Url Resource class Title Creator Subject Date Type Identifier Language Rights Abstract Date Available License Degree Note History note Type
https://wou.omeka.net/s/repository/item/13319 Supporting Students’ and Educators’ Mental Health and Emotional Needs Using Culturally Responsive Pedagogy Jessica Anne Lane culturally responsive pedagogy | mental health | language arts 6/16/2023 Text eng The use of focused relationship-building exercises can be of benefit to all students, regardless of background or situation, as it helps promote a sense of community in the classroom and provides a space where students feel seen and heard, beyond just the academic. Language arts classrooms are uniquely positioned to foster these environments, as students explore different facets of the human experience through literature. The core philosophical goal of assisting students’ in the development of strong and stable mental health in the context of the English language arts classroom is supported by culturally responsive pedagogy, as affirming and supporting students while creating bonds and building relationships is shown to increase their connection to their educational community.
With the implementation of relationship-building exercises in the classroom, it would be of benefit to ascertain whether such exercises have a measurable impact on students’ classroom engagement, both socially and academically. Exploring and analyzing this activity can help inform future classroom methods wherein educators use an expanded awareness of the impact of such actions to develop teaching and relational methods to benefit students. CC-BY-NC-ND (attribution, non-commercial, no derivatives) Master of Arts in Teaching (initial licensure) Xiaopeng Gong | Lin Wu | Hillary Fouts Action Research Project
https://wou.omeka.net/s/repository/item/4614 Voices from the Islands: Culturally Responsive Pedagogical Practice and Reflections in Pacific Rim World History Kenneth Roundy Educational Methods | Secondary Education | culturally responsive pedagogy | teaching | action research | planning | instruction 6/11/2021 Text; Image; StillImage theses/92 eng 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/ When considering successful teaching strategies in the context of modern social studies classrooms, it becomes imperative to consider the weight and responsibility of balancing the socio-cultural needs and knowledge of our students with voices and perspectives often left out of our collective understanding of the past. In this brief project, I endeavored to explore the potential of using culturally responsive pedagogical teaching and learning strategies during my student teaching placement in a 9th through 12th grade world history classroom in an alternative education environment. Throughout the targeted 6 week term that this project centered on, I employed varied CRP strategies and recorded my observations, student input, and professional feedback from my mentor teacher and university supervisor.
My research focus for this project sought to analyze the possible benefits and difficulties associated with teaching strategies like CRP in the context of social studies instruction specifically designed with culturally diverse voices, context, and perspectives in mind. While this would present potential challenges for my students given their traditional academic experiences, my focus on CRP strategies would also actively incorporate their perspectives and experiential knowledge to help shape our shared class content and connect more meaningfully with voices from the past. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Mark Wolfe action_research
https://wou.omeka.net/s/repository/item/4610 Using Culturally Responsive Pedagogy, Universal Design for Learning, and Alternative Teaching Practices to Engage Learners: An Action Research Project Jeneveve Winchell Education | culturally responsive pedagogy | universal design | alternative teaching practices 6/11/2022 Text theses/188 eng 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/ Engagement and equity are areas of significant educational research. The use of culturally responsive pedagogy, universal design for learning, and alternative teaching practices have shown promise for enhancing equity and engagement in secondary schools. This action research project examined the use of these practices to improve the abilities of one teacher. The findings suggest some improvement in student engagement through culturally responsive pedagogy, universal design for learning, and alternative teaching practices.
Keywords: culturally responsive pedagogy, universal design, alternative practices 6/7/2022 Master of Arts in Teaching (initial licensure) Amy Bowden, Jodi Howell, action_research
https://wou.omeka.net/s/repository/item/4374 How Culturally Responsive Pedagogy, Evidence-Based Practices, and Focusing On the Long Term Benefits of Art Education Affect Teaching Genevieve Hardin Art Education | Education | Education | High School | Art | Mental Health | Culturally Responsive Pedagogy | Evidence Based Practices 6/11/2022 Text theses/200 eng 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/ This Action Research Project will be informed by INTASC standards. These standards make sure that teachers are held to rules that encourage good teaching and act as borders in which that good teaching should take place. It is also informed by my own philosophy of education. It is difficult to pin down any one philosophy of education that I unequivocally support. The conclusion that I have come to is that the best teaching is more an amalgamation of theories. It shifts and evolves to fit the students at hand, and is ever growing.
My focus for this research was how Culturally Responsive Pedagogy (CRP), Evidence-Based Practices (EBP), and focusing on the long term benefits of art education will affect my teaching. I also wanted to see if any of the practices within these ideas are more effective than others.
This Action Research Project (ARP) will be exploring my own teaching and how I can improve it. My action research here will also improve my ability to study my practice going forward. This is especially important for me, as flexibility and adaptability are two of my main personal goals for my teaching. I hoped to learn which of my practices are helpful, and which are unhelpful.
My ARP shows how Culturally Responsive Pedagogy, Evidence-Based Practices, and focusing on the long term benefits of art education interact when put together in a classroom. It also shows where these practices support, hinder, or run alongside each other. I found this by comparing my results with other research that has gone into these three things separately.
This paper uses journaling, assessments, and lesson plans to analyze my own practice and set goals. I also have collected images of what I have written on the whiteboard and in powerpoint slides. I found that my students understand my teaching better after the inclusion of . I will keep track of everything in google doc folders. I am placed at a rural highschool in a classroom of mixed grades that teaches many types of art, but is more focused on three dimensional work. 6/8/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays & Amy Bowden, Lauren Cooney action_research