[ { "url": "https://wou.omeka.net/s/repository/item/15454", "dcterms:title": [ "Less is More: Intentional Living as Self-Care for Interpreters" ], "dcterms:creator": [ "Paige B. Murphy" ], "dcterms:date": [ "7/3/2026" ], "dcterms:type": [ "text", "data" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.", "https://rightsstatements.org/page/InC/1.0/?language=en" ], "dcterms:abstract": [ "This autoethnographic action research project focuses on mindfulness and intention by reducing stimulus and task load as a means of self-care within the field of interpreting. Modern life is busy, full of constant demands for attention and action. Trying to do everything at once is exhausting; this project concerns slowing down and removing the pressure to multitask. Research shows that presence is an essential component of an interpreter’s toolbelt and that attention is a precious resource. There are several studies on self-care within the field of interpreting, but none with this particular focus. This project explores the mental and physiological changes that occur when building new habits of mindfulness as a recovering perfectionist. Quantitative and qualitative data were gathered from daily journal entries and weekly reflections. Results suggest that reducing distractions, becoming more aware of how one spends their time, taking regular breaks and check-ins, and spending intentional time with oneself positively correlates with increased presence and mood. This form of self-care practice may benefit interpreters and their work." ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "BIO:keywords": [ "Perfectionism", "Self-care", "Mindfulness" ], "SKOS:note": [ "Elisa Maroney", "Erin Trine", "Audrey Ramirez-Loudenbeck" ], "curation:type": [ "action_research_project" ] }, { "url": "https://wou.omeka.net/s/repository/item/14760", "dcterms:title": [ "Theory to Practice—It’s a Long Jump!" ], "dcterms:creator": [ "Gracie Ann Meives" ], "dcterms:date": [ "9/15/2025" ], "dcterms:type": [ "Text; Image; StillImage", "Action Research Project" ], "dcterms:identifier": [ "arp_20251023c" ], "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": [ "My aim with this project is to explore the development of a new interpreter in a K–12 educational setting. In my professional reflective journal, I collected data focused on new interpreters’ skill development, such as feedback, mentors, work samples, boundaries, supervision sessions, and lexical/grammatical items. Using the text analysis tool Voyant (2025), I scanned the data for lexical patterns as well as general themes in each quarter of the journal. My findings point to four overarching periods of transition that each have their own distinctive data and patterns. These four quarters are found in the results in Chapter 4. These distinct quarters show the natural progression of filling “the gap” between theory and real-world interpreting experiences. I hope to use my findings to offer a look into the process of transitioning from an interpreter education program to life as a working professional to better identify emerging professionals’ skill acquisition needs." ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Amanda Smith", "Erin Trine" ], "curation:note": [ "Elisa Maroney" ] }, { "url": "https://wou.omeka.net/s/repository/item/14668", "dcterms:title": [ "You Are Not a Failure, They Failed You: A Disability-Focused Approach to Education" ], "dcterms:creator": [ "Sarah Stover" ], "dcterms:date": [ "6/15/2025" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "SarahStover_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 explores the implementation of disability-focused anti-oppressive pedagogy in a middle school Language Arts classroom. Conducted in a highly structured, military-style school, the study was conducted with two research questions in mind: How did one autistic teacher implement disability-centered anti-oppressive pedagogy in a middle school Language Arts course at a military-style school, and how did students enrolled in this Language Arts course respond to their autistic teacher’s disability-centered pedagogical foci? This research included lessons centered around disability representation, bias, and accessibility. Data collection included personal observations in a journal, gradebook analysis, student work samples, and surveys. Findings revealed three major outcomes: increased engagement, higher academic achievement, and deeper social emotional learning. This research suggests that disability-centered pedagogy is beneficial to all students, creating an asset-based learning environment that accommodates everyone. While limitations such as the military structure are acknowledged, this study advocates for the broader implementation of disability justice in classroom practice." ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "BIO:keywords": [ "disability education", "asset-based education" ], "SKOS:note": [ "Amy Bowden", "Coley Lehman" ], "curation:type": [ "Action Research Project" ] }, { "url": "https://wou.omeka.net/s/repository/item/13747", "dcterms:title": [ "The Pre- and Post-release Impact of Religious Programming on Inmates in America" ], "dcterms:creator": [ "Kyla R. Riddle" ], "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": [ "With levels of religiosity declining among the American population, the impact and significance of religion within the American correctional system must be questioned. This study investigates the effect of inmate involvement in religious programming on the inmates’ behaviors, attitudes, and institutional relationships during incarceration and recidivism rate post-release. This allows for consideration into the worth and effectiveness of religious programming as a form of rehabilitative programming within the American correctional system. This was done through the compilation and analysis of online journal articles and published research containing secondary data relating to the variables. Articles were coded to allow for themes to be analyzed across the literature. Findings revealed that there is a negative relationship between religious programming and crime, delinquency, and institutional misconduct, and there is a positive relationship between religious programming and adjustment and coping as well as prosocial attitudes and behaviors. Recidivism was found to have a nuanced relationship with religious programming posited to be due to extraneous variables, but it was generally found to also have a negative relationship with the independent variable. This study presents a unique perspective regarding the topic of religion and crime, specifically, the impact of religious programming on the lives of inmates during and after release and offers suggestions for future research and application of findings to the operation and further support of religious programming within American correctional institutions. \nKeywords: religious programming, behaviors, attitudes, institutional relationships, recidivism, incarceration, rehabilitation, religion, crime, corrections" ], "bibo:degree": [ "professional_project", "Master of Arts in Criminal Justice" ], "SKOS:note": [ "Omar Melchor-Ayala", "Mari Sakiyama", "Terry Gingerich" ], "curation:type": [ "professional_project" ] }, { "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/13636", "o:resource_class": "dctype:Text", "dcterms:title": [ "Imposter Syndrome, Confidence, Self-Talk, Oh My! The Benefits of Positive Self-Talk for Interpreters" ], "dcterms:creator": [ "Jenna M. Vascimini Protheroe" ], "dcterms:subject": [ "American Sign Language", "interpreting", "imposter syndrome" ], "dcterms:date": [ "3/1/2024" ], "dcterms:type": [ "Text", "Image; StillImage" ], "dcterms:identifier": [ "grad_051324a" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 3/29/2024, 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 at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "During my journey toward becoming an interpreter, I have discovered the complex relationship between confidence and imposter syndrome. This connection has had a strong impact on my short history as an American Sign Language (ASL)/English interpreter. In this action research project, I collected and analyzed data on the effects of positive self-talk before, during, and after interpreting jobs, and how this mindfulness can boost confidence, thereby decreasing imposter syndrome symptoms among interpreters. These data were collected via my personal journal over the course of nine months. Additionally, I discovered the effects of negative self-talk, and how that has impact as well. The goal of this action research was to shed light on the importance of positive self-talk for increasing confidence and self-esteem and for reducing imposter syndrome among interpreters." ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Elisa Maroney", "Amanda Smith" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/13473", "dcterms:title": [ "Courage as Vulnerability: An Autoethnographic Action Research Project of a Novice Interpreter" ], "dcterms:creator": [ "Malia Wong" ], "dcterms:subject": [ "interpersonal", "self-efficacy", "demand-control schema" ], "dcterms:date": [ "12/1/2023" ], "dcterms:type": [ "Action Research Project", "Text" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "There is a significant gap in the literature on the concept of “courage” in the translation and interpreting field. The goal of this auto-ethnographic action research project was to begin the discussion on courage in interpreting from the lived experience of a novice interpreter. Novice interpreters face low levels of confidence (Moore, 2020) and personal distress can lead to burnout, a common factor for interpreters leaving the profession early (Schwenke, 2015). This research is based on Dean and Pollard's Demand-Control Schema (DC-S; 2013), specifically focusing on intrapersonal demands and liberal controls. For six months, I used qualitative data methods to 1) journal my experiences post-assignment during internship, and 2) journal general thoughts about my professional development journey. My results indicated that courage showed up as vulnerability, while the opposite of courage included coping mechanisms such as freezing and inauthenticity. I hope this study sparks future research on courage and vulnerability to combat the high burnout rate in the translation and interpreting profession." ], "SKOS:note": [ "Elisa Maroney", "Amanda Smith" ], "curation:type": [ "Master of Arts in Interpreting Studies" ] }, { "url": "https://wou.omeka.net/s/repository/item/13469", "o:resource_class": "dctype:Text", "dcterms:title": [ "The Role of Social Identity in a Population's Adoption of Prosocial Common-Pool Behavior" ], "dcterms:creator": [ "Garry Sotnik", "Serhii Choporov", "Thaddeus Shannon" ], "dcterms:subject": [ "Agent-Based Model", "Commitment", "Multilevel Group Selection", "Multilevel Neighborhood Selection", "Prosocial Common-Pool Behavior", "Social Identity" ], "dcterms:publisher": [ "European Social Simulation Association" ], "dcterms:date": [ "06/30/2023" ], "dcterms:type": [ "Text" ], "dcterms:language": [ "eng" ], "dcterms:relation": [ "Journal of Artificial Societies and Social Simulation" ], "dcterms:rights": [ "n/a" ], "dcterms:abstract": [ "Prosocial common-pool behavior – subtractable and non-excludable behavior that benefits others – is essential for the survival of any population of social individuals. The behavior, however, usually carries a cost to those who contribute it, placing them at a disadvantage with respect to those who freeride – those who do not contribute but still benefit. How populations sustain existing or adopt new prosocial common-pool behaviors remains unclear. We introduce a theoretical agent-based model and use it to study the role of social identity in a population’s adoption of such behavior. Social identity is relevant because it influences the behavior of individuals in a group, including their willingness to behave prosocially. Our model simulates the emergence of multiple and dynamic social identities of agents within self-organizing groups. Our simulation results suggest that the role of social identity may depend substantially on the density of the population and the commitment level of population members to their groups; that the relationship between density, commitment, and adoption may be nuanced; that, under lower density levels, mobility between groups may be essential; and that the persistence and adoption of prosocial behavior in a population may be overwhelmingly driven by individuals who are highly committed to their groups. The results caution against the influence of two looming worldwide trends – an increase in population density and a decrease in group commitment. The results suggest that, when combined, these two trends may produce the lowest adoption levels of prosocial behavior, the adverse and population-wide repercussions of which could be catastrophic. Finally, our results suggest that social identity may play a helpful role in offsetting the consequences of these trends, implying a need for further empirical and experimental study of the subject and future consideration of incorporating the role of social identity into policy analysis and design." ], "dcterms:bibliographicCitation": [ "Sotnik, Garry, Choporov, Serhii and Shannon, Thaddeus (2023) 'The Role of Social Identity in a Population's Adoption of Prosocial Common-Pool Behavior' Journal of Artificial Societies and Social Simulation 26 (3) 10 . 10.18564/jasss.5132" ], "dcterms:license": [ "Creative Commons Attribution 4.0", "https://creativecommons.org/licenses/by/4.0/" ], "bibo:doi": [ "10.18564/jasss.5132" ], "bibo:issue": [ "3" ], "bibo:volume": [ "26" ], "VIVO:departmentOrSchool": [ "Computer Science" ] }, { "url": "https://wou.omeka.net/s/repository/item/13315", "dcterms:title": [ "Using Culturally Relevant Teaching to Develop Critical Thinking in Secondary Chemistry" ], "dcterms:creator": [ "Emily Hamel" ], "dcterms:subject": [ "culturally relevant pedagogy", "culturally relevant science instruction", "culturally relevant chemistry instruction" ], "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 action research was conducted in order to enhance student engagement and critical thinking skills in a rural, secondary chemistry classroom. Culturally relevant pedagogy was used as a framework for designing curriculum and incorporating new practices into teaching an inquiry unit about chemical reactions and environmental pollution. After a literature review was conducted to gather evidence of culturally relevant practices in the science classroom, three types of qualitative data were gathered during the teaching of the unit designed around culturally relevant framework. A qualitative analysis was conducted on the three sources of data (journal entries, formal observation feedback, and student artifacts). The results expressed three themes: Lived experiences and real-world applications in student engagement; Genuine critical thinking opportunities in inquiry; and \nCounter-narratives and perspectives in the solutions aspect of inquiry. It was discovered that student engagement increased when the science content surrounded one common theme for the unit, and when content is contextualized with students' experiences and background knowledge. Further, supporting student responses with feedback that encourages critical thinking engaged students in developing their critical thinking skills, which were then applied when considering other perspectives and scientific thinking from other cultures in the formation of solutions in inquiry." ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Xiaopeng Gong", "Jennifer Hampel" ], "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/13302", "dcterms:title": [ "How Inclusion Can Benefit General and SPED Students" ], "dcterms:creator": [ "Miykayah Risseeuw" ], "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": [ "Struggling students isn’t something new. In fact, I would say that high school students today are struggling more so today than they have in decades. After political turmoil, a pandemic, war, and overall unrest in our country and the world, it’s no surprise that school isn’t the first thing students put effort and energy into. With many students with mental health issues, a struggling home life, and/or issues in understanding the lessons, I wanted to see if some of the resources and accommodations those with IEPs and 504s needed in my class could help other students as well. \nThis research centered around creating a safe and inclusive environment while allowing students to demonstrate their learning in diverse ways. The data collected consisted of journal entries, informal and formal assessments, observations, and feedback." ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "curation:type": [ "Action Research 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/13044", "dcterms:title": [ "Unfolding of a Pandemic" ], "dcterms:creator": [ "Jen Bracy" ], "dcterms:subject": [ "Covid-19", "Western Oregon University" ], "dcterms:description": [ "A series of emails, journal entries, and notes about Covid-19 from spring of 2020." ], "dcterms:date": [ "1/1/2020" ], "dcterms:type": [ "Text" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).", "http://rightsstatements.org/vocab/InC/1.0/" ] }, { "url": "https://wou.omeka.net/s/repository/item/12694", "dcterms:title": [ "Building Library Collections, the eBay Way" ], "dcterms:creator": [ "Camila M Gabaldon" ], "dcterms:publisher": [ "International Consortium for the Advancement of Academic Publication" ], "dcterms:date": [ "1/1/2005" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/38" ], "dcterms:source": [ "E-JASL: The Electronic Journal of Academic and Special Librarianship", "Full Text" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "eBay provides a fresh way to find and purchase items that build a library’s special collections and archives, supplement circulating collections, or replace journal issues that are missing. At Western Oregon University (WOU), we have used eBay to build our archives collections and are looking to expand our use to the general collections. This article uses some of our experiences to describe how eBay can be used to acquire library materials and includes lessons that we have learned, tips for optimizing your searches, and hints for eBay novices." ], "bibo:issue": [ "3" ], "bibo:volume": [ "6" ], "VIVO:departmentOrSchool": [ "Library" ] }, { "url": "https://wou.omeka.net/s/repository/item/11800", "dcterms:title": [ "Track and Field’s Influence on Race, Gender, and Ethnicity in the 1930s, Including the 1936 Olympic Games." ], "dcterms:creator": [ "Neal R. Cranston", "Kimberly Jensen" ], "dcterms:date": [ "2021-05-27" ], "dcterms:type": [ "Text; Image; StillImage" ], "dcterms:identifier": [ "aes/308" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 05/27/2021, 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": [ "Neal Cranston\nHST 499 Senior Seminar\nAES Abstract\nTrack and field in the 1930s provided a unique opportunity for athletes of all races, gender, and ethnicities to come together and compete on an equal playing field. This helped bridge the tension and divide that existed within segregated America but also showed the power that athletics has in highlighting common human characteristics. The evidence that will primarily illustrate this comes from a number of primary sources including six oral histories conducted by the United States Holocaust Museum as well as The 1984 Los Angeles Olympics Archives. These interviews give a glimpse into what the 1936 Olympic experience was like for many of the athletes that did not receive the same level of recognition as their teammate Jesse Owens. The Pan American Games which took place in Dallas in 1937 highlighted some of the harsh realities of racism in the American South despite the meet promoters intentions of holding a “harmonious” track meet not centered around race.[1] Overall these sources will contribute to the field by highlighting track and field’s involvement in healing social divides far ahead of its time.\n[1]Dyreson, Mark. “The Original Pan-American Games? The 1937 Dallas Pan-American Olympics.” International Journal of the History of Sport 33, no. 1/2 (January 2016): 6–28." ], "VIVO:departmentOrSchool": [ "History" ], "SKOS:note": [ "Kimberly Jensen" ] }, { "url": "https://wou.omeka.net/s/repository/item/11741", "dcterms:title": [ "The Intersection of Geoscience and Policy: An Examination of Local Geologic Hazard Mitigation Plans and State Policies in the Western United States" ], "dcterms:creator": [ "Maddie Peterson" ], "dcterms:subject": [ "geoscience", "public policy", "hazard mitigation plans", "state policies", "Western United States" ], "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/255" ], "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": [ "The Pacific coast of the western U.S. is at risk from a range of geologic hazards, including volcanic eruptions, earthquakes, and tsunamis. It is becoming increasingly clear that hazard mitigation policies at both the state and local levels play a critical role in minimizing losses from natural disaster events. At the same time, the quality and execution of these policies by local governments vary widely within and between states. A primary factor limiting the effectiveness of many local policies is the absence of a solid factual foundation that incorporates geoscientific considerations in order to achieve policy goals. This study explores the role of local regulatory and developmental policies in protecting communities in the western U.S against geological hazards, with an emphasis on scientific foundations within local policies, and examines recommendations for improving hazard strategies. State and federal agency papers, local government reports, and a variety of professional journal articles serve as the basis for this analysis. The research suggests that state mitigation measures emphasizing pre-disaster policies have the potential to be most effective for minimizing losses and improving community resilience to recover from catastrophic geologic events. States with hazard mandates that lack clear enforcement powers for regional agencies, such as California, have a wider variation in local policy quality when compared to states that do, such as Oregon, whose detailed state mandate ensures that all jurisdictions must comply with stipulated hazard safety elements. States should aim to ensure that local jurisdictions are implementing both structural and non-structural mitigation measures. The effectiveness of mitigation strategies on the Pacific coast of the western U.S depends on the level of local and state collaboration. In particular, the effectiveness of local hazard planning reflects the quality and enforcement of state mitigation policies. Proactive policies instituted by local governments are an important tool for natural hazard mitigation and disaster prevention when done right. The variety of geological hazards on the west coast makes the mitigation policies of the region a useful framework for other areas of the U.S., with applications for developing physical and non-structural mitigation measures." ], "VIVO:departmentOrSchool": [ "Earth/Physical Science" ], "SKOS:note": [ "Jeff Templeton" ] }, { "url": "https://wou.omeka.net/s/repository/item/11397", "dcterms:title": [ "May Day Queen and Her Court" ], "dcterms:creator": [ "Undetermined" ], "dcterms:description": [ "May Queen Myrtle Clayville sits to the right surrounded by her court dressed in Elizabethan costumes to celebrate the Tercentenary of William Shakespeare's death under the May Court Canopy.\r\nStudents in photograph (no particular order): Maids of honor Laura Bell, Isabel Garland, Opal Bretz, and Ellen Jackson; Glenn Work dressed as William Shakespeare, Chad Newhouse dressed as Sir Walter Raleigh, and two children as pages, Neil Moreland and Teddy Graham.\\\r\nChant written on the back of the photograph: \"All hail to thee, your majesty, All hail to thee we sing, We trip along with journal song and make Queen Myrtle Clayville the welcoming.\"" ], "dcterms:date": [ "5/5/1916 0:00" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "mayday/34" ], "dcterms:source": [ "May Day Group Photographs" ], "dcterms:rights": [ "Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.", "http://rightsstatements.org/vocab/NoC-US/1.0/" ], "dcterms:spatial": [ "Monmouth, OR" ] }, { "url": "https://wou.omeka.net/s/repository/item/7257", "dcterms:title": [ "Eugenics and Racial Hygiene: The Connections between the United States and Germany" ], "dcterms:creator": [ "Nicholas Baker" ], "dcterms:subject": [ "eugenics", "racial hygiene", "Nazis", "World War I", "World War II" ], "dcterms:date": [ "1/1/2016" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "his/67" ], "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": [ "During the 1910s-1930s eugenics movement, communications zipped between the German and American eugenicists; this movement was directed towards better breeding in human beings to weed out the unfit who were supposedly plaguing society. Most research has predominantly focused on the eugenics movements within individual countries and not the interplay between them. Through letters, pamphlets, propaganda, and research conducted by eugenics organizations, my research explores the contact between movements and focuses on the exchange itself. A pamphlet produced by the Human Betterment Foundation entitled best illustrates the exchange of ideas. It was created in 1934, and argued in favor of the advantages and benefits of sterilization of unfit individuals. The Nazi journal viewed this survey as evidence that the more information people had about sterilization, the more likely it was that they would support it. This source supports my overall argument that the eugenics movement exchanged information on the international front and adapted information for local publics." ], "VIVO:departmentOrSchool": [ "History" ], "curation:note": [ "David Doellinger" ] }, { "url": "https://wou.omeka.net/s/repository/item/7228", "dcterms:title": [ "The White Rose’s Resistance to Nazism: The Influence of Friedrich Nietzsche" ], "dcterms:creator": [ "Katilyn R. Kirkman" ], "dcterms:subject": [ "The White Rose", "Friedrich Nietzsche", "World War II", "Resistance", "Nazism" ], "dcterms:date": [ "1/1/2017" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "his/65" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "The White Rose was a non-violent resistance organization founded by students in Munich during the Second World War. Many scholars argue that religion influenced the group the most, but an analysis of their leaflets and correspondences highlights the influence that Friedrich Nietzsche had on the organization. Members of the White Rose, particularly Hans and Sophie Scholl, solidified their commitment to opposing Nazism by reading and discussing Friedrich Nietzsche. Nietzsche’s ideas shaped the foundational beliefs of the White Rose, including their belief that Germans could no longer ignore the crimes of the Nazi State. From 1942 to 1943, the White Rose anonymously distributed leaflets in Germany in an attempt to reach out to the German people and open their eyes to Nazi atrocities. By analyzing these leaflets, as well as journal entries and letters from the Hans and Sophie Scholl, it becomes quite evident that Nietzsche’s ideas on the “Good and Evil Dichotomy”, the “Herd Mentality”, the “Higher Man”, and “The Shadows” are prevalent within the organizations writings. Through these ideas the White Rose attempted to use their leaflets to empower the German people to see where Hitler fit in the “Good and Evil Dichotomy”, break from the “Herd Mentality”, find their “Higher Man”, and escape from the suffocating grasp of “The Shadows” to free not only themselves, but Germany as a whole." ], "VIVO:departmentOrSchool": [ "History" ], "curation:note": [ "David Doellinger" ] }, { "url": "https://wou.omeka.net/s/repository/item/7115", "dcterms:title": [ "Portland Banking and Newspapers" ], "dcterms:creator": [ "Duke Morton" ], "dcterms:subject": [ "financial", "crisis", "newspaper", "Portland", "aes" ], "dcterms:date": [ "1/1/2012" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "his/6" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "Several newspapers provided both information and advise to the citizens of Portland and Oregon during the financial crisis of 1907. One of the tasks taken up by the newspapers was to explain the circumstances and origins of the credit and cash shortages in Oregon, a second was to provide a projection for the course that events would take, and a third was to editorialize. A careful reading of the articles and editorials of The Oregonian, The Daily News, and The Oregon Journal show distinct perspectives aligned with opposing political and economic interests." ], "dcterms:bibliographicCitation": [ "Morton, Duke. \"Portland Banking and Newspapers.\" Department of History Capstone paper presentation at the Academic Excellence Showcase, Western Oregon University, May 31, 2012." ], "VIVO:departmentOrSchool": [ "History" ], "curation:note": [ "Kimberly Jensen" ] }, { "url": "https://wou.omeka.net/s/repository/item/4678", "dcterms:title": [ "A Qualitative Analysis of Student Motivations, Intentions and Participation in a Breast Cancer Advocacy Internship" ], "dcterms:creator": [ "Tasha Burlison-Trump" ], "dcterms:date": [ "6/1/2010" ], "dcterms:type": [ "Text", "Honors Thesis" ], "dcterms:identifier": [ "honors_theses/30" ], "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": [ "Objectives. This study aimed to gain insights into perceptions of student interns who participated in a professional advocacy training conference and to describe the training impact s on their educational experience, personal growth, and professional development. Methods. Study participants included 20 Western Oregon University student interns. Each student completed a motivations survey prior to training, five open -ended journal entries during training, and an intentions survey upon completion of the advocacy training. Qualitative data w ere transcribed and analyzed using content analysis techniques and quantitative data were analyzed with SPSS statistical software. Results. Top motivations for participation in the training internship were to learn outside of the classroom and to learn how to become an advocate. The four themes that emerged from the journal entries were (1) connecting with breast cancer survivors and advocates; (2) empowerment; (3) learning; and, (4) action through advocacy. Perceived benefits included enrichment of the college learning experience and personal growth. Post -internship, students had intentions to be lifelong advocates and believe d that the political system works only when we participate and advocate. Conclusion. Student perceptions were that the advocacy experience enhanced their personal growth and professional development. Since advocacy is one of the seven responsibilities of a health educator, it is essential that academic programs recognize the value of advocacy development among students." ], "VIVO:departmentOrSchool": [ "Honors Program" ], "SKOS:note": [ "Jessica Henderson", "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/4583", "dcterms:title": [ "Transition Shock: Do Words Impact My Work?" ], "dcterms:creator": [ "Stephanie L Bessinger" ], "dcterms:subject": [ "American Sign Language", "Interpersonal and Small Group Communication", "Language Interpretation and Translation", "Transition Shock", "Demand Control Schema", "Interpersonal", "Intrapersonal" ], "dcterms:date": [ "6/7/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/145" ], "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 action research, I looked at the interpersonal and intrapersonal aspects of the Demand Control Schema (DC-S) (Dean & Pollard, 2013) and how these aspects can play a role in my work as an interpreter, focusing on transition shock and colleague interactions. When interacting with coworkers, I have experienced comments that have scared me from taking the next steps in my career. These interactions can, at times, bring up unsettling feelings and in turn impact my work throughout the day. The goal of the research is to give a better understanding to myself about how we talk about our work with our colleagues and how it can have an impact on our work performance. I will also look at how major life events and comfort levels impact these interactions. Three experiences are at the forefront of focus in my mind when I think about transition shock; senior year undergraduate internship, my first job post-undergraduate degree, and moving to a new state in the middle of graduate school. Each posed their own challenges for me interpersonally and intrapersonally.\nThroughout my research I kept a journal, logs, and other forms of notes, to keep a record of my experiences. My goal, although more of a marathon than a sprint, is to find a way to discover proper self-care/coping strategies due to the effects of transition shock, ultimately embracing the change and learning to find ways to continue growing in my endeavors. The prediction was that, at the end of all of this, a direct relationship will be found between how we talk about the work and the negative impact that talk has on my work performance. I also look at ways to analyze these interpersonal and intrapersonal aspects to improve my quality of life in the interpreting field." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Elisa Maroney, Amanda Smith" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4582", "dcterms:title": [ "Too many voices: Effects of mental health diagnoses on self-efficacy and interpreting" ], "dcterms:creator": [ "Sabrina Spansel" ], "dcterms:subject": [ "interpretation", "self-efficacy", "mental health", "well being", "schizoaffective disorder", "American Sign Language" ], "dcterms:date": [ "12/11/2020" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/141" ], "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 action research paper, I will explore the effects of mental health diagnoses that impact my work as an interpreter as well as a discussion of my own sense of well being. A goal of this paper is to bring light to how these diagnoses affect my work as an American Sign Language/English Interpreter and how my overall mental health also affects my work. A secondary goal of this paper is to identify patterns within relations of emotions, when symptoms of my diagnoses act up and to find coping mechanisms I can employ. By identifying patterns, I also hope that they may assist others working in the interpreting field who experience similar emotions and challenges. Data collection for this action research paper consists of an emotion log during days I am interpreting, noting when a symptom flare has happened accompanied by a small journal of how it changed my interpretation. I also tallied when symptom flare-ups occurred outside of work. The purpose of this action research project is to share vulnerability and experiences relating to mental health and interpreting because, in my experience, interpreters who are able to openly discuss their mental health disabilities may be a better fit to serve those in the Deaf community who may experience the same kinds of mental health related issues. Shared experiences may result in a deeper understanding of a specific mental health illness, stigma reduction, and clearer interpretation." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Elisa Maroney, Amanda Smith" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4573", "dcterms:title": [ "The Pandemic of Online Teaching" ], "dcterms:creator": [ "Steven Swanson" ], "dcterms:subject": [ "Secondary Education" ], "dcterms:date": [ "6/11/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/113" ], "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 look at how my own actions towards students, and their own actions towards myself, compare and contrast between an online environment and a physical classroom environment. With the corona virus pandemic, students were transitioned from going to a classroom physically in person, to working remotely from their own houses online. When beginning this project, I wanted to put a specific focus on how the interactions between students and their educators change from an online environment to a physical classroom environment. Alongside of that, there is also a focus on whether or not student interactions change when interacting within an online environment or an in person environment.\nThrough this analysis of classroom interaction with students in both an online an in-person environment, as well as example lessons and journal reflections, it has become apparent that student academic experiences are vastly different between the two environments. While both can be successful and efficient in what students learn and accomplish in their academics, the personal relations and the connections made between classmates that are made within a physical classroom can be replicated in an online environment. This project looks at the different aspects of differentiating instructional material, the various styles of creating presentations between online and in person learning, and how students interact with one another and with their educator depending on whether their online or in person. These interactions that I encountered and handled throughout my teaching experience in this program shaped how I want to act as an educator for my future students." ], "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/4535", "dcterms:title": [ "Teaching in the Dark: Increasing Student Engagement in Comprehensive Distance Learning" ], "dcterms:creator": [ "Abraham J Maletz" ], "dcterms:subject": [ "Curriculum and Instruction", "Online and Distance Education", "online learning", "increasing engagement", "high leverage practices", "distance education", "increasing participation", "best practices" ], "dcterms:date": [ "6/12/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/107" ], "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 project began as a desperate attempt to increase student engagement in my online classroom at the beginning of the Covid-19 Pandemic. I was having no success at convincing students to interact with me, with each other, and with the content. After turning to the literature for help I found extensive research on engagement strategies in online college classes, a plethora of engagement centered high leverage practices for traditional high school classrooms, and almost no research on increasing engagement in online high school classrooms. So, I decided to do the research myself. I started with the data on traditional high leverage practices and data proven university level online strategies. I then implemented these practices in my social studies classroom alongside social studies specific pedagogy. For a whole quarter I wrote formal lesson plans before instruction and journal reflections afterwards. I also recorded classes and high leverage practices using education technology.\nAfter a thorough document analysis of my lesson plans, journals, and digital records I found that some traditional best practices are extremely engaging online as well. These can be especially effective when implementing them with education technology providers for integrated online formative assessments or social studies disciplinary literacy. Other practices, like flexible groupings, were far less effective online than anticipated. Overall, I was able to greatly improve the engagement in my online classroom, and I found some practices that I will carry over into a traditional classroom." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays, Patrick Croasdaile" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4533", "dcterms:title": [ "Teaching English Language Arts Using Comics" ], "dcterms:creator": [ "Carol Johnson" ], "dcterms:subject": [ "Education", "Secondary Education", "ELA", "Comics", "Graphic Novel" ], "dcterms:date": [ "6/1/2021" ], "dcterms:type": [ "Text; Image; StillImage" ], "dcterms:identifier": [ "theses/99" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "This Action Research Project was designed to help me examine and improve my ability to use assessment in the curriculum cycle, my ability to differentiate specifically using comics, and my use of comics as a best practice in teaching English language arts. This research was specifically designed to use data from my teaching during my time in the Master of Arts in Teaching (MAT) program at Western Oregon University. My evidence consisted of lesson plans, class syllabi, supervisor observations, teacher created artifacts, and a reflective journal. This evidence helped me examine my own practices and look at my own improvement over time.\nThrough analyzing the data, I was able to learn what areas I have improved in and which areas of my teaching practices still need to be addressed. I was able to identify next steps in my career and ideas for continual improvement. I have concluded that it is important to be intentional in planning for the areas of assessment and differentiation. I also concluded that comics can enrich assessment, differentiation, and best practices in teaching English language arts." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hayes, Lisa Keating-Thomas" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4531", "dcterms:title": [ "Supporting Latinx, Spanish-Speaking Emergent Bilinguals with Culturally- Sustaining Pedagogy" ], "dcterms:creator": [ "Melissa Vargas" ], "dcterms:subject": [ "Bilingual", "Multilingual", "and Multicultural Education", "Education", "Secondary Education", "culturally-sustaining pedagogy" ], "dcterms:date": [ "6/12/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/110" ], "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": [ "At the author's request, only the abstract for this title has been posted online.\nThis action research project was designed to help me research and apply culturally-sustaining pedagogy, focusing primarily on strategies to support my Latinx, Spanish-speaking emergent bilinguals. In addition to general strategies to develop culturally-sustaining pedagogy for Latinx, Spanish-speaking emergent bilinguals, I researched best practices for supporting these students with learning disabilities, as well as strategies to provide culturally-sustaining literacy instruction. I then worked to apply those strategies during the 2020-2021 school year and analyzed my lesson plans, teaching journal, assignments and other materials, and observation feedback to determine my success. My results were mixed, showing that I have made some improvements but need to continue making efforts to learn about and provide culturally-sustaining teaching for my students. However, completing this project has helped me develop research and data-analysis strategies to continue professional development in this area and to address future concerns and need for improvement that will arise during my teaching career." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Ken Carano, Joshua Schulze" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4504", "dcterms:title": [ "Sociocultural Implications of Providing Differentiated and Equitable Learning Strategies in Spanish Language Classes" ], "dcterms:creator": [ "Karen Bajpai" ], "dcterms:subject": [ "Bilingual", "Multilingual", "and Multicultural Education", "differentiation", "equitable teaching and learning", "Heritage Language Learners", "literacy", "proficiency-based teaching and learning" ], "dcterms:date": [ "6/12/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/112" ], "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 is to examine my role in the classroom as an educator, and to reflect on my findings to see how, or if, I provided differentiated and equitable learning strategies in the classroom. What's more, I examined whether or not there were adjustments that I could make to my teaching strategies in order to better align my planning, instruction, and assessment with my philosophy of teaching. I proposed three specific research questions, which were: 1) How has the differentiation in my lesson planning changed over the course of my teaching experience? 2) How do I incorporate the best equitable learning strategies in my lessons? 3) How do my lesson plans, activities, and strategies align with my teaching philosophy? In order to gain a better understanding of my teaching practices, I gathered data through various sources including a personal research journal, formal lesson plans, reviewing recordings of my lessons, and observing my mentor teacher. The analysis of the data revealed that I use differentiated and equitable learning strategies, and that my use of them has improved through my teaching experience. These results by no means indicate that I am a perfect educator, merely they indicate that I am on the right trajectory to becoming a well-rounded evidence-based practitioner." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Kenneth Carano, Marianne Stupfel-Wallace" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4467", "dcterms:title": [ "Reflexive Analysis of Diversity, Effective Instruction, and Experiential Learning" ], "dcterms:creator": [ "Nathan Young" ], "dcterms:subject": [ "Junior High", "Intermediate", "Middle School Education and Teaching", "Online and Distance Education", "Secondary Education and Teaching", "Student Engagement", "Appropriate Terminology", "Planning", "Comprehensive Distance Learning", "Historical Simulation", "World of Warcraft" ], "dcterms:date": [ "6/12/2021" ], "dcterms:type": [ "Text; Image; StillImage" ], "dcterms:identifier": [ "theses/83" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "This action research project was completed as an action research project as part of Western Oregon University’s Master of Arts in Teaching program to complete initial licensure requirements alongside a period of student teaching in a middle school social studies classroom.\nThis action research project focused on the following three research questions: 1) how has my understanding of lesson planning for teaching diversity through comparative cultures changed over the course of this action research project, 2) how has my approach to lesson planning with regards to effective instruction changed over the course of this action research project, and 3) how have my own attitudes toward teaching experiential learning through historical simulations changed over the course of this action research project?\nBy practicing reflective analysis through examination of lesson plans, lesson materials, formal observation feedback, and research journal entries, this action research project focuses on changes in understanding, attitudes, and approach. This research further examines subthemes of diverse perspectives, culturally appropriate terminology, lesson planning, and student engagement." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Kenneth Carano, Melissa Stratten" ], "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/4459", "dcterms:title": [ "Playing! It’s All for Fun! Or is it? An Examination of Play in the Field of Sign Language Interpreting" ], "dcterms:creator": [ "Jazmin Vollmar" ], "dcterms:subject": [ "Education", "Other Languages", "Societies", "and Cultures", "Play in interpreting", "language play", "play" ], "dcterms:date": [ "12/1/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/72" ], "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 thesis examines the impact of guided and exploratory language play by interpreters. Interpreters in the current study participated in a pre-survey, engaged in an ASL language play group that engaged in language play through the phone app Marco Polo, reported their experiences in a nine-part reflective journal on their ASL and interpreting skills, and took a post-survey. The timeline of the play group was one week, where participants completed all the components of the study.\nChapter one introduces the concept of general play and language play. It provides a definition of terms, which revolve around play and play groups, and states the problem of interpreting programs not providing the tools to play with language. It also provides the theoretical basis of this paper, which is grounded in Vygotsky’s Zone of Proximal Development (ZPD). The curriculum was built on the concept of scaffolding information found in the theory of ZPD. Chapter two provides the literature review defining play, its benefits and impacts, play in the work place, and tangential subject of collaborative learning, which happens in play. The literature repeats several variables that were brought into the design of the study, such as creativity, flexibility, working with people, and level of enjoyment.\nChapter three discusses the mixed methodology of qualitative and quantitative questions in the pre- and post-survey, with the “treatment” as the language play group and the reflective journal. The study was designed to provide a baseline data with the pre-survey and see if changes occurred after engaging in the treatment or play group. In the play group, participants played and watched language games using both languages ASL and English, which are described in full in the methodology section.\nChapter four is the discussion and results, which shows that interpreters increased in their ASL and English creativity, ASL fluency, and flexibility with teams. The data showed that most participants learned ASL by watching and copying others, and the data reported in the reflective journal supports the participants enjoyed watching others played the game by using terms like entertaining, educational, and curious. Chapter five is the discussion, which points to the importance of giving interpreters the tools to play with language and outlines how that can benefit their linguistic skills. Lastly, chapter six is the summary, the conclusion, that playing with language can benefit interpreters, and recommendations for researchers to continue studying interpreters’ linguistic development through play." ], "dcterms:available": [ "12/8/2021" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Amanda Smith, Elisa Maroney, Wanette Reynolds" ], "curation:type": [ "thesis" ] }, { "url": "https://wou.omeka.net/s/repository/item/4426", "dcterms:title": [ "More Than Chocolate Cake and Bubble Baths: The Effects of Self-Care on Perceived Levels of Stress for Interpreters" ], "dcterms:creator": [ "Jenny Litvinchuk" ], "dcterms:subject": [ "self-care", "interpreting", "stress", "action research" ], "dcterms:date": [ "12/10/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/146" ], "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 action research project, the relationship between practicing self-care regularly and perceived levels of stress for one interpreter is examined. Interpreters have reported physical and psychological stressors related to their work. Data was collected over twenty-two weeks for this project. The Perceived Stress Scale (Cohen, 1994), personal journal entries, and the Junto Emotion Wheel (Chadha, n.d.) were used to collect and analyze data for this project. This action research project contributes valuable insight on how practicing regular self-care as an interpreting professional can affect stress levels and potentially decrease burnout in our field. It also identifies specific self-care practices I found helpful in reducing my own perceived levels of stress in hopes that other interpreters will also find benefit in those activities. The results of this action research show that an increase in the average number of self-care activities performed weekly results in lower levels of perceived stress for one interpreter. Based on the results of this action research, there may be evidence that engaging in self-care more regularly can reduce stress for interpreters. Because burnout is prevalent in the field of interpreting, it is important that interpreters practice self-care to mitigate stress experienced at work and in their personal lives." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Elisa Maroney, Amanda Smith" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4422", "dcterms:title": [ "Making the Dream Work: Teaming Intimacy for Interpreters in Freelance Settings" ], "dcterms:creator": [ "Rebekah J Cheeley" ], "dcterms:subject": [ "Intimacy", "Teaming", "Sign Language", "Interpreting", "Sense of Community", "Self-Efficacy" ], "dcterms:date": [ "12/10/2020" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/143" ], "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": [ "Intimacy is a quality of a relationship, and includes trust, open self-disclosure, emotional closeness, and reciprocity (Timmerman, 1991). It is measurable only by the perceptions of members of the relationship. This concept, considered in terms of the Choice-Constraint Approach to Studying Similarity in Intimacy (Mollenhorst, Völurker, & Flap, 2008), has important implications for teaming freelance interpreters who must work together. Intimacy has also been linked to self-efficacy and sense of community theories, which are used as frameworks in this paper. The goal of this research is to identify perceptions which impact teaming intimacy and discuss the importance of intimacy for teaming freelance interpreters.\nData was collected on my perceptions of intimacy, using a Likert scale to gauge personal trust, professional trust, open self-disclosure, emotional closeness, and reciprocity, based on Timmerman’s (1991) concept of intimacy. My own perceptions about basic, general characteristics about teams was also noted and journal entries collected post-job were analyzed to look for patterns of emotion-based words and whether those related to teaming intimacy." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Elisa Maroney, Amanda Smith" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4419", "dcterms:title": [ "Leveraging Culturally Sustaining Pedagogy, Thought Partners, and Technology for Collective Efficacy in the Instrumental Music Classroom" ], "dcterms:creator": [ "Baylor Turnbow" ], "dcterms:subject": [ "Education" ], "dcterms:date": [ "6/11/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/154" ], "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 instrumental music education classroom is no stranger to collaborative learning framed within a culture that values community. Developing collective efficacy in this setting could be a particularly power tool for fidelity in curricular outcomes. I selected three practices that could be leveraged by a pedagogue to facilitate collective efficacy and reviewed literature on culturally sustaining practices, teacher self-reflection, and technology in music education. I identified three questions to guide my research of my own pedagogy: How has my educational praxis developed to support the facilitation of a community of learners? How has reflection with qualified thought partners guided my curricular planning and instruction? How does my integration of technology in the classroom support a music curriculum? By collecting data from lesson plans, formal feedback from qualified thought partners, and journal entries, I found that I am leveraging each of these practices with positive student outcomes. The data suggests that I proficiently facilitate cultural competency within a rigorous curriculum derived from my students’ cultural funds of knowledge, but critical consciousness is not being adequately developed. My work with qualified thought partners resulted in pedagogical changes to assessment and instruction, improving student outcomes. While a music production curriculum embedded in an instrumental education scope and sequence can produce positive learning outcomes, and is a pedagogical value of mine, the data indicates that it is not currently being deployed in my classroom. Finally, technology is deployed as a tool that further builds on students’ cultural funds by scaffolding relevant supports and also serves as a tool to facilitate assessment." ], "dcterms:available": [ "6/8/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Joshua Schulze, Sarah Massey" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4386", "dcterms:title": [ "Integrating Best Instructional Practices into the English Language Arts Classroom" ], "dcterms:creator": [ "Miranda Warren" ], "dcterms:subject": [ "Education", "Education", "accessibility", "high leverage practices", "intrinsic motivation", "engagement" ], "dcterms:date": [ "6/11/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/194" ], "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": [ "Utilizing evidence-based strategies to increase student engagement and intrinsic motivation will deepen overall learning. As well as foster a lifelong love of learning that students take with them throughout their lives. This research project details an analysis of a student teacher’s instruction and planning of curriculum during their practicum experience in the 2021 - 2022 school year. I spent the year in an 11th-grade English language arts classroom. The research details an analysis of the following questions:\n\n\nHow have my differentiation strategies improved throughout my teaching to increase accessibility and equity? \n\n\nHow have I improved my own teaching through the implementation, reflection, and analysis of evidence-based teaching practices?\n\n\nHow have I improved my teaching of English language arts through content-specific strategies to increase overall engagement and deepen learning?\n\n\nData was analyzed from journal entries, lesson plans, and supervisor feedback. This paper includes a philosophy of education, a literature review, research methods, presentation of data, implications, and concluding analysis." ], "dcterms:available": [ "6/8/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays and Amy Bowden, Jason Jenkins" ], "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/4309", "dcterms:title": [ "Effects of Exercise on an American Sign Language Interpreter: Work Production, Mental Health and Physical Health" ], "dcterms:creator": [ "Sierra Greiner" ], "dcterms:subject": [ "exercise", "mental burnout", "ASL interpreters", "mental health", "physical health" ], "dcterms:date": [ "12/1/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/224" ], "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": [ "Mental burnout and physical fatigue are common in American Sign Language interpreters. In this action research project, I studied the relationship between exercise and one interpreter’s mental and physical strain and job performance. Exercise has always been my main source of self-care. I wanted to take a deeper look at the scientific reasoning behind why a regular exercise routine can lead to a clearer working mind. I conducted research on myself over 20 weeks using a log of my daily workouts, weekly work samples, and weekly journal entries, focusing on how I was feeling mentally and physically. This study allowed me to see how my weekly exercise routine has had a direct positive impact on my work and my mental and physical health." ], "dcterms:available": [ "12/6/2022" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Amanda Smith, Elisa Maroney" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4308", "dcterms:title": [ "Effective Teaching Strategies for an Up-and-Coming Science Teacher" ], "dcterms:creator": [ "Daniel Lampe" ], "dcterms:subject": [ "Education", "Action Research Project", "Science", "Teaching", "Education", "New Teacher", "Teaching Philosophy" ], "dcterms:date": [ "7/29/2022" ], "dcterms:identifier": [ "theses/205" ], "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": [ "For a science teacher beginning their career in teaching, there are a multitude of what are considered to be good teaching practices they will need to know. It can be overwhelming for an individual to hone in on the best practices to focus on first. For this action research project, I combed through these practices and selected a few major themes that I believed to be effective teaching strategies for an up-and-coming science teacher.\nI first started by addressing my own philosophy of teaching, and what I believe are the characteristics and actions of an effective teacher. From there I reviewed a plethora of literature regarding teaching and focused on three major themes: differentiation in the classroom, effective teaching practices, and effective teaching practices specific to a science teacher. I then conducted research and collected data on these three themes through my lesson plans, journal reflections, and feedback from my cooperating teacher and supervisor. I then concluded the project with my own analysis and reflection of the data, which showed just how invaluable these three major themes are for effective teaching for a new science teacher." ], "dcterms:available": [ "6/14/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays, Brock Ferguson" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4300", "dcterms:title": [ "Differentiation, Gradual Release of Responsibility, and Second Language Methods in the World Language Classroom" ], "dcterms:creator": [ "Lauren Row" ], "dcterms:subject": [ "Education" ], "dcterms:date": [ "6/1/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/192" ], "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 analyze my own teaching in relation to the InTASC Model Core Teaching Standards, with a specific focus on Standard #2 learner differences, Standard #7 planning for instruction and Standard #4, content knowledge. From these standards and my philosophy of education, I identified three research questions regarding my own teaching practice: (1) How do I differentiate in my lesson plans and instructional activities to respond to diverse student needs? (2) How does my teaching reflect a gradual release of responsibility? And (3) what is my preferred language teaching method? I conducted thematic analysis of formal lesson plans, observer feedback and rubrics, a reflective journal, and miscellaneous data that arose during collection, such as student feedback. Results and discussion indicated growth over the course of the year in my ability to differentiate and release responsibility for learning to students while proficiency-oriented instruction that balanced meaning and form emerged as my preferred language method. I also found a general preference for the Natural Approach of the Somos Spanish curriculum compared to the Communicative Approach of the Realidades curriculum. Additional goals that arose for future action research were differentiating up for higher-ability levels, data-guided instruction and diversity of assessments, and professional development on new language methods.\n Keywords: action research, differentiation, gradual release of responsibility, proficiency-oriented instruction, Realidades, Somos." ], "dcterms:available": [ "6/7/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Joshua Schulze, Suzanne McFarland-Price" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4297", "dcterms:title": [ "Developing my Teaching: Analyzing Personal Teaching Strategies" ], "dcterms:creator": [ "Jessica Schimmoller" ], "dcterms:subject": [ "Education" ], "dcterms:date": [ "6/11/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/102" ], "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 is to better understand how my teaching practices relate to research-based strategies. Throughout my Action Research, I chose to focus on three areas: implementing diverse texts, implementing scaffolding, and implementing civic literacy strategies. These focus areas were studied over the course of an eight-week period where I tracked when and how each of these areas was present in my lesson plans, my research journal, and my classroom observations. I collected and examined data from my personal practice and used the resulting analysis to anticipate further growth in these areas as I continue my education career.\nAs I studied my personal teaching, I uncovered the variety of ways I naturally incorporated diverse texts, scaffolding, and civic literacy skills. Additionally, I discovered and reflected on new ways that I could incorporate these skills in future lessons. Some results in this study show few examples of certain strategies, especially the incorporation of civic literacy skills. The reflective nature of this project has impacted my understanding of these skills, including findings that indicate the level of implementation difficulty posed by some teaching strategies. At the end of my study, I conclude that future Action Research will be needed to continue growing in these areas." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Ken Carano, Kellen Sherwood" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4265", "dcterms:title": [ "Culturally Responsive Pedagogy" ], "dcterms:creator": [ "Emily Pennington" ], "dcterms:subject": [ "Education" ], "dcterms:date": [ "6/11/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/187" ], "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 conduct a review of culturally responsive teaching and study my growth in using the pedagogy in my practice during the course of teaching while enrolled in Western Oregon University Master of Arts in Teaching: Initial Licensure program. There are three questions of focus in this study: 1) How has my implementation of culturally responsive pedagogy changed to support inclusive practices in the learning environment? 2) How does my instruction reflect what the literature states are best practices for culturally responsive pedagogy? 3) What culturally responsive teaching practices do I use to help students in the mathematics environment? To answer these questions, I analyzed data from observation commentaries, lesson plans, and my personal journal. By examining these questions, it was my hope to identify areas I used best practices in culturally responsive pedagogy." ], "dcterms:available": [ "6/7/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Joshua Schulze, Laurie Way" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4263", "dcterms:title": [ "Culturally Relevant Instruction and Literacy in Art Pedagogy" ], "dcterms:creator": [ "Kelsie Leach Provancha Johnston" ], "dcterms:subject": [ "Art Education", "Fine Arts", "Secondary Education", "art pedagogy", "literacy", "differentiation", "scaffolding", "gradual release of responsibility" ], "dcterms:date": [ "6/1/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/215" ], "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\nStrategies for instance, differentiation or scaffolding as a tool to support literacy in the Art classroom. This research project concluded the analysis of my student teacher’s practicum experience in the 2021 – 2022 school year. I spent the year in a multi-grade (9th to 12th) secondary school Digital Arts classroom. The research details an analysis of these three questions:\n\n\nHow have differentiation, culturally relevant pedagogy, and inclusive education changed my Art classroom?\n\n\nHow can scaffolded instruction be used to develop an inclusive lesson plan?\n\n\nHow does literacy adapted to Art pedagogy inform content-specific strategies in\nthe classroom?\n\n\nData was compiled from journal entries, formal observations, formative and summative assessment, and lesson plans. This paper includes an introduction, philosophy of education, literature review, research methods and presentation of data, as well as implications and concluding thoughts. To curate a strong literacy of a subject, one must first define and teach the expectations of the classroom. Art content specifically is not special, as most literacy strategies will adapt to support the gradual release of responsibility being taught.\nKeywords: art pedagogy, literacy, differentiation, scaffolding, gradual release of responsibility" ], "dcterms:available": [ "6/7/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays, Amy Bowden, Mary Barnett" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4260", "dcterms:title": [ "Critical Thinking, Life Skills, and Social Studies" ], "dcterms:creator": [ "Ken Armstrong" ], "dcterms:subject": [ "Keywords: teaching", "critical thinking", "life skills", "spelling" ], "dcterms:date": [ "6/8/2022" ], "dcterms:type": [ "Text; Image; StillImage" ], "dcterms:identifier": [ "theses/199" ], "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\nThe purpose of this Action Research Project is to examine how I can effectively teach critical thinking and life skills through the lens of the high school social studies classroom. I designed my research questions to evaluate how I was doing with this objective and how I could improve my teaching practice.\nThrough gathering data from a variety of sources, I examined the following research questions:\n\n\nHow can I use my lesson plans to successfully support the development of critical thinking skills in my high school social studies classes?\n\n\nWhat strategies can I use to implement Evidence-Based and High-Leverage practices to teach critical thinking skills?\n\n\nHow can I construct my lesson plans and implement strategies to correlate social studies with learning skills important for success in life: critical thinking, grammar and spelling.\n\n\nMy data sources included my personal teacher journal, my lesson plans, and commentaries from my Cooperating Teacher and my Field Supervisor. I categorized my data according to several themes, which helped reveal areas of strength and success, and areas that need improvement. I believe that through continuing examination of these ideas I will become a better teacher and will help my students grow in the vital area of critical thinking.\nMy literature review (chapter 2) and my data (chapter 4) did not reveal as much information as I had hoped relative to my research questions, but they did show where gaps in the research exist and suggested to me the value of continuing work on my research. To me, they represent a career-long inquiry that will result in better teaching and better student performance.\nKeywords: teaching, critical thinking, life skills, spelling" ], "dcterms:available": [ "6/8/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays, Amy Bowden, Jordan Graneto" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4255", "dcterms:title": [ "Creating an Equitable Classroom Through Relationship Building" ], "dcterms:creator": [ "Brynn Eiffler" ], "dcterms:subject": [ "Education", "education", "equity", "relationship building" ], "dcterms:date": [ "6/11/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/101" ], "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": [ "Integrating relationship-building strategies in the classroom can lead to an equitable classroom environment where all student voices and perspectives are heard and celebrated. This research project details the analysis of a student teacher’s instruction and planning of curriculum during their practicum experience in the 2020 – 2021 school year. I spent the year in a ninth-grade English Language Arts classroom. The research details an analysis of these three questions:\n\nHow have my differentiation strategies and inclusion of culturally responsive pedagogy changed throughout my teaching?\nHow have I enhanced my strategies for relationship-building throughout my teaching?\nHow have I integrated ELA-specific relationship-building strategies with my students?\n\nData used came from journal entries, formal observations, and lesson plans. This paper includes an introduction, philosophy of education, literature review, research methods and presentation of data, as well as implications and concluding thoughts." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Melanie Landon-Hays, Lisa Keating-Thomas" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4218", "dcterms:title": [ "Becoming a better teacher through differentiation: new instructional methods and addressing controversy in the social studies classroom." ], "dcterms:creator": [ "Benjamin Finnegan" ], "dcterms:subject": [ "Curriculum and Instruction", "Education", "Educational Methods", "Secondary Education", "Differentiation", "Classroom Climate", "Technological Instructional Methods", "Controversial topics in social studies" ], "dcterms:date": [ "6/11/2022" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/216" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "Creating a classroom that ensures students growth, success, comfortability, and cohesion is critical to a successful educational experience for students. All students come from different learning and life experiences, and these experiences help enrich the learning environment for all students. This research project examines how creating this type of environment can be achieved through the 2021-2022 school year. During this school year I spent my practicum experience in both a 9-10th grade Social Studies course, as well as a course specifically for 10th grade students. The research in this project focuses on the questions of:\n\n1. How can differentiation improve and strengthen classroom climate?\n2. What is the benefit of incorporating technology, and other non-lecture-based methods of instruction?\n3. How can I more effectively teach controversial topics in social studies?\n\nData collection for these research questions came in the format of journal entries and personal note taking, conversations and conferencing one on one with students, and feedback from both my clinical instructor and university mentor. Also included in this paper also is an introduction, my philosophy of education based on my educational experiences, a literature review of work to help formulate research questions, research methods and results, and implications on how my research and data will impact my future teaching career.\nKeywords: Differentiation, Classroom Climate, Technological Instructional Methods, Controversial topics in social studies" ], "dcterms:available": [ "6/7/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Amy Bowden, Rachel Duncan" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/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/4181", "dcterms:title": [ "A Study of Relationships as a Contributor to Student Success" ], "dcterms:creator": [ "Rhoda Scherrer" ], "dcterms:subject": [ "Health and Physical Education", "Junior High", "Intermediate", "Middle School Education and Teaching", "Secondary Education", "Secondary Education and Teaching", "teacher and student relationship", "effective instruction strategies", "best practices in the Health classroom", "healthy and safe classroom environment" ], "dcterms:date": [ "6/12/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/75" ], "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\nThe purpose of this Action Research Project was designed to assist myself in developing my teaching practice, particularly in the areas of developing the relationships with students as more effective and meaningful to encourage students to succeed both inside and outside of the classroom. Secondly, to differentiate my teaching through effective instruction strategies to meet the needs of culturally diverse students and the array of learning abilities. Finally, the research touched on best practices to use in the health classroom that form better teaching practice specific to the content discipline and at the same time engage the backgrounds and experiences of students. These were all researched with the motivation of the connection between building relationships in order to engage students and the teacher towards academic and life-long success.\nThrough collection of classroom data, including all artifacts from over the course of two terms of writing in a journal, observation commentaries by experienced educators, and formal lesson plans, I was able to learn the value of teacher and student relationships for success both in the practice for the teacher and the academic success for students.\nI concluded, through this action research process that learning the background of your students helps to build relationship and is motivational for student learning, engaging with effective instruction strategies builds student confidence for all levels of learning, and focusing on best practices helps students to relate to discipline specific content in more meaningful ways. Though this action research does not conclusively answer the research questions that were posed, only steps towards them, it does suggest that continued practice of the data collection and analysis will further new goals to be set and questions to be asked, ever improving the teacher profession." ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Teaching (initial licensure)" ], "SKOS:note": [ "Kenneth Carano, Eduardo Soboll" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/4149", "dcterms:title": [ "\"Pursue Some Path\": Green Space as a Self-care Method" ], "dcterms:creator": [ "Caitlin Masterson" ], "dcterms:subject": [ "Environmental Studies", "Leisure Studies", "Other Mental and Social Health", "Outdoor Education", "Urban Studies and Planning", "Green Space", "stress", "interpreting", "self-care" ], "dcterms:date": [ "12/11/2019" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "theses/135" ], "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 begins with an exploration of “Green Space,” a theory that claims nature has a deep and meaningful impact on the psyche. Green Space has been shown to help reduce anxiety and increase attention, creativity, and memory. The Transactional Theory Framework is examined in tandem with Green Space theory. The transactional theory is a means to evaluate the processes of coping with stress and stressful events. I applied the concept of Green Space as a primary self-care method and then collected and analyzed data. I looked at how Green Space combats stress and burnout. Additionally, I explored in what ways Green Space impacts my work as an American Sign Language/ English interpreter. I did this by viewing and/or participating in a Green Space event, collecting data via daily journaling, as well as writing pre and post journal entries, and creating work samples" ], "dcterms:available": [ "6/10/2022" ], "bibo:degree": [ "Master of Arts in Interpreting Studies" ], "SKOS:note": [ "Elisa Maroney, Amanda Smith" ], "curation:type": [ "action_research" ] }, { "url": "https://wou.omeka.net/s/repository/item/3753", "dcterms:title": [ "Alumus Kevin Boss in the Super Bowl" ], "dcterms:creator": [ "Undetermined" ], "dcterms:subject": [ "Alumni", "Football", "Western Oregon University (WOU)" ], "dcterms:description": [ "Alumus Kevin Boss plays in the 2008 Super Bowl for the Giants. This image is from the front page of the Sports Section of the February 3, 2008 Statesman Journal. We believe our use of this image is a fair one because we're including it in a collection of WOU historical images to illustrate the achievements of WOU graduates. This context is different from the item's original purpose (to illustrate a newspaper story about an upcoming sporting event).", "Scanned image using the Epson Expression 10000 XL as a jpg image (300 dpi, pixel dimensions- width: 1046, height: 1500)" ], "dcterms:date": [ "2008" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "omeka/646" ], "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/" ] }, { "url": "https://wou.omeka.net/s/repository/item/3641", "dcterms:title": [ "Lamron Staff Putting Together the Newspaper" ], "dcterms:creator": [ "Undetermined" ], "dcterms:subject": [ "Lamron", "Oregon College of Education (OCE)", "Student Newspaper", "Students" ], "dcterms:description": [ "The 1970s Lamron newspaper staff putting together the newspaper. After undergoing multiple renamings, the newspaper is currently called the Western Journal.", "Digital .jpg (300 dpi, pixel dimensions- width: 931, height: 1500)" ], "dcterms:date": [ "1970~" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "omeka/714" ], "dcterms:rights": [ "Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library.", "http://rightsstatements.org/vocab/CNE/1.0/" ], "dcterms:spatial": [ "United States--Oregon--Polk County--Monmouth" ] }, { "url": "https://wou.omeka.net/s/repository/item/3348", "dcterms:title": [ "WOU Mascot with Peer Mentors on Premiere Night 2005" ], "dcterms:creator": [ "Undetermined" ], "dcterms:subject": [ "Mascot", "Student Newspaper", "The Journal", "Western Oregon University (WOU)", "Wolfie" ], "dcterms:description": [ "Wolfie, wearing a red garment, poses while surrounded by seven peer mentors at the 2005 Premiere Night. \r\nCaption, \"Peer Mentors (one of 60+ campus organizations) pose with Wolfie on Premiere Night. WWW.ASWOU.ORG\" \r\nThe Journal, October 5, 2005, page 1.", "Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1088)" ], "dcterms:date": [ "2005-10-05" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "omeka/871" ], "dcterms:rights": [ "Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library.", "http://rightsstatements.org/vocab/CNE/1.0/" ], "dcterms:spatial": [ "United States--Oregon--Polk County--Monmouth" ] }, { "url": "https://wou.omeka.net/s/repository/item/3326", "dcterms:title": [ "Wolfie With Student at New Student Week 2006" ], "dcterms:creator": [ "Aaron Worley" ], "dcterms:subject": [ "Mascot", "New Student Week", "Student Newspaper", "The Journal", "Western Oregon University (WOU)", "Wolfie", "Wolves" ], "dcterms:description": [ "Wolfie wearing a white sweatband and grey wolves t-shirt poses with student who is holding up a '1' hand sign during New Student Week in 2006. \r\nCaption, \"Wolfie attended New Student Week events and bonded with new students.\" \r\nThe Journal, September 27, 2006, page 1.", "Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1457)" ], "dcterms:date": [ "2006-09-27" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "omeka/872" ], "dcterms:rights": [ "Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library.", "http://rightsstatements.org/vocab/CNE/1.0/" ], "dcterms:spatial": [ "United States--Oregon--Polk County--Monmouth" ] }, { "url": "https://wou.omeka.net/s/repository/item/3325", "dcterms:title": [ "Wolfie with OSU and U of O Mascot" ], "dcterms:creator": [ "Undetermined" ], "dcterms:subject": [ "Mascot", "Student Newspaper", "The Journal", "Western Oregon University (WOU)", "Wolfie", "Wolves" ], "dcterms:description": [ "Wolfie poses with the OSU Beaver and the and U of O Duck mascots at a rally at the Capitol Building while fighting for more funding of higher education. \r\nCaption: \"Contact headlines editor at headlines@westernoregonjournal.net\" \r\nThe Journal, February 28, 2007, page 2.", "Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:738)" ], "dcterms:date": [ "2007-02-28" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "omeka/873" ], "dcterms:rights": [ "Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library.", "http://rightsstatements.org/vocab/CNE/1.0/" ], "dcterms:spatial": [ "United States--Oregon--Marion County--Salem" ] }, { "url": "https://wou.omeka.net/s/repository/item/3194", "dcterms:title": [ "Katherine Arbuthnot baking" ], "dcterms:creator": [ "Undetermined" ], "dcterms:subject": [ "Faculty", "Katherine Arbuthnot", "Oregon College of Education (OCE)", "Oregon Normal School (ONS)", "Women of WOU" ], "dcterms:description": [ "During her time at Oregon Normal School and Oregon College of Education, Katherine Arbuthnot was known for her devotion to her students. An article about her in the Statesmen Journal read, “At the very hour of her death on October 27, 1952, she was helping a student prepare an English paper for class at OCE.” Here she's seen baking a pie with a student.", "Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1326)" ], "dcterms:date": [ "1947-11-01" ], "dcterms:type": [ "Image; StillImage" ], "dcterms:identifier": [ "omeka/1158" ], "dcterms:rights": [ "Copyright Not Evaluated: As of 04/23/2020, 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/1204", "dcterms:title": [ "Inclusive Ethnographies: Beyond the Binaries of Observer and Observed in Linguistic Landscape Studies" ], "dcterms:creator": [ "Tamás Péter Szabó", "Robert A. Troyer" ], "dcterms:subject": [ "videography", "photography", "methodologies", "participatory research", "qualitative research", "ethnography" ], "dcterms:publisher": [ "John Benjamins Publishing Company" ], "dcterms:date": [ "1/1/2017" ], "dcterms:type": [ "Text; Image; StillImage; MovingImage" ], "dcterms:identifier": [ "english_facpubs/2" ], "dcterms:source": [ "Linguistic Landscape: An International Journal" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "In Copyright (InC)" ], "dcterms:abstract": [ "In ethnographically oriented linguistic landscape studies, social spaces are studied in co-operation with research participants, many times through mobile encounters such as walking. Talking, walking, photographing and video recording as well as writing the fieldwork diary are activities that result in the accumulation of heterogeneous, multimodal corpora. We analyze data from a Hungarian school ethnography project to reconstruct fieldwork encounters and analyze embodiment, the handling of devices (e.g. the photo camera) and verbal interaction in exploratory, participant-led walking tours. Our analysis shows that situated practices of embodied conduct and verbal interaction blur the boundaries between observation and observers, and thus LL research is not only about space- and place-making and sense-making routines, but the fieldwork encounters are also transformative and contribute to space- and place-making themselves. Our findings provide insight for ethnographic researchers and enrich the already robust qualitative and quantitative strategies employed in the field." ], "bibo:issue": [ "3" ], "bibo:pageEnd": [ "326" ], "bibo:pageStart": [ "306" ], "bibo:volume": [ "3" ], "foaf:fundedBy": [ "Szabó’s research has been supported by Kone Foundation (grant nr. 44–9730) and the Society of Swedish Literature in Finland." ], "VIVO:departmentOrSchool": [ "English, Writing and Linguistics" ] }, { "url": "https://wou.omeka.net/s/repository/item/1203", "dcterms:title": [ "Representation and Videography in Linguistic Landscape Studies" ], "dcterms:creator": [ "Robert A. Troyer", "Tamás Péter Szabó" ], "dcterms:subject": [ "visual representation", "technical images", "videography", "methodology" ], "dcterms:publisher": [ "John Benjamins Publishing Company" ], "dcterms:date": [ "1/1/2017" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "english_facpubs/1" ], "dcterms:source": [ "Linguistic Landscape: An International Journal" ], "dcterms:language": [ "eng" ], "dcterms:rights": [ "In Copyright (InC)" ], "dcterms:abstract": [ "Much Linguistic Landscape scholarship relies on visual data collection, primarily the use of still photography; however, the field has yet to address the theoretical underpinning of such visual and spatial representation. Furthermore, digital video is currently as easy to capture and share as digital photographs were when Linguistic Landscape studies first became prominent in the early 2000s. With these two points in mind, this article first grounds the documentation and analysis of the Linguistic Landscape in a theory of visual representation; it then provides a framework for videographic methodologies drawing on recent work in the related fields of anthropology and cultural geography. An example study utilizing non-participatory videography is summarized in which digital video recordings were used to capture and convey the Linguistic Landscape." ], "bibo:issue": [ "1" ], "bibo:pageEnd": [ "77" ], "bibo:pageStart": [ "56" ], "bibo:volume": [ "3" ], "VIVO:departmentOrSchool": [ "English, Writing and Linguistics" ] }, { "url": "https://wou.omeka.net/s/repository/item/1194", "dcterms:title": [ "Nature Connectedness Moderates the Effect of Nature Exposure on Explicit and Implicit Measures of Emotion" ], "dcterms:creator": [ "Ethan McMahan" ], "dcterms:subject": [ "Connectedness to nature", "natural environments", "emotion", "well-being" ], "dcterms:publisher": [ "Journal of Positive Psychology and Wellbeing" ], "dcterms:date": [ "4/1/2018" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/45" ], "dcterms:source": [ "Journal of Positive Psychology and Wellbeing" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "Previous research indicates that both short-term and long-term exposure to natural environments is associated with higher levels of emotional well-being. However, less research has examined whether person-related factors may impact the salutogenic effects of nature. In the current study, we examined whether trait-level nature connectedness moderates the effect of exposure to nature on explicit and implicit measures of affect. Participants (n = 89) completed baseline measurements of trait nature connectedness and affective state. Approximately two weeks later, participants viewed a lab-based immersive simulation of either a natural or built environment and then again completed measures of affective state. Findings indicated that trait nature connectedness moderated the effect of nature on affect, with more positive outcomes of nature exposure observed among those high in nature connectedness. These findings suggest that interacting with nature may be especially beneficial for those who already feel a strong sense of connectedness to the natural environment." ], "bibo:pageEnd": [ "21" ], "bibo:pageStart": [ "1" ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ] }, { "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/1191", "dcterms:title": [ "Conquering APA Style: Advice From APA Style Experts" ], "dcterms:creator": [ "Jennifer L. Hughes", "Debi Brannan", "Bradley Cannon", "Amber M. Anthenien" ], "dcterms:subject": [ "APA Style" ], "dcterms:publisher": [ "Psi Chi" ], "dcterms:date": [ "10/1/2017" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/42" ], "dcterms:source": [ "Psi Chi Journal of Psychological Research" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "Learning and teaching APA style is often a challenge because of the detailed rules for the writing style. Resources that provide accurate information about APA style that are easy for learners to consume can be useful tools for students and instructors. The goal of this article is to provide information to help writers become more competent and comfortable with APA style. The first section of this article contains lists of common APA style mistakes that are made when papers are submitted for publication. Editors look for very specific APA formatting and style, and this section will cover these issues. Moreover, the second section includes a list of APA style rules frequently encountered by an APA style tutor. The third section has information to help students navigate writing assignments in a research methods class. The fourth section addresses additional APA style rules that many writers do not know about. Finally, this information can serve as a guide for writers to use when writing APA style papers." ], "bibo:issue": [ "3" ], "bibo:pageEnd": [ "162" ], "bibo:pageStart": [ "154" ], "bibo:volume": [ "22" ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ] }, { "url": "https://wou.omeka.net/s/repository/item/1168", "dcterms:title": [ "Recognition Algorithm for Probe Interval 2-Trees" ], "dcterms:creator": [ "Breeann Flesch", "Matthew Nabity" ], "dcterms:subject": [ "Probe interval graph", "recognition algorithm", "2-tree", "linear-time algorithm" ], "dcterms:publisher": [ "SCIENCEDOMAIN international" ], "dcterms:date": [ "9/5/2016" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/37" ], "dcterms:source": [ "British Journal of Mathematics & Computer Science" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "Recognition of probe interval graphs has been studied extensively. Recognition algorithms of probe interval graphs can be broken down into two types of problems: partitioned and non-partitioned. A partitioned recognition algorithm includes the probe and nonprobe partition of the vertices as part of the input, where a non-partitioned algorithm does not include the partition. Partitioned probe interval graphs can be recognized in linear-time in the edges, whereas non-partitioned probe interval graphs can be recognized in polynomial-time. Here we present a non-partitioned recognition algorithm for 2-trees, an extension of trees, that are probe interval graphs. We show that this algorithm runs in O(m) time, where m is the number of edges of a 2-tree. Currently there is no algorithm that performs as well for this problem." ], "bibo:issue": [ "4" ], "bibo:pageEnd": [ "11" ], "bibo:pageStart": [ "1" ], "bibo:volume": [ "18" ], "VIVO:departmentOrSchool": [ "Mathematics" ] }, { "url": "https://wou.omeka.net/s/repository/item/1165", "dcterms:title": [ "Measuring Lay Conceptions of Well-Being: The Beliefs About Well-Being Scale" ], "dcterms:creator": [ "Ethan A McMahan", "David Estes" ], "dcterms:subject": [ "well-being", "happiness", "lay conceptions", "scale development", "measurement" ], "dcterms:publisher": [ "Springer" ], "dcterms:date": [ "4/1/2011" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/35" ], "dcterms:source": [ "Journal of Happiness Studies" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "A number of explicit conceptions of well-being have been provided by philosophers and psychologists, but little is known about laypersons’ conceptions of well-being. Two studies investigating the content and measurement of lay conceptions of well-being are presented. Using exploratory and confirmatory factor analytic procedures, the 16-item Beliefs about Well-Being Scale (BWBS) was developed to measure lay conceptions of well-being along four theoretically-meaningful dimensions: (1) the Experience of Pleasure, (2) Avoidance of Negative Experience, (3) Self-Development, and (4) Contribution to Others. Initial evidence concerning the reliability and validity of the BWBS indicated that this new scale has acceptable psychometric properties. In both studies, associations between each subscale, representing the above four dimensions, and multiple self-report measures of experienced well-being were also examined. Each subscale was significantly associated with well-being, with Self-Development and Contribution to Others indicating stronger associations with measures of well-being than either Experience of Pleasure or Avoidance of Negative Experience. Implications for future research using this economical new scale are discussed." ], "bibo:issue": [ "2" ], "bibo:pageEnd": [ "287" ], "bibo:pageStart": [ "267" ], "bibo:volume": [ "12" ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ], "SKOS:note": [ "This is the authors' final accepted (peer-reviewed) manuscript. The final publication is available at Springer via http://dx.doi.org/10.1007/s10902-010-9194-x" ] }, { "url": "https://wou.omeka.net/s/repository/item/1163", "dcterms:title": [ "The Effect of Contact With Natural Environments on Positive and Negative Affect: A Meta-Analysis" ], "dcterms:creator": [ "Ethan A McMahan", "David Estes" ], "dcterms:subject": [ "biophilia", "emotion", "happiness", "meta-analysis", "nature", "well-being" ], "dcterms:publisher": [ "Taylor & Francis" ], "dcterms:date": [ "11/2/2015" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/30" ], "dcterms:source": [ "The Journal of Positive Psychology" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "A growing body of empirical research suggests that brief contact with natural environments improves emotional well-being. The current study synthesizes this body of research using meta-analytic techniques and assesses the mean effect size of exposure to natural environments on both positive and negative affect. Thirty-two studies with a total of 2,356 participants were included. Across these studies, exposure to natural environments was associated with a moderate increase in positive affect and a smaller, yet consistent, decrease in negative affect relative to comparison conditions. Significant heterogeneity was found for the effect of nature on positive affect, and type of emotion assessment, type of exposure to nature, location of study, and mean age of sample were found to moderate this effect. The implications of these findings for existing theory and research are discussed, with particular emphasis placed on potential avenues for fruitful future research examining the effects of nature on well-being." ], "bibo:issue": [ "6" ], "bibo:pageEnd": [ "519" ], "bibo:pageStart": [ "507" ], "bibo:volume": [ "10" ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ], "SKOS:note": [ "The Version of Record of this manuscript has been published and is available in JOURNAL OF POSITIVE PSYCHOLOGY, 2015-11-02, http://www.tandfonline.com/\nDOI: 10.1080/17439760.2014.994224" ] }, { "url": "https://wou.omeka.net/s/repository/item/1162", "dcterms:title": [ "Nature with a Human Touch: Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments" ], "dcterms:creator": [ "Ethan A McMahan", "Jaime M Cloud", "Patrick Josh", "Michaell Scott" ], "dcterms:subject": [ "nature", "naturalness", "environmental preferences", "human impact", "conservation" ], "dcterms:publisher": [ "Mary Ann Liebert" ], "dcterms:date": [ "3/1/2016" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/32" ], "dcterms:source": [ "Ecopsychology" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "Natural environments vary in the degree to which humans have altered them; some environments, like wilderness areas, are relatively untouched, while others, like urban green spaces, are heavily manicured. The current research examined the effect of human-induced alteration to natural environments on perceived naturalness and environmental preferences in a student sample (Study 1) and a sample of nonstudent adults (Study 2). It was predicted that a human-altered natural environment would be viewed as less natural than a non-altered natural environment. It was also predicted that a human-altered natural environment would be viewed more negatively than a non-altered natural environment. Results largely supported these predictions. Human-altered natural environments were viewed as less natural than non-altered natural environments, and across several indicators of environmental preference, participants responded more negatively to human-altered natural environments than non-altered natural environments. Perceived naturalness mediated the effect of human-induced alteration on each environmental preference variable, suggesting that non-altered environments are preferred because they are viewed as more natural than their human-altered counterparts. These findings are consistent with an evolutionary account of non-altered natural environments offering more benefits and entailing fewer costs than human-altered natural environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (journal abstract)" ], "bibo:issue": [ "1" ], "bibo:pageEnd": [ "63" ], "bibo:pageStart": [ "54" ], "bibo:volume": [ "8" ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ], "SKOS:note": [ "Final publication is available from Mary Ann Liebert, Inc., publishers http://dx.doi.org/10.1089/eco.2015.0068" ] }, { "url": "https://wou.omeka.net/s/repository/item/1160", "dcterms:title": [ "Daily Mood-Drinking Slopes as Predictors: a New Take on Drinking Motives and Related Outcomes" ], "dcterms:creator": [ "Cynthia D Mohr", "Debi Brannan", "Staci Wendt", "Laurie Jacobs", "Robert Wright", "Mo Wang" ], "dcterms:subject": [ "drinking motives", "moderate drinking", "mood-drinking slopes", "daily process methodology", "slopes as predictors" ], "dcterms:publisher": [ "American Psychological Association" ], "dcterms:date": [ "12/1/2013" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/28" ], "dcterms:source": [ "Psychology of Addictive Behaviors" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "Motivational models of alcohol consumption have articulated the manner in which positive and negative experiences motivate drinking in unique social contexts (e.g., Cooper, Frone, Russell & Mudar, 1995). Daily process methodology, in which daily events, moods and drinking behaviors are reported daily or multiple times per day, has been used to examine behavioral patterns that are consistent with discrete motivations. We advance the notion that repeated patterns of drinking in various social contexts as a function of positive or negative mood increases can provide evidence of individual-level if-then drinking signatures, which in turn can predict drinking-related outcomes. The purpose of this study was to examine the utility of slopes to predict longer term drinking motivations and alcohol problems, employing a daily process study of non-clinical moderate alcohol drinkers (N=47; 49% women). Participants responded to thrice daily interviews administered via handheld computer for 30 days, followed by a longitudinal telephone survey for 12 months. Participants’ daily mood-drinking relationships were extracted from HLM and employed as predictors of 12-month outcomes in multiple regression analyses. Daily mood-drinking patterns demonstrated significant variability across persons, such that moderate drinkers could be reliably differentiated based on those patterns in terms of distinct drinking-related outcomes. Among the results, negative mood-solitary drinking slopes were associated with lower subsequent coping motives; yet, positive mood-solitary drinking slopes were predictive of higher coping and lower social motives. Conversely, positive mood-social drinking associations were predictive of higher enhancement motives and b-MAST scores. Results are interpreted in light of motivational models of consumption." ], "bibo:issue": [ "4" ], "bibo:pageEnd": [ "955" ], "bibo:pageStart": [ "944" ], "bibo:volume": [ "27" ], "foaf:fundedBy": [ "This research was supported by National Institute of Alcohol Abuse and Alcoholism grants R03-AA014598 and R29AA09917 and by a Faculty Enhancement Grant and Summer Research Institute support from Portland State University." ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ], "SKOS:note": [ "This article may not exactly replicate the authoritative document published in the APA journal. It is not the copy of record." ] }, { "url": "https://wou.omeka.net/s/repository/item/1159", "dcterms:title": [ "Prevalence and Correlates of Food Insecurity Among Students Attending a Midsize Rural University in Oregon" ], "dcterms:creator": [ "Megan Patton-López", "Daniel F López-Cevallos", "Doris I Cancel-Tirado", "Leticia Vazquez" ], "dcterms:subject": [ "food insecurity", "college students", "rural", "Western Oregon University", "Oregon" ], "dcterms:publisher": [ "Elsevier" ], "dcterms:date": [ "1/9/2014" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/29" ], "dcterms:source": [ "Journal of Nutrition Education and Behavior" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "Objective: To examine the prevalence and identify correlates of food insecurity among students attending a rural university in Oregon. Methods: Cross-sectional non-probability survey of 354 students attending a midsize rural university in Oregon during May 2011. Main outcome was food insecurity measured using the USDA Household Food Security Survey Module: Six-Item Short Form. Socioeconomic and demographic variables were included in multivariate logistic regression models. Results: Over half of students (59%) were food insecure at some point during the previous year. Having fair/poor health (OR: 2.08, 95%CI: 1.07 – 4.63), being employed (OR: 1.73, 95%CI: 1.04 – 2.88) and with incomes below $15,000 per year (OR: 2.23, 95% CI: 1.07 – 4.63) was associated with food insecurity. In turn, good academic performance (GPA 3.1 or higher) was inversely associated with food insecurity. Conclusions: Food insecurity seems to be a significant issue for college students. It is necessary to expand research on different campus settings, and further strengthen support systems to increase access to nutritious foods for this population." ], "bibo:issue": [ "3" ], "bibo:volume": [ "46" ], "VIVO:departmentOrSchool": [ "Health and Exercise Science" ], "SKOS:note": [ "This is the author's peer-reviewed accepted manuscript. The version of record is copyrighted by Elsevier and can be found at: http://www.jneb.org/home." ] }, { "url": "https://wou.omeka.net/s/repository/item/1128", "dcterms:title": [ "Repeated Testing Sessions and Scholastic Aptitude in College Students’ Metacognitive Accuracy" ], "dcterms:creator": [ "William L. Kelemen", "Robert G. Winningham", "Charles A. Weaver III" ], "dcterms:subject": [ "college students", "scholastic aptitude", "metacognitive accuracy" ], "dcterms:publisher": [ "Taylor & Francis" ], "dcterms:date": [ "7/2/2007" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/16" ], "dcterms:source": [ "European Journal of Cognitive Psychology" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "We performed three experiments to examine the effects of repeated study–judgement–test sessions on metacognitive monitoring, and to see if better students (those with higher Scholastic Aptitude Test or SAT scores) outperform low SAT students. In all experiments, mean metacognitive accuracy (bias scores and Gamma correlations) did improve with practice. Most improvement involved students’ ability to predict which items would not be recalled later. In addition, students with high SAT scores recalled more items, were less overconfident, and adjusted their predictions more effectively. Thus, high SAT students may be able to adjust their metacognitive monitoring effectively without feedback, but low SAT students appear unlikely to do so. Educators may need to devise more explicit techniques to help low SAT students improve their metacognitive monitoring during the course of a semester." ], "dcterms:bibliographicCitation": [ "Kelemen, W. L., Winningham, R. G., & Weaver III, C. A. (2007, July 2). Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy. European Journal of Cognitive Psychology, (19)4-5, 689-717, doi:10.1080/09541440701326170" ], "bibo:issue": [ "45021" ], "bibo:pageEnd": [ "717" ], "bibo:pageStart": [ "689" ], "bibo:volume": [ "19" ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ] }, { "url": "https://wou.omeka.net/s/repository/item/1126", "dcterms:title": [ "MemAerobics: a Cognitive Intervention to Improve Memory Ability and Reduce Depression in Older Adults" ], "dcterms:creator": [ "Robert G Winningham", "Roger Anunsen", "Lisa M. Hanson", "Lindsay Laux", "Karissa D. Kaus", "Andrew Reifers" ], "dcterms:subject": [ "memory", "aging", "older adults" ], "dcterms:publisher": [ "Springer" ], "dcterms:date": [ "1/1/2003" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/14" ], "dcterms:source": [ "Journal of Mental Health and Aging" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "Numerous researchers have shown that older adults who participate in memory enhancement programs can improve their memory abilities. However, previous research has generally focused on \"young-old\" adults (i.e., under 75 years of age). We replicated these findings with an older assisted living facility population using a new program called MemAerobicsTM. This program could be used by other long-term care facilities to both improve and maintain residents' overall wellness. Volunteers participated in one of two experimental conditions: either a cognitive enhancement intervention specifically designed to stimulate cognitive activity (known as MemAerobics) or a control group that did not participate in any extra activities. Before the intervention, all participants completed a battery of standardized tests designed to measure memory ability, beliefs in the efficacy in their memory, life satisfaction, and depression. After three-months of MemAerobics exercises, all participants were reassessed with the same measures to determine the magnitude and direction of changes as a function of their intervention group. The results indicated that MemAerobics participants experienced an increase in memory ability as well as a decrease in depressive symptoms." ], "dcterms:bibliographicCitation": [ "Winningham, R. G., Anunsen, R., Hanson, L. M., Laux, L., Kaus, K. D., & Reifers, A. (2003). MemAerobics: A cognitive intervention to improve memory ability and reduce depression in older adults. Journal of Mental Health and Aging, 9(3), 183-192." ], "bibo:issue": [ "3" ], "bibo:pageEnd": [ "192" ], "bibo:pageStart": [ "183" ], "bibo:volume": [ "9" ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ], "SKOS:note": [ "This is the authors' final accepted (peer-reviewed) manuscript. The final publication is copyrighted by Springer." ] }, { "url": "https://wou.omeka.net/s/repository/item/1124", "dcterms:title": [ "A Characterization of 2-Tree Proper Interval 3-Graphs" ], "dcterms:creator": [ "David E. Brown", "Breeann Flesch" ], "dcterms:publisher": [ "Hindawi Publishing Corporation" ], "dcterms:date": [ "2/23/2014" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/12" ], "dcterms:source": [ "Journal of Discrete Mathematics" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "An interval p-graph is the intersection graph of a collection of intervals which have been colored with p different colors with edges corresponding to nonempty intersection of intervals from different color classes. We characterize the class of 2-trees which are interval 3-graphs via a list of three graphs and three infinite families of forbidden induced subgraphs." ], "dcterms:bibliographicCitation": [ "David E. Brown and Breeann M. Flesch, “A Characterization of 2-Tree Proper Interval 3-Graphs,” Journal of Discrete Mathematics, vol. 2014, Article ID 143809, 7 pages, 2014. doi:10.1155/2014/143809" ], "bibo:issue": [ "143809" ], "bibo:pageEnd": [ "7" ], "bibo:pageStart": [ "1" ], "bibo:volume": [ "2014" ], "VIVO:departmentOrSchool": [ "Mathematics" ] }, { "url": "https://wou.omeka.net/s/repository/item/1123", "dcterms:title": [ "Some Implications of Believing that Happiness Involves the Absence of Pain: Negative Hedonic Beliefs Exacerbate the Effects of Stress on Well-Being" ], "dcterms:creator": [ "Ethan A McMahan", "Incheol Choi", "Yuri Kwon", "Jongan Choi", "Joshua Fuller", "Patrick Josh" ], "dcterms:subject": [ "Happiness", "Well-being", "Beliefs", "Emotion", "Stress" ], "dcterms:publisher": [ "Springer" ], "dcterms:date": [ "12/11/2015" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/11" ], "dcterms:source": [ "Journal of Happiness Studies" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "One common belief about happiness, espoused to varying degrees by both researchers and laypeople alike, is that happiness involves a lack of negative hedonic experiences. In the current investigation, we examine whether individual differences in endorsement of this belief, termed negative hedonic belief, moderate the effects of stress on happiness and several indicators of well-being. It was predicted that because stress involves the experience of negative hedonic states, increased stress would be more robustly associated with decreased happiness and well-being among those endorsing negative hedonic beliefs. Results from three studies utilizing both retrospective and prospective research designs generally support this prediction and suggest that endorsing the belief that happiness involves a lack of negative hedonic experiences is associated with more negative outcomes in response to the experience of heightened life stress." ], "dcterms:bibliographicCitation": [ "McMahan, E. A., Choi, I., Kwon, Y., Choi, J., Fuller, J., & Josh, P. (2015, December 11). Some implications of believing hedonic beliefs exacerbate theeffects of sress on well-being. Journal of Happiness Studies. doi:10.1007/s10902-015-9707-8" ], "foaf:fundedBy": [ "This research was funded in part by a research grant from the Center for Happiness Studies at Seoul National University to the first author." ], "VIVO:departmentOrSchool": [ "Psychological Sciences" ], "SKOS:note": [ "This is the authors' final accepted (peer-reviewed) manuscript. The final publication is available at Springer via http://dx.doi.org/10.1007/s10902-015-9707-8." ] }, { "url": "https://wou.omeka.net/s/repository/item/1121", "o:resource_class": "dctype:Text", "dcterms:title": [ "Making It Work for Everyone: HTML5 and CSS Level 3 for Responsive, Accessible Design on your Library’s Website" ], "dcterms:creator": [ "Stewart Baker" ], "dcterms:subject": [ "web accessibility", "universal design" ], "dcterms:description": [ "This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Library and Information Services in Distance Learning on October 03 2014" ], "dcterms:publisher": [ "Taylor & Francis" ], "dcterms:date": [ "10/3/2014" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/9" ], "dcterms:language": [ "eng" ], "dcterms:relation": [ "Journal of Library and Information Services in Distance Learning" ], "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.", "http://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:abstract": [ "This article argues that accessibility and universality are essential to good web design. A brief review of library science literature sets the issue of web accessibility in context. The bulk of the article explains the design philosophies of progressive enhancement and responsive web design, and summarizes recent updates to WCAG 2.0, HTML5, CSS Level 3, and WAI-ARIA. The final section of the paper walks readers through the website creation process. The tools and techniques described in the article can be used to create a library website which can be accessed equally by all patrons without sacrificing aesthetics or usability at any level." ], "dcterms:bibliographicCitation": [ "Baker, S.C. (2014) Making it work for everyone: HTML5 and CSS level 3 for responsive, accessible design on your library's web site. Journal of Library & Information Services in Distance Learning, 8(3-4). doi: 10.1080/1533290X.2014.945825" ], "bibo:doi": [ "10.1080/1533290X.2014.945825" ], "bibo:issue": [ "44989" ], "bibo:pageEnd": [ "136" ], "bibo:pageStart": [ "118" ], "bibo:volume": [ "8" ], "VIVO:departmentOrSchool": [ "Library" ] }, { "url": "https://wou.omeka.net/s/repository/item/1120", "dcterms:title": [ "From Freshman to Graduate: Making the Case for Student-Centric Institutional Repositories" ], "dcterms:creator": [ "Erin Passehl", "Robert Monge" ], "dcterms:subject": [ "Institutional repositories", "Student scholarship", "Digital Commons", "Western Oregon University" ], "dcterms:date": [ "8/1/2014" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/8" ], "dcterms:source": [ "Journal of Librarianship and Scholarly Communications" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "INTRODUCTION Institutional repositories provide an opportunity to enhance the undergraduate education experience by developing student-centric collections. This article highlights five IR collections focusing on undergraduate student work at a medium size university. LITERATURE REVIEW Students benefit when they actively participate in undergraduate research activities that are tied to high-impact educational practices. However, there are limited options for undergraduate students to publish and share their work. Academic librarians are well-positioned to develop a student-centric institutional repository supporting undergraduate student research while working at instilling better information literacy standards and practices. DESCRIPTION OF PROJECT Western Oregon University’s Hamersly Library developed an institutional repository with an initial collection development strategy around undergraduate student collections based on the university's strong identity and emphasis on undergraduate education. While traditional academic publishing opportunities are represented, there is also space and encouragement for publication of other types of student created material including presentations and creative works. There is an emphasis on representing student work from all grade levels. By connecting the student scholarship collections to high-impact educational practices, the library can advocate and demonstrate additional types of value that resonate with faculty and university administrators. NEXT STEPS The library will explore student publishing opportunities that originate in existing classes and new courses taught by librarians. Library faculty will continue to educate university administration and faculty on scholarly communication initiatives and their concerns of plagiarism and quality of work." ], "dcterms:bibliographicCitation": [ "Passehl-Stoddart, E, Monge, R. (2014). From freshman to graduate: Making the case for student-centric institutional repositories. Journal of Librarianship and Scholarly Communication 2(3):eP1130. http://dx.doi.org/10.7710/2162-3309.1130" ], "bibo:issue": [ "3" ], "bibo:volume": [ "2" ], "VIVO:departmentOrSchool": [ "Library" ] }, { "url": "https://wou.omeka.net/s/repository/item/1116", "dcterms:title": [ "Digital Cinema, Montage and Other Visualities" ], "dcterms:creator": [ "Shaun Huston" ], "dcterms:subject": [ "Digital cinema", "Montage", "Geography", "Comic books" ], "dcterms:publisher": [ "University of Arizona. School of Geography and Development" ], "dcterms:date": [ "12/1/2014" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/2" ], "dcterms:source": [ "you are here: the journal of creative geography" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "Digital technology is enabling a reconceptualization of film and cinema. The pliability of digital media opens up, particularly, the theory and practice of montage to revision. This pliability allows for cheap and easy copying and combining of images, and, relatedly, the transition from film frame to digital screen provides a less precious and more flexible creative space for filmmakers. In this article, I use my documentary, Comic Book City, Portland, Oregon USA (2012), to demonstrate and discuss how digital production can be used to construct new forms of montage, particularly in the combination of creative norms and practices traditionally associated with different media, in this case, film and comics." ], "dcterms:bibliographicCitation": [ "Huston, S. (2014). Digital cinema, montage and other visualities, Journal of Creative Geography, XIV, 33-40." ], "bibo:pageEnd": [ "40" ], "bibo:pageStart": [ "33" ], "bibo:volume": [ "14" ], "VIVO:departmentOrSchool": [ "Geography" ], "SKOS:note": [ "An accompanying video can be viewed at http://vimeo.com/90419482" ] }, { "url": "https://wou.omeka.net/s/repository/item/1114", "dcterms:title": [ "Filming Postbourgeois Suburbia: Office Space and the New American Suburb" ], "dcterms:creator": [ "Shaun Huston" ], "dcterms:publisher": [ "Wiley" ], "dcterms:date": [ "6/1/2009" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "fac_pubs/4" ], "dcterms:source": [ "Journal of Popular Culture" ], "dcterms:language": [ "eng" ], "dcterms:abstract": [ "The article examines how the depiction of American suburbia in motion pictures illustrates the physical, cultural, and demographic changes in modern suburban society. Particular attention is paid to the portrayal of the suburban landscape in the 1999 film \"Office Space,\" written and directed by Mike Judge. The \"polymorphous\" landscape of \"Office Space\" shows single family homes along side office parks, apartments, restaurants and retail spaces. How the film introduces new sources of angst and oppression to contemporary suburbia is assessed. It is suggested that the film highlights the fact that the suburbs Americans actually live in are fundamentally different from the ones that once dominated the cultural imagination." ], "dcterms:bibliographicCitation": [ "Huston, S. (2009). Filming postbourgeois suburbia: office space and the new American suburb. Journal Of Popular Culture, 42(3), 497-514. doi:10.1111/j.1540-5931.2009.00692.x" ], "bibo:issue": [ "3" ], "bibo:pageEnd": [ "514" ], "bibo:pageStart": [ "497" ], "bibo:volume": [ "42" ], "VIVO:departmentOrSchool": [ "Geography" ], "SKOS:note": [ "NOTICE: Changes may have been made to this work since it was submitted for publication. A definitive version of this document can be found online at Journal of Popular Culture, published by Wiley Blackwell. Copyright restrictions may apply. DOI: http://dx.doi.org/10.1111/j.1540-5931.2009.00692.x" ] }, { "url": "https://wou.omeka.net/s/repository/item/232", "dcterms:title": [ "Track and Field’s Influence on Race, Gender and Ethnicity in the 1930s, including the 1936 Olympic Games." ], "dcterms:creator": [ "Neal R. Cranston" ], "dcterms:subject": [ "Race", "Track and field", "Gender", "Ethnicity", "Sports" ], "dcterms:date": [ "12/27/2021" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "pure/vol10/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://rightsstatements.org/vocab/InC/1.0/" ], "dcterms:alternative": [ "Track and Field's Influence on Race, Gender and Ethnicity in the 1930s" ], "dcterms:abstract": [ "Track and field in the 1930s provided a unique opportunity for athletes of all races, gender, and ethnicities to come together and compete on an equal playing field. This helped bridge the tension and divide that existed within segregated America but also showed the power that athletics has in highlighting common human characteristics. The evidence that will primarily illustrate this comes from a number of primary sources including six oral histories conducted by the United States Holocaust Museum as well as The 1984 Los Angeles Olympics Archives. These interviews give a glimpse into what the 1936 Olympic experience was like for many of the athletes that did not receive the same level of recognition as their teammate Jesse Owens. The Pan American Games which took place in Dallas in 1937 highlighted some of the harsh realities of racism in the American South despite the meet promoters intentions of holding a “harmonious” track meet not centered around race.[1] Overall these sources will contribute to the field by highlighting track and field’s involvement in healing social divides far ahead of its time.\n[1]Dyreson, Mark. “The Original Pan-American Games? The 1937 Dallas Pan-American Olympics.” International Journal of the History of Sport 33, no. 1/2 (January 2016): 6–28." ], "bibo:volume": [ "10" ], "VIVO:informationResourceSupportedBy": [ "Kimberly Jensen" ], "SKOS:note": [ "Kimberly Jensen" ] }, { "url": "https://wou.omeka.net/s/repository/item/150", "dcterms:title": [ "Cover" ], "dcterms:creator": [ "Makena E. Harris" ], "dcterms:subject": [ "Graphic Design", "Women", "STEM", "STEAM", "feminism", "hope", "strength" ], "dcterms:date": [ "3/5/2018" ], "dcterms:type": [ "Image;StillImage" ], "dcterms:identifier": [ "pure/vol6/iss1/1" ], "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": [ "Cover" ], "dcterms:abstract": [ "Inspiration for the cover was pulled from topics within the journal and includes graphic, photo, and textual elements from several of Makena Harris' previous projects in order to create this collage. The cover features women in STEM/STEAM and research careers who blazed trails and opened doors for many women to come. Her work was rooted in positivity, hopefulness, determination, and strength; all of which are qualities she feels that the two women featured on the cover, Sheila de Bretteville and Neri Oxman, possess. Additionally, color was a major driving force in this piece, with the rosey hue being reclaimed to demonstrate power and strength in femininity." ], "bibo:volume": [ "6" ] }, { "url": "https://wou.omeka.net/s/repository/item/72", "dcterms:title": [ "Cover Art" ], "dcterms:creator": [ "Cristin Stevens" ], "dcterms:subject": [ "Graphic Design", "Art", "PURE Insights" ], "dcterms:date": [ "5/29/2012" ], "dcterms:type": [ "Image;StillImage" ], "dcterms:identifier": [ "pure/vol1/iss1/1" ], "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": [ "Cover Art" ], "dcterms:abstract": [ "The PURE logo and cover for PURE Insights were designed as part of a WOU graphic design class in Spring 2010. Cristin Stevens' design was selected from six submissions by the PURE executive committee and is being used for PURE publications, including this journal. Jen Bracy of the WOU Creative Arts Division has been generous in donating her time to assist with slight modifications to accommodate a new title for the journal." ], "bibo:volume": [ "1" ], "VIVO:informationResourceSupportedBy": [ "Jen Bracy" ], "SKOS:note": [ "Jen Bracy" ] }, { "url": "https://wou.omeka.net/s/repository/item/67", "dcterms:title": [ "Xenophobia and Structural Violence: Barriers to Education for Roma Youth" ], "dcterms:creator": [ "Lisa Catto" ], "dcterms:subject": [ "Social and Cultural Anthropology", "Romani", "xenophobia", "structural violence", "education", "human rights", "segregation", "Europe" ], "dcterms:description": [ "I would like to thank Dr. William (Doug) Smith for inspiring me to write the original version of this paper for his course on human rights. I would also like to extend my heartfelt gratitude and appreciation to Dr. Robin Smith for working closely with me on molding this paper for inclusion in this journal. Her insight, encouragement and suggestions are always treasured. Lastly, I would like to thank Dr. Misty Weitzel, Dr. Isidore Lobnibe and Mrs. Camila Gabaldón for their support through this process." ], "dcterms:date": [ "5/29/2012" ], "dcterms:type": [ "Text" ], "dcterms:identifier": [ "pure/vol1/iss1/5" ], "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:alternative": [ "Barriers to Education for Roma Youth" ], "dcterms:abstract": [ "The European Roma, more commonly referred to as Gypsies, are a severely persecuted minority population, even to this day. They have been victims of xenophobia and structural violence for centuries. This has led to segregation in nearly all aspects of their life, from housing to medical care to employment to education; the latter is the focus of this paper. Roma children are often forced into segregated schools, or into special/remedial programs. This paper looks at issues that have led to such an educational dichotomy, and the negative impact they have had on the Roma. The paper also looks at the perpetuating cycle that these educational issues are feeding." ], "bibo:volume": [ "1" ], "VIVO:informationResourceSupportedBy": [ "Robin Smith" ], "SKOS:note": [ "Robin Smith" ] } ]