptions",
"application"
],
"dcterms:publisher": [
"National Association of Biology Teachers"
],
"dcterms:date": [
"9/1/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"fac_pubs/26"
],
"dcterms:source": [
"American Biology Teacher"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Use of real specimens brings the study of biology to life. This activity brings easily acquired plant specimens into the classroom to tackle common alternative conceptions regarding life, size, complexity, the nature of science, and plants as multicellular organisms. The activity occurs after a discussion of the characteristics of life and engages students in application of course content and utilization of scientific thinking. It is appropriate for any class in which the nature of life and its structural complexities are addressed and in which teachers want to help students gain familiarity with plants as multicellular organisms."
],
"dcterms:bibliographicCitation": [
"Howard, A. R. (2014, September). Using plants to explore the nature & structural complexity of life. The American Biology Teacher, 77(7), 444-448. doi:10.1525/abt.2014.76.7.5"
],
"bibo:issue": [
"7"
],
"bibo:pageEnd": [
"448"
],
"bibo:pageStart": [
"444"
],
"bibo:volume": [
"76"
],
"VIVO:departmentOrSchool": [
"Biology"
],
"SKOS:note": [
"Published as Howard, A. R. (2014, September). Using plants to explore the nature & structural complexity of life. The American Biology Teacher, 77(7), 444-448. doi:10.1525/abt.2014.76.7.5. © 2014 by the Regents of the University of California/National Association of Biology Teachers. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California/on behalf of the National Association of Biology Teachers for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® or directly with the Copyright Clearance Center."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/908",
"dcterms:title": [
"Letter to Matilda Smith from Rufus Smith and Isaac Smith"
],
"dcterms:creator": [
"Rufus Smith"
],
"dcterms:subject": [
"Rufus Smith",
"Isaac Smith"
],
"dcterms:description": [
"Rufus Smith writes to his aunt Matilda Smith about his experience boarding at Squire Whitman's while going the Monmouth school, his teachers and the subjects taught. An addendum to his cousin describes his new baby brother, John Butler Smith. A further addendum from Isaac Smith describes their mother's visit when the baby was born, general economic news, politics of possible statehood and an end to the Indian war, and prices of commodities."
],
"dcterms:date": [
"1856-12-08"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/80"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/695",
"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2020 through June 30, 2023]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/13"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2020 through June 30, 2023]"
],
"curation:start": [
"2020"
],
"curation:end": [
"2023"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/674",
"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2017 through June 30, 2020]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/14"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2017 through June 30, 2020]"
],
"curation:start": [
"2017"
],
"curation:end": [
"2020"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/673",
"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2015 through June 30, 2017]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/15"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2015 through June 30, 2017]"
],
"curation:start": [
"2015"
],
"curation:end": [
"2017"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/672",
"dcterms:title": [
"Collective Bargaining Agreement: [July 13, 2013 through June 30, 2015]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/16"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 13, 2013 through June 30, 2015]"
],
"curation:start": [
"2013"
],
"curation:end": [
"2015"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/671",
"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2011 through June 30, 2013]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2011"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/17"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2011 through June 30, 2013]"
],
"curation:start": [
"2011"
],
"curation:end": [
"2013"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/670",
"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2009 through June 30, 2011]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2009"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/18"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2009 through June 30, 2011]"
],
"curation:start": [
"2009"
],
"curation:end": [
"2011"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/669",
"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2007 through June 30, 2009]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2007"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/19"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2007 through June 30, 2009]"
],
"curation:start": [
"2007"
],
"curation:end": [
"2009"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/668",
"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2005 through June 30, 2007]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2005"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/20"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2005 through June 30, 2007]"
],
"curation:start": [
"2005"
],
"curation:end": [
"2007"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/667",
"dcterms:title": [
"Collective Bargaining Agreement: [March 9, 2004 through June 30, 2005]"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2004"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/21"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [March 9, 2004 through June 30, 2005]"
],
"curation:start": [
"2004"
],
"curation:end": [
"2005"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/666",
"dcterms:title": [
"Collective Bargaining Agreement: April 3, 2002 through June 30, 2003"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2002"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/12"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: April 3, 2002 through June 30, 2003"
],
"curation:start": [
"2002"
],
"curation:end": [
"2003"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/665",
"dcterms:title": [
"Collective Bargaining Agreement: May 8, 2000 through June 30, 2001"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/2000"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/11"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: May 8, 2000 through June 30, 2001"
],
"curation:start": [
"2000"
],
"curation:end": [
"2001"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/664",
"dcterms:title": [
"Collective Bargaining Agreement: February 28, 1998 through June 30, 1999"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1998"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/10"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: February 28, 1998 through June 30, 1999"
],
"curation:start": [
"1998"
],
"curation:end": [
"1999"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/663",
"dcterms:title": [
"Collective Bargaining Agreement: September 1, 1995 through June 30, 1997"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1995"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/9"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: September 1, 1995 through June 30, 1997"
],
"curation:start": [
"1995"
],
"curation:end": [
"1997"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/662",
"dcterms:title": [
"Collective Bargaining Agreement: December 27, 1993 through June 30, 1995"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1993"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/8"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: December 27, 1993 through June 30, 1995"
],
"curation:start": [
"1993"
],
"curation:end": [
"1995"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/661",
"dcterms:title": [
"Collective Bargaining Agreement: April 21, 1992 through June 30, 1993"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1992"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/7"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: April 21, 1992 through June 30, 1993"
],
"curation:start": [
"1992"
],
"curation:end": [
"1993"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/660",
"dcterms:title": [
"Collective Bargaining Agreement: July 1, 1989 through June 30, 1991"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1989"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/6"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: July 1, 1989 through June 30, 1991"
],
"curation:start": [
"1989"
],
"curation:end": [
"1991"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/659",
"dcterms:title": [
"Collective Bargaining Agreement: July 1, 1987 through June 30, 1989"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1987"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/5"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: July 1, 1987 through June 30, 1989"
],
"curation:start": [
"1987"
],
"curation:end": [
"1989"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/658",
"dcterms:title": [
"Collective Bargaining Agreement: July 1, 1985 through June 30, 1987"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1985"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/4"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: July 1, 1985 through June 30, 1987"
],
"curation:start": [
"1985"
],
"curation:end": [
"1987"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/657",
"dcterms:title": [
"Collective Bargaining Agreement: July 1, 1983 through June 30, 1985"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1981"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/3"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: July 1, 1981 through June 30, 1983"
],
"curation:start": [
"1981"
],
"curation:end": [
"1983"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/656",
"dcterms:title": [
"Collective Bargaining Agreement: July 1, 1981 through June 30, 1983"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1983"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/2"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: July 1 1983 through June 30, 1985"
],
"curation:start": [
"1983"
],
"curation:end": [
"1985"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/655",
"dcterms:title": [
"Collective Bargaining Agreement: July 1, 1979 through June 30, 1981"
],
"dcterms:creator": [
"Western Oregon University American Federation of Teachers"
],
"dcterms:subject": [
"collective bargaining agreements",
"union contracts",
"Western Oregon University American Federation of Teachers",
"Western Oregon University"
],
"dcterms:date": [
"7/1/1979"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"cba/1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/13/2021, this item is in copyright, which is held by WOUFT and WOU. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author wouft-local@wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: July 1, 1979 through June 30, 1981"
],
"curation:start": [
"1979"
],
"curation:end": [
"1981"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/243",
"dcterms:title": [
"Ensuring Latinx Mothers Feel Valued in Schools to Promote Student Success"
],
"dcterms:creator": [
"Daisy Macias",
"Andrea Emerson"
],
"dcterms:subject": [
"Early Childhood Education",
"Elementary Education",
"Latinx mothers",
"advocacy",
"generational education experiences",
"first-teachers",
"belongingness"
],
"dcterms:date": [
"12/14/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol11/iss1/8"
],
"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://creativecommons.org/licenses/by-nd/4.0/"
],
"dcterms:alternative": [
"The Effects of Latinx Mothers Feeling Valued in Schools"
],
"dcterms:abstract": [
"Latinx mothers feeling valued in their children’s schools is a crucial component of their child’s success and wellbeing. Semi-structured interviews were conducted with 4 mothers, whose educational experiences varied. The questions focused on the mothers’ experiences within the education system regarding themselves and their children. Analysis of the interviews revealed three emergent themes - parents as first teachers, generational education experiences as motivation, and advocacy. For mothers to feel valued in their children’s schools, their role as the first-teacher in their children's lives must be respected. They also must have a safe space to advocate for their child. The mothers also utilize their own educational experiences as motivation to best support their children. Listening to the voices of Latinx mothers and learning from these themes casts an important asset oriented light on their intentions and the support strategies that work for them."
],
"dcterms:license": [
"http://creativecommons.org/licenses/by-nd/4.0/"
],
"bibo:volume": [
"11"
],
"VIVO:informationResourceSupportedBy": [
"Andrea Emerson"
],
"SKOS:note": [
"Andrea Emerson"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/106",
"dcterms:title": [
"A Review of Teachers' Perceptions and Training Regarding School Bullying"
],
"dcterms:creator": [
"Abby K. Gorsak",
"Melissa M. Cunningham"
],
"dcterms:subject": [
"School Psychology",
"Bullying",
"Teachers’ Perceptions",
"Teachers’ Knowledge",
"Teachers’ Training",
"Bullying Prevention",
"Bullying Intervention"
],
"dcterms:date": [
"5/28/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol3/iss1/6"
],
"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": [
"Teachers' Perceptions and Training Regarding School Bullying"
],
"dcterms:abstract": [
"This review will explore what is currently known regarding teachers’ perceptions, knowledge, and training regarding school bullying. Bullying is a serious issue for children and adolescents in schools. Research has consistently reported that bullying may cause lasting psychological and emotional problems (Mishna, Scarcello, Pepler, & Wiener, 2005). Teachers spend a significant amount of time with students at school and may be at the front-line of prevention and intervention strategies (Lund, Blake, Ewing, & Banks, 2012). One of the main determining factors in effectiveness of an anti-bullying program is the quality of staff training (Lund, et al., 2012). Research suggests that teachers are in great need of and desire more training on the topic of school bullying, its prevention, and effective intervention strategies. This review will highlight specific research areas where more information is needed about teachers’ perceptions, knowledge, and training regarding bullying in schools and how school districts can best use this information to target training programs for teachers."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Melissa M. Cunningham"
],
"SKOS:note": [
"Melissa M. Cunningham"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/83",
"dcterms:title": [
"An Examination of the First Years: Novice ESOL Teachers’ Experiences with Loneliness and Stress"
],
"dcterms:creator": [
"Randal K. Johnson",
"Mycah L. Harrold",
"Daisy J. Cochran",
"Debi Brannan",
"Tasha Bleistein"
],
"dcterms:subject": [
"Social Psychology",
"novice",
"TESOL",
"ESOL",
"loneliness",
"stress",
"teachers"
],
"dcterms:description": [
"The authors of this article are appreciative of the involvement, guidance and suggestions of many people. We would like to sincerely thank Lisa Shimabukuro and Darian Simpson for their contributions, as well as Stan Wester and Ashley Davis for their support and guidance. Also, we are extremely grateful for the assistance provided by Linda Kunze, and the valuable insight regarding language teaching and the TESOL field provided by Maria Peralta Cortez, Dennis Butler, and Dr. Katherine Schmidt."
],
"dcterms:date": [
"5/28/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol3/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": [
"Novice ESOL Teachers’ Loneliness and Stress"
],
"dcterms:abstract": [
"The first years of work for new teachers can be particularly difficult; this is especially true for english to Speakers of Other Languages (ESOL) teachers (Brannan & Bleistein, 2012; Warford & Reeves, 2003). This study was designed to explore potential issues within this important group and specifically examined the relationship between loneliness and stress for novice ESOL teachers. Forty-seven novice ESOL teachers completed self-report measures assessing their levels of perceived stress and loneliness. The results revealed that loneliness significantly predicted perceived stress (β = .51, p < .001.). Furthermore, exploratory analyses indicated that marital status influenced loneliness ratings but not stress levels. These findings indicate that for novice teachers that often teach abroad, feelings of loneliness are an important issue to consider."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Debi Brannan"
],
"SKOS:note": [
"Debi Brannan"
]
},
{
"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"
]
}
]