Url Resource class Title Creator Subject Description Date Type Identifier Language Rights Alternative Title Abstract Date Available Degree Volume Supported by Department or school name within institution Biography Note History note Type Note https://wou.omeka.net/s/repository/item/13577 dctype:Text The Relationship between Stress and Test Performance Kaitlyn Duncanson stress | education Jun-23 | 2023-06-15 Text eng 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/ Stress is a present factor in testing situations that hinders people's ability to perform. The present study sought to determine how noise stress affects test performance. It was hypothesized that, in the presence of stress, the participants' test performance would be different than when not in the presence of stress. Twenty-eight undergraduate students. To determine how stress affects test performance, participants were randomly assigned to one of two conditions. Either they took the Stroop Color-Word test with noise stress or no noise stress. Non-significant results were found when comparing the test scores between the two conditions, t(26)= -1.21, p>.05, d=.46. Similarly, non-significant results were found when comparing the stress scores between the two conditions t(22)=0.56, p>.05, d=.23. These results suggest that the noise stress was not high enough to affect test scores or that stress does not affect test performance. Honors Thesis Jay Schwartz Gavin Keulks https://wou.omeka.net/s/repository/item/13575 dctype:Text Teacher Burnout: Central Causes and Preventative Measures Emily Biamont education | burnout Jun-23 | 2023-06-15 Text eng 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/ Discusses the main causes and preventative measures for teacher burnout in a public K-12 setting. Honors Thesis Chloe Hughes Gavin Keulks https://wou.omeka.net/s/repository/item/13570 dctype:Text Removing Roadblocks For Families In Math Education Britain Schneider mathematics | education Jun-23 | 2023-06-15 Text eng 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/ The importance of math in our everyday lives is evident in most things that we do, from calculating bills, to watching sports, to determining the amount of time it takes to complete a task. If these tasks require using foundational math skills then our question is, “How do we improve the connection between classroom instruction of mathematics and the home unit?” There are academic practices that teachers can use inside their classrooms which also translate to tools that they can send home to families to encourage partnership between classroom instruction and the home unit. Examples of these tools include family math nights that bring everyone together to partake in math activities, weekly letters home that inform parents of what is being taught in the classroom and give support for continued learning at home, and math games that help students see the joy in learning math wherever they are. This thesis will analyze how these mathematical practices for 8 year olds are important not only for teachers and families, but for school administrators, legislative leaders, and curriculum designers. Honors Thesis Kait Hodgin Gavin Keulks https://wou.omeka.net/s/repository/item/13289 Where is the Power to Change the World? Using Storytelling to Achieve Quality Learning E James Omelina Storytelling | business | education 6/17/2023 Text eng 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/ It’s festival time and everyone is singing and dancing. Rising to the stage, The High Aldwin approaches the four candidates for his apprenticeship. He intones, “Forget all you know, or all you think you know. All that you require is your intuition. The power to control the world is in which finger?” He then spreads his fingers out and invites the candidates to pick one. Each candidate chooses. Except Willow, he hesitates. He is seemingly ready to pick one of his own fingers but then he changes his mind and selects one of The High Aldwin’s fingers. The High Aldwin then declares that there will be no apprentice this year. (Howard, 1988) If you have ever seen Willow, you know the answer to this question. If you haven’t seen this marvelous collaboration between George Lucas, and Ron Howard, I highly recommend seeing it. I am going to spoil this scene at the beginning for those who haven’t seen it. In a later scene The High Aldwin answers the question for Willow. The answer is one of your own fingers. The High Aldwin from Willow exemplifies INTASC standard 2. The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on the learns’ strength and needs. (Council of Chief State School Officers, 2011, p. 10) Storytelling is student based and I have decided to focus on this standard while answering the question, “Is quality learning achieved through storytelling? Master of Arts in Teaching (initial licensure) Joshua Schulze | Andrew Spellman Action Research Project https://wou.omeka.net/s/repository/item/13287 The Converse Podcast: A Podcast By Teachers, For Teachers Rhyan G. Shultis podcast | teaching | education 6/17/2023 Text | Image;StillImage eng 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/ My project was the development and creation of a podcast geared for teachers to get advice to support their day-to-day tasks teaching. The episodes are backed by research and are conversational in nature, making it easy to listen and gain ideas/advice from. Master of Science in Education: Curriculum and Instruction Joshua Schulze | Mandy Olsen | Marcus Wenzel Professional Project https://wou.omeka.net/s/repository/item/13283 Helping Students Develop Agency in Secondary English Language Arts Erin Worley education | English Language Arts | agency 6/17/2023 Text | Image;StillImage eng 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/ Action research is a process wherein individuals study current literature regarding a subject, and then develop specific actions that can be taken to improve performance. In a MAT program, this research is designed to improve teaching strategies for novice educators. This Action Research Project is centered around my desire to increase student agency in secondary English Language Arts classrooms. Specifically, it focuses on how I can use differentiation, scaffolding, and other instructional strategies to motivate and engage students in the curriculum. As this is an Action Research Project, I am the main participant, and this project is designed to improve my own teaching through specific research and action. Keywords: education, English Language Arts, agency Master of Arts in Teaching (initial licensure) Joshua Schulze | Charlotte Riester Action Research Project https://wou.omeka.net/s/repository/item/12702 Inclusive approach for marginalized groups in the interpreting field Kristeena Martinez Education | Other Languages | Societies | and Cultures | deaf interpreters | marginalized groups | people of color | cultural brokering | intersectionality | ethics 5/26/2017 Image; Moving Image; Text theses/35 sgn-US | eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ There is little research on the marginalized groups in the interpreting profession. There is the need to gather data to discuss how we, marginalized groups, maintain our role boundaries through conflicts and stay adhered to ethics in our assignments. There is the need to assess whether ethnicity have impact on the work. There is little research on triggers of the marginalized groups and how we can maintain self care from vicarious trauma in the interpreting field. In order to assess the unique position of Deaf interpreters of color and other marginalized groups in the interpreting profession to find the best approach to identify, describe, and examine the ethical decision making by the marginalized groups and how they are impacted by these decisions. To provide a better understanding of Deaf interpreters of color and other marginalized groups and their approach to the interpreting field. Identifying ethical decisions makings to understand how we remain true to the Code of Professional Conduct that is established by Registry of Interpreters for the Deaf, Inc and how we remain professional when we face conflicts in our role boundaries. 5/26/2017 Master of Arts in Interpreting Studies Amanda R. Smith, Erica West Oyedele, Rosemary Wanis thesis https://wou.omeka.net/s/repository/item/12573 Astronomical Learning Joshua Jacob Mauricio | Robert Lochbaum | Matthew Hibner astronomy | websites | education | middle school | high school This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). 2020-05-28 Image; MovingImage; StillImage aes/193 eng 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/ Our website, Astronomical Learning, is a site that is based around the goal of educating minds about all topics space related. Our primary target audience is a younger audience, between 11-17 years old approximately. Our content and design choices are designed towards a younger audience; however, we’ve also attempted to create a family friendly atmosphere that can be enjoyed by all ages. We have created a suite of administrator tools that aid in the maintenance of the family friendly atmosphere as well. Our website primarily consists of image driven and interactive pages that also double to deliver all sorts of information to the inquiring minds Our website contains information on topics ranging from space travel through NASA and SpaceX, different features of our solar system, to space as an infinite expanse. Visitors that wish to register an account will find themselves with access to additional features such as being able to post their own thoughts to the website via comments. Registered users will also gain points for completing different activities across the website to level up their personal badge. Providing both a fun and educational product has proved to be an interesting challenge, but through uses of vibrant and captivating imagery and plenty of user interactivity with the website, we believe that we have struck a fine balance. We have pleasant pictures and animations that should aid in captivating our younger audiences and help to hold their interest. On top of this, we also have features designed to stimulate and test learning. We have two types of quizzes, the first of which is simple single quiz questions that appear near the content on the appropriate page. Alongside this, we have a more standard quiz where visitors can flex their knowledge. We at MJR Software Solutions believe that through our tireless efforts of product research and product delivery, that we have created something which can truly captivate the minds of younger audiences and inspire them to thirst for the knowledge that we happily provide. Computer Science Becka Morgan https://wou.omeka.net/s/repository/item/11643 Play Culture Over Five Decades Malcom Archambault children | childhood | play culture | education This presentation was delivered on May 30, 2019 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). 2019-05-30 Text; Image; StillImage aes/157 eng Western Oregon University Library has determined, as of 07/16/2019, 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. marchambault17@mail.wou.edu | http://rightsstatements.org/vocab/InC/1.0/ Education https://wou.omeka.net/s/repository/item/11089 Life Experiences of Mexican and Mexican-American Students: Migrant Education Program, Salem/Keizer School District Anna I Munoz Salem Keizer School District | Migrant | Education Access file scanned at 300 dpi (Black and White) using Capture Perfect 3.1 on a Canon DR-9050C in PDF format. Access file converted to 300 dpi (Black and White) .pdf with compression and textual OCR using Adobe Acrobat Pro DC (2015 version). 5/29/2002 Text his/362 eng Western Oregon University Library has determined, as of 07/28/2021, this item is in copyright, which is held by Anna I. Munoz. 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/ History https://wou.omeka.net/s/repository/item/7177 Education Prescription and Disregarded Side Effects: Gilded Age Education Reform in Oregon Sarah M Pearson Gilded Age | Education | Oregon | Native Americans | Monmouth | R.M. Smith | Oregon Normal School 1/1/2014 Text his/26 eng 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/ This paper looks at education reform with a focus on Oregon during a tenuous time period of U.S History, from around 1850 through the turn of the century; the Gilded Age. Oregon’s upper and middle classes perceived themselves as the moral, and intellectual ideal in a time of transition and destabilization of American society following the Civil War and leading up the Progressive era. Many of which saw education reform as their responsibility. These perceptions coupled with racism and classism to transform positive intentions into conditions of paternalistic control and resulted in many communities having to cope with an education system pulled out of their hands over a relatively short time period. Using primary source materials, including newspapers, letters, and government documents, this paper looks to recreate the dialogue and analyze the true nature of the reforms through a number of different community perspectives, including: Native Americans, African Americans and rural Oregonians. The argument fits into the wider educational history to help understand how U.S education developed into its current manifestation. History Max Geier https://wou.omeka.net/s/repository/item/4621 Writing with Purpose and Intent Carmen Deol Education | scaffolding | differentiation | writing 6/7/2022 Text theses/186 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/ Action Research Projects are presented in the Graduate level as a key component to the learning achieved within a given program. It is a crucial yet beneficial part to earning a Master’s degree because it exemplifies the hard work and dedication one decides to put forth. Specifically, in my Action Research Project, I have the opportunity to study myself as a primary specimen. My work will be reflected upon and used towards better teaching strategies and practices for the future. In this Action Research Project, I have covered topics such as scaffolding, differentiation, and writing taught as a process. Keywords: scaffolding, differentiation, writing 6/7/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays & Amy Bowden, Joseph Gomba action_research https://wou.omeka.net/s/repository/item/4620 Whole Child Philosophy Bryce Peila Education | Health and Physical Education | Education | Physical Education | Differentiation | Whole Child 6/11/2021 Text; Image; StillImage theses/97 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/ Whole child philosophy in physical education 6/10/2022 Master of Arts in Teaching (initial licensure) Jaclyn Caires-Hurley, Tim Mowery action_research https://wou.omeka.net/s/repository/item/4619 When there are no words: ASL/English interpreter practices with alingual and semi-lingual deaf immigrant children Roselia M. Fichera-Lening Education | Other Languages | Societies | and Cultures | Alingual | children | immigrants | interpreting | semilingual | deaf 8/1/2016 Text theses/32 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The purpose of this study was to extend the current research on alingual deaf immigrant studies to include the American Sign Language (ASL)/ English interpreters who work with them. The investigation included questions: How does working with alingual deaf immigrant children affect the work practices of ASL/English interpreters? How does the documentation status of alingual deaf immigrant children affect the work practices of ASL/English interpreters? In what ways do collaborative practices with other interpreters or peer professionals impact the work practices of ASL/English interpreters working with alingual deaf immigrant children? Nineteen participants from across the United States completed a mixed method survey. Participants were ASL/English interpreters over the age of 18, all of whom had experience with alingual or semi-lingual immigrant deaf children. The online questionnaire was administered through interpreting social-media websites and collected data from working ASL/English interpreters who have experience with alingual and semi-lingual deaf immigrant children. The survey further gathered data on peer professional collaboration and if the rights of the alingual deaf immigrant child appeared to be influenced by documentation status. The main results support the following perceptions: that when ASL/English interpreters use their preparation time and are well prepared they perceive interprofessional collaboration as more useful. The data also support the conclusion that when ASL/English interpreters perceive that they are well prepared they perceive a higher level of collaboration (as ranked on Table 4), with other professionals as best when working with alingual or semi-lingual deaf immigrant children. There is a relationship between ASL/English interpreters’ perceptions of how useful it is to be well prepared for an interpreting assignment and perceptions of the usefulness of collaborations with peer interpreters. Data also support that when ASL/English interpreters collaborate they perceive that they are seen as useful to their peers when working with alingual or semilingual deaf immigrant children. 10/16/2016 Master of Arts in Interpreting Studies Vicki Darden, Erin Trine, Patrick Graham thesis https://wou.omeka.net/s/repository/item/4617 What is available for potential deaf interpreting students? Obtaining a snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies Tiffany Green Education | Other Languages | Societies | and Cultures | Interpreting | Interpreter | Interpreter Education | Deaf Interpreter 4/28/2017 Text theses/36 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ In this thesis, the history of interpreter education pertaining to the education and training of Deaf Interpreters will be reviewed and summarized. While some research and examination of current training programs and curriculum for hearing interpreting students exists, there is little or no research on the educational or training needs of and opportunities for the deaf students who enroll in a college offering a Bachelor’s degree in interpretation and major in interpreting studies. The goal of this research is to gather information about existing colleges that offer a degree in interpreting studies by examining the course offerings required to graduate with a degree in interpreting. For this study, the information was gathered from colleges identified as offering an undergraduate degree in Interpreting Studies and also accredited by the Commission on Collegiate Interpreter Education (CCIE), an accreditation board for interpreter education programs that certifies programs meeting the educational standard requirements for interpreting studies degrees. In addition, Gallaudet University and California State University, Northridge, two universities with long histories of serving individuals who are Deaf and hard of hearing, were added to the research pool. The charts and diagrams in this study provide a snapshot of current options for deaf students interested in earning a degree in interpreting studies. The conclusions and results from examining the data and course offerings show that there are many more possible research avenues, including the need for additional research on curriculum design and development and research on the educational needs of interpreting students, especially deaf interpreting students’ needs. 4/28/2017 Master of Arts in Interpreting Studies Amanda R. Smith, Elisa Maroney, Marie LeJeune thesis https://wou.omeka.net/s/repository/item/4615 We Are All Students: Finding Success in Teaching with Empathy and Humanity Arilla Utley Education 6/11/2022 Text theses/197 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/ 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?” Through 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. 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Dana Ulveland action_research https://wou.omeka.net/s/repository/item/4613 Video relay service interpreting: interpreters’ authority, agency, and autonomy in the process of ethical decision making Kathleen C. Holcombe Education | Other Languages | Societies | and Cultures | ASL | American Sign Language | video relay service | demand control schema | ethical decision making | interpreting 12/12/2014 Text theses/16 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The accumulated literature on signed language interpreting implies that despite the emerging conceptualization of signed language interpreting as a practice profession applying teleological ethics, interpreters struggle to abandon the perception of strict role constructs governed by deontological ethical decision making. The goal of this study is to gain insight into the ethical decision making process amongst a sample of video relay interpreters using the reflective practice of supervision applying demand control schema. The findings suggest the existence of both teleological and deontological ethical decision making approaches for the practice of interpreting in the video relay setting. The findings also demonstrated participants’ lack of agency that impacted the prominent gap between a practice professionalism perspective and technical skill orientation among VRS interpreters. The participants’ application of teleological ethics suggests an awareness of various controls to achieve effective outcomes and develop strategies to improve practice. The participants’ lack of agency suggests serious deleterious implications for callers and interpreters. An argument is made for interpreters to become functional leaders in acknowledging the apparent relationship between stress, conditions of VRS employment, and effective service as a beneficial means of guiding improved practice. 12/12/2014 Master of Arts in Interpreting Studies Amanda R. Smith, Elisa Maroney, Campbell McDermid thesis 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/4588 Use What We Have : Ways to Contextualize and Improvise in the Classroom Todd Fadel Education | improvisation | play | collaboration | collaborative | trauma | trauma-informed 6/12/2021 Text; Image; StillImage theses/96 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/ The purpose of this action research project was to study my own teaching and find out what I could learn about how trauma affects my classes, how I can meet the challenges my students face and how I can playfully and respectfully assist them on their learning journey. The questions I asked myself that guided my research were: 1) In what ways does my teaching practice change when I approach it with a more trauma-informed lens than a less trauma-informed lens? 2) What are the different outcomes when I approach my lesson delivery with a more playful approach than with a less playful approach? and 3) In what ways do improvisational practices help my teaching from getting stagnant? I collected data from my own personal journals as I did my practicum over the last three terms, the comments from the formal observations I had and the commentaries I wrote for the planning, instruction and assessment tasks of my edTPA. As a music teacher, one of the most important lessons I teach is one of self-acceptance. Throughout the year, it became apparent that my students needed reprieve from the daily turmoil they faced. In the case of some, they encountered two simultaneous pandemics - one after their physical health and another after their mental, emotional and spiritual health. I see my position as one who can aid in the internal struggle, as music is a healing force. This process has helped me recognize the strengths and limitations that I face going into my teaching career. Being reflective and seeing myself through the lens of this research has transformed me, and the classrooms I meet with in the coming years will feel the effects of my findings here. We all have the ability to shape our futures - we have to be willing to stand the discomfort of not knowing long enough for the new reality to come alive in us. 6/10/2022 Master of Arts in Teaching (initial licensure) Kenneth Carano, Dianne Nelson action_research https://wou.omeka.net/s/repository/item/4587 Unlocking the Mysteries of DeafBlind Interpreting Krystle A. Chambers Education | Other Languages | Societies | and Cultures | DeafBlind | interpreting | Protactile ASL | communication 11/19/2019 Text theses/55 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/ As the field of signed language interpreting is growing and receiving more recognition and research there is an area that remains understudied, DeafBlind interpreting. Working with the DeafBlind community needs the focus of research and data collection. The research and data collected for this paper is focused on the San Joaquin Valley of California. This specific DeafBlind community is spread over several hundred miles and the interpreters available with the skill set to accurately interpret, in this specialized area of interpreting, are few and far between. This research is based on qualitative and quantitative data collection to represent the geographical area of focus and the people who live there. The data collected are from surveys that were sent out to the interpreting and DeafBlind communities in the geographical area of interest. With the data collected from these surveys and a review of national and international research, an examination of possible solutions to the lack of qualified interpreters who work in the DeafBlind community can continue. The hope for this research is that the information gathered will add another piece to the nationwide DeafBlind interpreting puzzle. 12/11/2019 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney, Sandra Amundsen, Angelica Martinez thesis https://wou.omeka.net/s/repository/item/4585 Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs David M Rice Applied Linguistics | Curriculum and Instruction | Disability Studies | Education | Educational Assessment | Evaluation | and Research | Educational Methods | Higher Education and Teaching | Other Languages | Societies | and Cultures | Preparation | prep | interpreting | ASL | curriculum | direct 1/22/2020 Text theses/59 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/ Through the process of interviewing instructors of ASL-English interpreting courses, trends in how pre-assignment preparation is taught to students in interpreter education programs (IEPs) were identified and documented. Until now, there have been no studies on how preparation methods are taught in IEPs. Through a cursory examination of ASL-English interpreting curriculum and a look into relevant research, it was found that no standard on how to prepare for assignments or how to teach preparation strategies currently exist within the field of ASL-English interpreting (Nicodemus et al., 2014). Trends in how preparation is taught included data on the amount of context given to students before asking them to interpret, techniques used in teaching preparation, information about where preparation is taught within an IEP, participant’s satisfaction with students’ preparation abilities, and ways the process of teaching preparation skills could be improved. Participants shared their thoughts on themes discussed in the literature on preparation which included topics such as the demands that interpreters prepare for, the value of preparation, the variables that the selection of preparation methods depend on, preparation significance for interpreters of various skill levels, the debate between conceptual preparation and terminological preparation approaches, reasons that an interpreter may not prepare, the role of agencies in the preparation process, and the possible negative effects of over-preparing. Participants also explained how they learned how to prepare for assignments; how they prepare for both assignments they are familiar with, and those they are not; and whether or not they are satisfied with their own ability to prepare for assignments. 1/24/2020 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney, Diana Gorman Jamrozik thesis https://wou.omeka.net/s/repository/item/4584 Trauma Informed Practices a Professional Development Series Emily Kanelis Education 7/31/2022 Text; Image; StillImage theses/207 eng 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/ Trauma Informed Practices a Professional Development Series 6/16/2022 Master of Science in Education: Curriculum and Instruction Joshua Schulze, Cindy Ryan, Andrea Emerson professional_project https://wou.omeka.net/s/repository/item/4578 The Start of Something New Leslie Ann McCuan Education | Other Languages | Societies | and Cultures | Interpreting | ASL | ITP 3/1/2022 Text; Image; StillImage theses/149 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/ The goal of this professional project is to generate a proposal for a sign language interpreter training program at California State University of Bakersfield, constructed from research on the community’s needs in Bakersfield. Surveys will be issued to all stakeholders such as, American Sign Language students, working interpreters, interpreting agencies and the Deaf and hard of hearing community of Bakersfield. The data collected from these groups will provide information on the current state of the interpreting field in Bakersfield. This data collected from surveys will be used to support the proposal for an interpreter training program at California State University Bakersfield. Any issues that arise, related to the interpreting field in Bakersfield, from the surveys will be addressed and possibly researched as well. While this project is specific to Bakersfield, this information could be of use to others as well, to improve their community and field of interpreting. 1/14/2022 Master of Arts in Interpreting Studies Amanda Smith, Stacy Lugo, Kiarah Moore professional_project https://wou.omeka.net/s/repository/item/4576 The role of emotional intelligence in signed language interpreting Brenda Puhlman Education | Other Languages | Societies | and Cultures | Emotional Intelligence | Signed Language | Interpreting | Supervision 12/7/2017 Text theses/40 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The focus of this research is on the role of emotional intelligence in the profession of signed language interpreting The impact of Goleman’s (1995) five attributes of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills and how those attributes impact the way interpreters reflect on and discuss their work will be explored. An online survey was administered and two focus groups were convened. A total of 177 participants met the criteria and completed the online survey. The results showed evidence that interpreters with higher emotional intelligence levels tended to reflect on their work more frequently when compared to those with lower emotional intelligence levels. A total of five interpreters participated in the focus groups. The findings of the focus groups indicated that interpreters who were more emotionally intelligent demonstrated through discussion of their work Goleman’s (1995) five attributes of emotional intelligence. These attributes were less evident in individuals who had lower levels of emotional intelligence. Reflection and discussion of interpreting work allows professionals to be more aware of additional options that can be employed in their work and better prepare them for their future work (Dean & Pollard, 2001, 2013). 1/31/2018 Master of Arts in Interpreting Studies Elisa Maroney, Vicki Darden, Sarah Hewlett thesis https://wou.omeka.net/s/repository/item/4572 The Online Classroom: Best Practices for Teaching in a Pandemic Rachel Foote Allen Bilingual | Multilingual | and Multicultural Education | Curriculum and Instruction | Education | Elementary Education and Teaching | Online and Distance Education | Culturally Responses Pedagogy | Online Learning | Online Classroom | Hybrid Classroom 7/31/2021 Text theses/119 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/ 6/10/2022 Master of Arts in Teaching (initial licensure) Kenneth Carano, Dianne Nelson action_research https://wou.omeka.net/s/repository/item/4571 The Integration and Application of Experiential Learning, While Focusing on Culturally Relevant Pedagogy. Anthony Whipple Education 6/11/2021 Text theses/87 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/ The Integration and Application of Experiential Learning, While Focusing on Culturally Relevant Pedagogy. By Anthony Whipple Over the last year of my graduate studies, I have identified three research questions to use to improve my teaching. These are: How am I developing tools to teach inquiry-based learning? How am I incorporating student culture to build a safe and respectful learning environment? How Is my use of technology integration facilitating experiential-based learning? To examine my growth, I have collected and analyzed artifacts that are reflections of my teaching in these areas. This process is guided by the principles of action research and my analysis used a 6 step data-analysis procedure as described by Braun & Clarks, “Using thematic analysis in psychology. Qualitative research in psychology”. This project determined areas where I have identified significant growth and areas I can still improve. This project is based around self-reflection and as such is a delve into my own practices. 6/10/2022 Master of Arts in Teaching (initial licensure) Jaclyn Caires-Hurley, Geoff Thoma action_research https://wou.omeka.net/s/repository/item/4570 The Importance of Voice and the Power of Narrative: Developing a Workshop for Sign Language Interpreters Ali Ann Artis Education | Other Languages | Societies | and Cultures | transformative learning | interpreting | asl | deaf | perspective | voice 6/11/2019 Text theses/54 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 paper outlines my process of developing a workshop for sign language interpreters. In the field, we encounter many perspectives and a diverse range of individuals who see the world in different ways. One of our roles is to become the voice of the deaf individuals with whom we work. This requires a tremendous amount of trust on the part of the signer, and it is our responsibility to do our part to ensure that their voice is accurately represented and heard. Part of our ability to do so involves seeing things from their point of view. I created a workshop based on transformative learning theory, which is the process of experiencing a shift in worldview that causes us to see our environment through a new lens. Using this the framework, I compiled data that reveals the first-hand experiences of deaf students working with interpreters in an academic setting. Their ability to have a voice and speak freely in the classroom was a meaningful issue that arose. I then broadened my search to include stories of others who have experienced isolation and found empowerment through various methods of self-expression. This highlighted the power that narratives have on how we view the world, ourselves, and one another. It also underscores the importance of allowing space for multiple narratives to be heard and the responsibility we have in our role as we become someone’s voice. 6/11/2019 Amanda Smith, Erin Trine, Sarah Hewlett professional_project https://wou.omeka.net/s/repository/item/4549 The good, the bad, and the ugly: Students report on experiences with instructors in interpreter education programs Ann Adamiak Adult and Continuing Education | American Sign Language | Curriculum and Instruction | Education | Educational Methods | Higher Education | Higher Education and Teaching | Interpersonal and Small Group Communication | Other Languages | Societies | and Cultures | motivation theory | interpreter education program | ASL | Student instructor interactions | positive | negative 3/7/2018 Text theses/46 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This research study was exploratory in nature, seeking to gather and document the experiences and perceptions of current and former students in interpreter education programs with the focus of interpreting between signed language and spoken language in the United States. Data was collected through an online survey for a three-week period, resulting in 514 consenting respondents from 40 states and 126 distinct interpreter education programs. The mixed methods study included quantitative and qualitative questions. The qualitative responses were coded, and emergent themes were identified in a grounded theory approach (Corbin & Strauss, 1990; McMilan & Schumacher, 2009; Strauss & Corbin, 1994, 1998). In this study, the data-driven themes have been limited to two top 10 lists for the most prevalent categories of positive and negative experiences with instructors. The findings show that the top 10 negative categories of student-reported experiences with faculty are: Personality; Feedback/Grading; Classroom Management; Intolerance for Others; Lack of Current Knowledge and Skills; Unclear or Unreasonable Expectations; Turnover or Institution Incompatibility; “Told Me I Couldn’t Do It”; Playing Favorites; and Too Busy Elsewhere. The top 10 positive categories of student-reported experiences with faculty are: Supportive and Encouraging; Teaching Techniques; Kind, Caring, “Wonderful”; Sharing Real Work Experiences; One-on-One Time; Community Connections and Resources; Content of Class/Curriculum; Desirable Outcome of Education; Passionate and Invested; and Available and Willing to Answer Questions. Each of the categories in the two top 10 lists can be shown to either strengthen or weaken the four motivational conditions of Wlodkowski and Ginsberg’s (1995) Motivational Framework for Culturally Responsive Teaching: establishing inclusion, developing attitude, enhancing meaning, and engendering competence. The data collected from the instrument, as well as the literature reviewed, suggest that faculty play a crucial role in student motivation. With the emergent themes from the data, ASL and interpreting instructors are given the opportunity to consider the national perspective and use it to improve their individual and systemic practice to work with and motivate adult learners. The findings in this research study can be used to formalize and optimize interpreter education. 3/14/2018 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, Catherine Calen thesis https://wou.omeka.net/s/repository/item/4545 The business of interpreting: The ins and outs of independent contracting as a freelance interpreter Andrea Rehkopf Education | freelance interpreting | independent contract interpreting | self-employed sign language interpreting | sign language interpreting business | sign language interpreting taxes 7/31/2018 Text theses/57 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 it comes to working as an independent contractor or freelance American Sign Language interpreter, there are various skills that go beyond just learning and knowing culture and language. Novice and experienced interpreters have learned that they may not be equipped with the necessary business strategies to function as a freelance/independent contract interpreter. The lack of information may be due to lack of material resources readily available or lack of specific instruction in Interpreter Training Programs. To ensure students and current working interpreters are exposed to this information, a professional development workshop was developed. This professional project was inspired by years of frustration, conversations with colleagues, personal trial and error, and this study’s pertinent data. Participants attending this workshop will explore efficient and ethical business practices used by professionals in the field. Topics covered include: marketing and social media, what invoice elements are necessary for billing, and a brief discussion about tax information. The workshop will also discuss helpful organizational systems, contract negotiating, and will touch on retirement and insurances. Much of the content for this workshop was gleaned from surveys sent to various groups in the interpreting field. 7/24/2018 Master of Arts in Interpreting Studies Amanda Smith, Vicki Darden, Stacy Marsala professional_project https://wou.omeka.net/s/repository/item/4544 The Black Perspective: A Need for Representation and Inclusion in ASL/English Interpreter Training Programs Jordyn Beal American Sign Language | Education | Language Interpretation and Translation | Other Languages | Societies | and Cultures | American Sign Language | Black | interpreter educators | ITP | professional identity | social identity 6/9/2021 Text theses/67 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/ American Sign Language/English interpreting is a profession growing in recognition in the United States and internationally. As its popularity increases, its diverse groups, specifically interpreters who identify as Black or African American, should follow. As a result, the diversity of its practitioners should imply that more interpreters of diverse backgrounds, under the influence of interpreter educators, are acquiring knowledge under keen leadership that positively impacts their acquisition of knowledge and their social and professional identity. Interpreters acquire language, cultural information, and knowledge through varying degree levels of Interpreter Training Programs (ITPs) across the United States. However, this paper hypothesizes that the documented programs, established at institutions of varying levels, struggle to meet the diverse needs of the students they serve, or lack the attendance of culturally diverse groups. This project seeks to obtain insightful information from Black and African American ITP students and graduates through personal accounts, resulting in discussion relating to the growing issue of ITPs and the deficit produced in serving marginalized and culturally diverse populations. By collecting data specific to identifying experience impact on social identity, professional identity, and their acquisition of knowledge, this collection aims to provide suggested practices to mediate the cultural deficit. The desired result is greater awareness leading to an increase in accessibility and strategies fostering the social and professional identities of Black/African American and other diverse interpreters, interpreting students, and ITP graduates. 6/9/2021 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney, Royce Carpenter thesis https://wou.omeka.net/s/repository/item/4543 The Benefits of SEL and Why it Should Be Added to the Everyday Curriculum Ashtin Fawcett Education 12/9/2022 Text theses/228 Eng 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/ This project provides an opportunity to talk about the importance of social-emotional Learning (SEL) and why it belongs in the classroom. During the 2020-2021 school year, SEL was seemingly neglected during comprehensive distance learning (CDL) in some schools and school districts. This project focuses on the Salem-Keizer School District, the second largest school district in the state of Oregon, and how important it is to have SEL in the classroom on a daily basis. As this paper continues, you will not only learn why SEL is important in the classroom, but the many benefits it has to many different students, as well as adults. 12/7/2022 Master of Science in Education: ESOL Joshua Schulze, Alicia Wenzel, Xiaopeng Gong professional_project https://wou.omeka.net/s/repository/item/4541 Teaching: An Exploration of Best Practices Timothy Pickle Education 8/13/2022 Text theses/218 eng Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The purpose of this Action Research Project as part of the fulfillment of my Master of Arts in Teaching degree is to become aware of my teaching practices and to explore options and avenues to better improve my teaching practices. To build a foundation of understanding of teaching practices I first began researching three major themes: effective teaching, evidence-based practices, and developing stronger readers in an ELA classroom; I also sought examples of how I could implement them into my practice . The research begins with an examination of what differentiation is and how it can be modeled. Three sub-themes emerged: designing differentiation, supporting English Language Learners, and how to create inclusive classrooms. Second, my research focuses on identifying the major theme of evidence-based practices by focusing on three sub-themes: high leverage practices, effective instruction in the ELA classroom, and how to create student-centered classrooms. Lastly, because I know that reading is usually a strong indicator for student ability in an ELA classroom, I sought out ways to help develop students into stronger readers. The three sub-themes that arose from this research were using literature circles, technology, and reading identity. I gathered data from my year of student teaching including my teaching journals, lesson plans, lesson materials such as slides or assignments and directions, and teaching observation summaries. Using this data, I analyzed my teaching practices, noting where I had room for growth or had met some of my goals. 7/26/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Amy Bowden action_research https://wou.omeka.net/s/repository/item/4539 Teaching Students in Modern Day Physical Education Classrooms James Leach Education 6/10/2022 Text theses/196 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/ Abstract This research study takes a dive into teaching students in a physical education and health setting where students are viewed as the center of learning. As teachers we need to understand that we are a tool and can benefit students greatly along their educational journey. We as educators need to continuously be striving for a growth mind set to better ensure that we reach as many students as we possibly can. This study specifically looks at how one can make themselves a better leader of the classroom through data collection and analysis. I formulated this study around three main questions: 1. How can I create a classroom environment that is conducive toward culturally responsive learning for all students? 2. How can I increase my opportunities for students to experience high leverage practice within my lesson plans? 3. How can I improve my classroom management skills to create more time on task for students? Data was collected from mentor and university supervisor feedback, lesson plans from the duration of my teaching, and finally from video recordings of myself leading and instructing in the classroom. Keywords: Differentiation, High Leverage Practice, Classroom Management, Active Learning, Teacher-Centered, Student-Centered 6/8/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Destiny Kuehl action_research https://wou.omeka.net/s/repository/item/4536 Teaching New Generations the Language of Mathematics Nicholas Kolta Education 12/1/2022 Text theses/210 eng 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/ In the beginning of the school year, many 9th grade students dread having to walk into a mathematics classroom and try to understand all those incomprehensible symbols. This action research is an attempt to delve into how we can make mathematical language more relevant, meaningful, and valuable in our students’ lives. The research shows that reasoning and understanding is equally important as procedural skills. In fact, giving students time to explore and make sense of mathematical language and its’ purposes is necessary to engage in math fluency skills in meaningful, informed, and flexible ways. The research also demonstrates that to give students the resources they need to explore and interact productively with mathematical language, teachers need to frequently provide contextual examples that students can understand and relate to. Additionally, teachers need to carefully design materials and activities that will help reduce students’ cognitive load and help students organize everything they are learning in meaningful ways. 6/15/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Michael Jennings action_research https://wou.omeka.net/s/repository/item/4533 Teaching English Language Arts Using Comics Carol Johnson Education | Secondary Education | ELA | Comics | Graphic Novel 6/1/2021 Text; Image; StillImage theses/99 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 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. Through 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. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hayes, Lisa Keating-Thomas action_research https://wou.omeka.net/s/repository/item/4531 Supporting Latinx, Spanish-Speaking Emergent Bilinguals with Culturally- Sustaining Pedagogy Melissa Vargas Bilingual | Multilingual | and Multicultural Education | Education | Secondary Education | culturally-sustaining pedagogy 6/12/2021 Text theses/110 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/ At the author's request, only the abstract for this title has been posted online. This 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. 6/10/2022 Master of Arts in Teaching (initial licensure) Ken Carano, Joshua Schulze action_research https://wou.omeka.net/s/repository/item/4530 Supporting English Language Learners Through Effective Teaching Strategies Christopher Feskens Education | Secondary Education | Education | ELL | Teaching Strategies 6/11/2022 Text theses/201 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/ Supporting English Language Learners Through Effective Teaching Strategies 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Annie Ittner action_research https://wou.omeka.net/s/repository/item/4509 Supervision in signed language interpreting: Benefits for the field and practitioners Jenna Curtis Education | Other Languages | Societies | and Cultures | supervision | case conferencing | demand control schema | interpreting | sign language 11/30/2017 Text theses/42 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The fields of medicine and mental health have a long history of conducting and researching case conferencing and supervision; however, to date, there has been no research into how or if signed language interpreters are participating in supervision and what benefits they experience as a result. For the purposes of this research, supervision is defined as an intentional interaction between two or more practitioners, the goal of which is to engage in reflective practice, ensure quality services for consumers, and support the wellbeing of the practitioner. The study included survey responses from 113 signed language interpreters about their experiences attending supervision sessions that use the demand control schema (DC-S) framework. Results revealed a profile for the type of practitioner who has participated in supervision. The majority of respondents of the survey had been involved in an ongoing supervision group that was facilitated in a participatory or co-operative manner. Benefits of supervision revealed from this research can be categorized as enriched learning (formative), increased professional standards and accountability (normative), and support for the wellbeing of the practitioner (restorative). Some of the most frequently cited benefits in these categories included: relationships with colleagues, new perspectives, professional development, more options for responding to work demands, a better understanding of decision-making, and support. These findings indicate that current issues in the areas of education, standards and ethics, and work-related stress for practitioners within the signed language interpreting field may be addressed through the use of professional peer supervision groups. Recommendations include establishing an infrastructure for the provision of professional peer supervision, a requirement of supervision as a component of credentialing interpreters, and further research on supervision. 12/7/2017 Master of Arts in Interpreting Studies Amanda R. Smith, Elisa Maroney, Robyn Dean thesis https://wou.omeka.net/s/repository/item/4507 STEM Scouts: An Afterschool Program to Promote Stewardship in STEM Jahnie Hellickson Education | Informal STEM | STEM Education | Elementary STEM | Club | Environmental STEM 6/11/2022 Text theses/212 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/ STEM (Science, Technology, Engineering, and Mathematics) integration is a hot topic in education today, and new studies are showing how STEM integration into Elementary and Early Childhood learning environments can have lasting impact on students confidence in STEM related fields. Which poses the question, how do young learners respond to/develop stewardship towards global STEM issues? This qualitative study observes how elementary students develop critical thinking skills and stewardship towards global STEM issues. STEM in Elementary/Early Childhood Learning is coming to the forefront, and teachers in these contexts need more professional development. A great way to engage students of these ages is in Informal STEM Learning Programs, such as afterschool clubs, summer camps, or even community partners. In a 12 week after school club, students were tasked with planning/implementing a school wide Compost Challenge to reduce food waste. Students learned about Environmental STEM, STEM careers, and Waste Management Hierarchy. Each club session, students learned about a specific piece of the global climate issue and related it to things in their everyday lives and collected compost for a compost bin.Students developed a sense of stewardship and ownership over the Compost Challenge in their school, participating in school collecting compost and sorting through compostable materials twice a week. Students planned a reward system for the class in their school that got the most correct compostable food items. Also, the club got a donation of Red Wigglers, a compost igniting worm, to help make the decomposition process happen faster. This informal STEM learning environment impacted the lives of not only the students involved, but the school and community as well. They realized that STEM related careers are so much more than just engineering, and their confidence in STEM learning was solidified. 6/8/2022 Master of Science in Education: STEM Education Joshua Schulze, Kelsey Jenkins, Jessica North professional_project https://wou.omeka.net/s/repository/item/4500 Social Emotional Learning in the Secondary Mathematics Classroom Laurie Way Education | Social emotional learning | secondary mathematics | mathematics best practices | inclusive practices | CASEL 6/1/2021 Text theses/78 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/ The purpose of the action research project was to conduct a review of research regarding social emotional learning and through that lens, study student teacher growth during the course of teaching during the Western Oregon University Master of Arts in Teaching: Initial Licensure program. The three focus questions served to guide the study. The questions are: 1) how has my implementation of social emotional practices changed to support inclusive practices in the learning environment 2) how does my teaching reflect what the literature states are best practices for teacher-student relationships and 3) what social emotional learning practices are used to help students in the mathematics environment? Data sets used to analyze the research questions were taken from formal lesson plans, observation commentaries and self-journaled notes. As the transition from middle to high school can be thought of as one of the most problematic shifts for teenagers (Southern Regional Education Board, 2002) and the highest failure rate in secondary is ninth grade, which provides a significant indicator of negative outcomes (Southern Regional Education Board, 2005), taking the time to study practices that show promise in bridging pathways to success in mathematics practices (The University of Texas Dana Center, 2020a) is prudent and worthy of time and effort. Through the analysis, action research has demonstrated growth in teaching with regards to professional practices and building an inclusive environment, implementation of actions that foster positive teacher-student relationships and the utilization of SEL best practices that lead to an increase of student efficacy in the mathematics classroom. My findings have driven home the abundant need for consistent, social emotional learning opportunities in the classroom environment but have also revealed exponential benefits when coupled with engagement teaching strategies. 6/10/2022 Master of Arts in Teaching (initial licensure) Ken Carano, Jill Weber action_research https://wou.omeka.net/s/repository/item/4496 Secondary educational interpreters: role ambiguity and role strain Rhoda Smietanski Accessibility | Disability and Equity in Education | Education | Other Languages | Societies | and Cultures | Special Education and Teaching | Educational Interpreting | Dual Roles | Tutoring | Role Strain | Sign language | Deaf 12/2/2016 Text theses/33 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This research is a response to discrepancies between directives from interpreting credentialing bodies regarding dual roles and actual practices in schools. The goals of the study are to explore the causes of interpreters tutoring while interpreting and role strain. The study focused on signed language interpreters who work in secondary educational settings and those who have left secondary educational interpreting. The makeup of the subpopulations of this study—those who report tutoring while interpreting and those who report not tutoring while interpreting—have similar demographic profiles, and driving forces behind their work. The participants who report tutoring while interpreting are not necessarily required to do so. Participants who report not tutoring while interpreting were more likely to consult with the code of ethics of their certifying body when making decisions about tutoring, and they were less likely to feel their role is misunderstood by consumers and colleagues than participants who report tutoring while interpreting. Participants who report tutoring while interpreting were more likely to feel stress from the demands of tutoring and interpreting and more likely to need more resources and options to approach their work than participants who report not tutoring while interpreting. Factors contributing to role strain were identified in participants’ responses. The causes of secondary educational interpreters tutoring while interpreting may be interpreter dependent, and may be based on their perceptions of the contexts in which they work and how they define their work. There is an urgent need to further research effects of these practices so secondary educational interpreters can function in an evidence based practice of secondary educational interpreting. 12/6/2016 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, Jill R. Baker thesis https://wou.omeka.net/s/repository/item/4495 Scientific Inquiry - Getting Students Curious about Science Blake Looney Education 6/11/2021 Text theses/82 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/ The following contains the results of a study from my action research project that seeks to better understand how my own teaching practices have changed over time. The study focuses on three research questions: How has my use of culturally relevant pedagogy changed over time? How has my use of evidence-based practices changed over time? And how has my use of scientific inquiry changed over time? This research does not seek to evaluate how well I made use of the concepts within these three categories, rather, to better understand how much they were utilized over time throughout the student teaching experience. The student teaching practice is meant to be a reflective time of growth and learning. The results showed a slight increase in the planning, implementation and use of culturally relevant pedagogy, evidence-based practices, and scientific inquiry. Ultimately, however, the conclusion reveals that there is a lot of learning left to do that I will carry with me well into my career as a teacher. 6/10/2022 Master of Arts in Teaching (initial licensure) Kenneth Carano, Karla Hale action_research https://wou.omeka.net/s/repository/item/4494 School to Home Connections Through Literacy: SEL Book Bags Kelley Dixon Education 6/11/2022 Text theses/182 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/ School to Home Connections Through Literacy: SEL Book Bags 6/7/2022 Master of Science in Education Joshua Shulze, Chloe Hughes, Megan McQueen professional_project https://wou.omeka.net/s/repository/item/4492 Safe/unsafe: the impact of horizontal violence, microaggressions, and decision making control on ASL/English interpreters Sarah Hill Education | Other Languages | Societies | and Cultures | safety | microaggressions | horizontal violence | DC-S | Coda | CDI 12/5/2018 Text theses/52 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/ The purpose of this study was to start collecting the narratives and definitions for the word “safety” as it is used within the American Sign Language/ English interpreting community. I had both heard in spoken English and seen signed in American Sign Language the term “safety” being used by interpreters when they discussed different settings in which they had worked. The way “safety” was described indicated that these interpreters were not referring to their physical safety but, rather, to their emotional or psychological safety. There are no formal recorded narratives that are explicitly focused on the concept of emotional “safety” and what it means to interpreters in the sign language interpreting community. In this study, interviews were conducted to record the narratives of six interpreters who work as American Sign Language/English interpreters. The six participants interviewed have diverse backgrounds and identity demographics. Face-to-face interviews, conducted in person or through video conferencing, with six experienced American Sign Language/ English interpreters from diverse backgrounds, were used to collect the narrative data. [JSO1] Analysis of the data leads to the conclusion that the interpreters interviewed have had experiences of working in a setting where they felt they were not “safe.” While each participant’s reasoning for not feeling safe differed in detail, all had common themes that aligned with the initial literature review. Three themes were found in the data: psychological safety, microaggressions, and limited control in decision making. For all themes, the interpreters reported resulting feelings of shame and unworthiness. This was expressed in negative self-talk regarding the interpreter’s worth as a professional. Several of the interpreters questioned their ability to do this work and questioned whether or not they should leave the profession. Several of the interpreters reported they had a hard time separating the identity they hold as a professional from themselves as a person; therefore, if they were unworthy as an interpreter, they were also unworthy as a person. Findings from this study can help professionals in the field move toward finding remedies for these occurrences. Hopefully, this research will help others reflect on how interpreters work with one another in a supportive and successful way, rather than emotionally threatening those who do this work and, potentially, degrading the work that interpreters do. 11/28/2018 Master of Arts in Interpreting Studies Elisa Maroney, Audrey Ramirez-Loudenback, Amanda Smith thesis https://wou.omeka.net/s/repository/item/4490 Roles, conflicts, and disclosures: American Sign Language/English interpreters’ adherence to best practices in legal settings Sonja W. Smith Education | Other Languages | Societies | and Cultures | American Sign Language | legal | interpreting | conflicts | disclosures | roles | current practices 4/26/2016 Text theses/29 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Interpreting in legal settings is a complex task in which multifaceted factors such as the setting, individuals involved, roles of those participating individuals, expanded ethical considerations, and the language of the legal system require specialization from the interpreter practitioner (Berk-Seligson, 2002; Mathers, 2007; Russell, 2000; Simon, 1993). There are many texts, workshops, and resources that promote best practices; however, only one study has been done related to the demographics of the interpreters who do legal interpreting work and their use of proposed best practices in the legal setting (Roberson, Russell, & Shaw, 2011). This research is designed to collect information about who is currently doing the work of legal interpreting and discover what their daily practice entails. An online survey was designed and disseminated to current signed language interpreters working in legal settings to ascertain demographic information and the frequency of certain circumstances arising in the course of their work. Using a combination of quantitative and qualitative analysis, this research discusses the demographics of the practitioners, including education, training, and background, as well explores inconsistencies in the way best practices are applied in daily practice, specifically conflicts and disclosures, interpreter roles, and the definition of legal interpreting. The results of this study provide a glimpse of the legal interpreting specialization as it currently stands and potential implications for future practice and study. 5/14/2016 Master of Arts in Interpreting Studies Amanda R. Smith, Amber D. Farrelly, Esq., Amber Deets thesis https://wou.omeka.net/s/repository/item/4469 Revising a 5th Grade Curriculum using Interactive Notebooks Jessica Cornett Education 6/10/2022 Text theses/214 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/ Revising a 5th Grade Curriculum using Interactive Notebooks 6/8/2022 Master of Science in Education: STEM Education Joshua Schulze, Alicia Wenzel, Rachel Harrington professional_project https://wou.omeka.net/s/repository/item/4468 Representation at the End of the Rainbow: LGBTQ+ Representation in Middle School Social Studies AnnaMae McClain Education | LGTBQ+ inclusion | middle school | social studies | history | queer history | critical pedegogy 6/11/2022 Text theses/195 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/ As an action research project (ARP), this paper seeks to analyze the educational practices of planning, instruction, and assessment as they align with Interstate Teacher Assessment and Support Consortium (InTASC) standards. Specifically, this ARP seeks to understand current strategies, practices, and materials used in LGBTQ+ inclusive social studies classrooms and how improvement can be made at the middle school level. Themes such as gaps in research and lack of teacher support were identified through personal experience, a review of literature, and data collection. Findings suggest the most effective practice is that of a critical pedagogy that encourages students to question and seek answers regarding the marginalization of groups and narratives throughout history. 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Telia McDonald, Hillary Fouts action_research https://wou.omeka.net/s/repository/item/4460 Professional is Not Just a Title: The Value in Reclassifying Pennsylvania's Paraprofessional Educational Interpreters Marilyn P Sterner Education | Other Languages | Societies | and Cultures | Professional | Paraprofessional. Reclassification | Educational Interpreters | Practice Profession | Recognition 12/8/2021 Text theses/73 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/ The desire and necessity to reclassify Pennsylvania educational interpreters from paraprofessional to professional status needs to be addressed. Understanding the history and need for interpreting services in the K-12 setting will provide a solid foundation for moving educational interpreters forward to professionalization. The concept of applying professional status to educational interpreters working in the Pennsylvania K-12 setting is explored within the literature review. Within this study, I used qualitative and quantitative approaches to collect data from stakeholders throughout the Commonwealth of Pennsylvania. These stakeholders consisted of educational interpreters working in the K-12 setting and agencies who employ these interpreters. The two separate surveys further support the idea of reclassifying educational interpreters from paraprofessionals to professionals. The data and research explored throughout this study guides the conversation to further research in advancing educational interpreters working in Pennsylvania’s K-12 settings to professional status. 12/7/2021 Master of Arts in Interpreting Studies Elisa Maroney, Amanda Smith, Rebecca Kane thesis https://wou.omeka.net/s/repository/item/4459 Playing! It’s All for Fun! Or is it? An Examination of Play in the Field of Sign Language Interpreting Jazmin Vollmar Education | Other Languages | Societies | and Cultures | Play in interpreting | language play | play 12/1/2021 Text theses/72 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 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. Chapter 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. Chapter 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. Chapter 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. 12/8/2021 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney, Wanette Reynolds thesis https://wou.omeka.net/s/repository/item/4457 Physical Education: Where it is Now and How it Can Improve Joe Reed Education 6/11/2022 Text theses/156 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/ Physical Education: Where it is Now and How it Can Improve 6/8/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays and Amy Bowden, Tona Wilson, action_research https://wou.omeka.net/s/repository/item/4454 Perception in American Sign Language interpreted interactions: gender bias and consumer orientation Colleen Jones Education | Other Languages | Societies | and Cultures | American Sign Language interpreting | gender bias | orientation to the interpreted interaction | consumer orientation | gender discrimination | feminist framework 12/1/2017 Text theses/41 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Research has shown that both women and Deaf people experience oppression, limiting their access to power and their workplace success, as well as coloring their experiences in the world (e,g,, Baxter, 2012; Eckert & Rowley, 2013; Hancock & Rubin; Ladd, 2005; Punch, 2016; Williams & Tiedens, 2015). There has been little research, however, examining how gender bias toward the interpreter impacts perception of the Deaf consumer. In a survey of hearing people who do not know sign language, participants described their perception of a male Deaf presenter and rated him in 10 soft skill categories. Responses from participants who listened to a female interpreter were compared with responses from participants who listened to a male interpreter. Some patterns emerged that may be substantiated by future research, but definitive evidence of gender bias was not present. This survey did result in an unexpected finding that emerged from participants’ open-ended responses. Forty-four percent of participants were confused and/or distracted by the presenter’s use of American Sign Language or by the process of watching the presenter and listening to the interpreter. Furthermore, participants who indicated confusion or distraction in their open-ended comments gave the presenter lower-than-average ratings in the soft skill categories. A review of the literature and of current practice standards revealed that there is very little written on orientation to the interpreted interaction, wherein consumers are educated about what to expect during the interpreted interaction, how the interpreter will function, and how they can participate in ensuring that communication is accessible and inclusive. Recommendations from this study include further research on the topics of gender bias and orientation to the interpreted interaction. Interpreters and consumers would also benefit from discussions within their Communities of Practice. 12/6/2017 Master of Arts in Interpreting Studies Amanda R. Smith, Elisa Maroney, Ellie Savidge thesis https://wou.omeka.net/s/repository/item/4427 Moving toward allyship: a current climate of agent skill sets of hearing ASL-English interpreters Jessica Minges Education | Other Languages | Societies | and Cultures | allyship | sign language interpreter | Agent | Target | social justice | skill sets 4/26/2016 Text theses/28 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ In all societies, there exists a rank system that provides some with advantages and privileges, and others with disadvantages which result in oppression. In the United States, those who are considered disabled, like the Deaf community, are systematically marginalized and are considered Targets, whereas those who are not considered disabled receive advantages and are thus Agents (Hays, 2001, 2008; Nieto et al., 2010). Hearing ASL-English interpreters inherently hold advantages and are Agents based on their ability to hear (Baker-Shenk, 1991; Nieto et al., 2010). ASL-English interpreters are in a unique position to recognize the oppression of the Deaf community and the social imbalances the Deaf community may face, and these interpreters are afforded the opportunity to work with the Deaf community toward social justice and equity as allies (Witter-Merithew, 1999). Nieto et al. (2010) developed an Agent Skills Model to provide a means to describe the skill sets that those who are advantaged can develop in order to work with Target group members toward equity and move from Agent-centric skills to Agent-relative skill sets, potentially resulting in Allyship. Edwards (2006) discusses the idea that there are multiple types of allyship based on the privileged person’s motivations. This study intends to assess the current climate of ASL-English interpreter Agent skill sets based on Nieto et al.’s (2010) model and determine ASL-English interpreter ally identification and their definition of allyship behaviors and beliefs. Using Likert scale and open-ended question data, the study assessed 270 responses, and data indicated that ASL-English interpreters strongly identify with Agent-relative skill sets, yet do not always cite the behaviors and beliefs associated with those skill sets when defining their own allyship. Additionally, it was determined that each type of allyship defined by Edwards (2006) was supported among collected responses. The results from this study provide a foundation for further research into types of allyship ASL-English interpreters identify, expanded understanding of the Agent skill sets ASL-English interpreters demonstrate, and additional discussion around how ASL-English interpreters can use their privilege to work toward anti-oppressive consciousness and equity with the Deaf community. 5/10/2016 Master of Arts in Interpreting Studies Amanda R. Smith, Marie LeJeune, Dave J. Coyne thesis https://wou.omeka.net/s/repository/item/4419 Leveraging Culturally Sustaining Pedagogy, Thought Partners, and Technology for Collective Efficacy in the Instrumental Music Classroom Baylor Turnbow Education 6/11/2022 Text theses/154 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/ 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. 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Sarah Massey action_research https://wou.omeka.net/s/repository/item/4418 Let’s bridge the gap! Cross-cultural mentoring Royce M Carpenter Bilingual | Multilingual | and Multicultural Education | Curriculum and Instruction | Education | Cross-Cultural | Mentoring | Interpreter | Black | White | Deaf | Hearing | Education | Gap | Racism 12/1/2017 Text theses/43 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Few Black students graduate from signed language interpreting programs across the United States and even fewer continue practicing in the signed language interpreting field. Black Deaf consumers are often left with White interpreters who know little of Black cultural norms, and the complexity of cultural information is sometimes mishandled while messages are relayed (Shambourger, 2015). The longevity and numbers of Black interpreters in the field of signed language interpreting needs to increase, and Interpreter Training Programs should be trailblazers in this effort (West-Oyedele, 2015). In addition, many White interpreters in the field need to learn about the cultural norms, and linguistic features of Black Deaf and Black hearing consumers (Shambourger, 2015). Such learning could take place in cross-cultural mentoring relationships with Black interpreters. Black interpreters are already mentoring, but as the numbers of Black students entering the field grows, the need for seasoned interpreter mentors also grows. In some areas of the country, especially rural areas, there may be no experienced Black interpreters. Through conversations and interactions with Black mentees, White mentors could gain knowledge of Black cultural norms and linguistic features, thereby enhancing their interpreting for the Black Deaf and Black hearing communities they serve. At the same time, Black interpreters may be encouraged to continue in the interpreting field from cross-cultural relationships with White interpreters who support skills development and introduction to professional norms and to other interpreters. In this study the findings indicated that there is much ground to be covered before cross-cultural mentoring can become routine. 12/6/2017 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, Leandra Williams thesis https://wou.omeka.net/s/repository/item/4414 K-2 Phenomena Based Science Education: Providing early elementary professional development and resources to increase science opportunities for primary students Samantha Salvitelli Education 6/11/2022 Text theses/168 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/ K-2 Phenomena Based Science Education: Providing early elementary professional development and resources to increase science opportunities for primary students 6/8/2022 Master of Science in Education: STEM Education Joshua Schulze, Adele Schepige, Stephen Scannell professional_project https://wou.omeka.net/s/repository/item/4413 K-12 Educational Online Job Posts: Titles, Descriptions, and Qualifications Anne Carlson Disability and Equity in Education | Education | Other Languages | Societies | and Cultures | Minnesota | education | online job posts | interpreting | public schools | qualifications 1/18/2021 Text theses/63 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/ In the 1960s, federal and state legislation was enacted allowing children who are deaf and hard of hearing the opportunity to attend local public schools. Education of the deaf has been a documented struggle throughout history. Students with disabilities were denied education and discriminated against because they could not hear. A new profession called educational interpreting entered the workforce responding to an increased demand (Ball, 2013). Educational interpreting was implemented in classrooms providing free, appropriate public education (Yell & Bateman, 2019) before educators, administrators, and school districts knew how to hire for the role. Since then, educational interpreting has been laden with problems that hinder advancement and professionalization (Ball, 2013; Johnson et al., 2018; Winston, 2004). Online job posts for K-12 educational positions revealed inconsistent job recruitment practices regarding titles, levels of expertise, qualifications, and responsibility expectations. Using qualitative research methods, Minnesota job postings were collected from public Internet domains for one year. Position announcements contained four themes that were compared to industry standards and legal compliance. The findings show the educational institutions’ recruiting practices for jobs working with deaf and hard of hearing students conflict with recommended industry standard qualifications (NAIE, 2019). Research on job posts has an impact on the system of professionals who work in the educational setting such as school administrators, principals, managers, teachers, staff, students, and families. 2/6/2021 Master of Arts in Interpreting Studies Amanda Smith, Jay Fehrman, Carolyn Ball thesis https://wou.omeka.net/s/repository/item/4390 Interpreting and Dyslexia, How to Cope Elaina Snow Accessibility | American Sign Language | Bilingual | Multilingual | and Multicultural Education | Disability and Equity in Education | Education | Educational Assessment | Evaluation | and Research | Language Interpretation and Translation | Modern Languages | Translation Studies | Dyslexia | Strategies | Coping | Cognition | Interpreting | American Sign Language ASL 1/24/2020 Text theses/137 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 is about how Dyslexia influences the physical and cognitive aspects of the interpreting process. Dyslexia is a spectrum and does not influence everyone to the same degree. Therefore, this study will be limited to testing several strategies provided by a variety of interpreters on only one participant, myself, who has Dyslexia. I applied a variety of coping strategies for different cognitive and physical aspects of Dyslexia to my interpreting work. Next, I found a common theme between interpreters that have Dyslexia. Once I figured out a common theme, I picked a few strategies to test and compared the accuracy from the original interpretation to the accuracy once the strategy was implemented. 6/10/2022 Master of Arts in Interpreting Studies Elisa Maroney, Amanda Smith action_research https://wou.omeka.net/s/repository/item/4388 Interpreter educators in the United States: Teaching, research, and practice Sandra L. Maloney Bilingual | Multilingual | and Multicultural Education | Curriculum and Instruction | Education | Educational Assessment | Evaluation | and Research | Higher Education and Teaching | Other Languages | Societies | and Cultures | Other Teacher Education and Professional Development | signed language | interpreter educator | critical social theory | research | teaching 3/18/2018 Text theses/45 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ In this thesis, the teaching, research, and practice of signed language interpreter educators in the United States is examined through a Critical Social Theory framework. While there is literature on interpreter educators from the perspective of program directors, very little research has been done that gathers data directly from interpreter educators. The research available leads to recommendations for instructor credentials and qualifications; however, no data exists regarding current signed language interpreter educators and whether they possess the recommended criteria. An exploratory survey was disseminated to interpreter educators in the United States to elicit information regarding their experience as signed language interpreters, as teachers, and regarding their engagement in research. Demographic information was collected to better understand how a participant’s social identity may affect program outcomes. The charts and diagrams in this study provide a broad overview of current interpreter educators, curriculum utilization, professional development, and research. The data from the survey was compared with the existing literature to assess for alignment, incongruences, and gaps. The conclusion and results from critiquing the research and the findings show there are many additional areas for research regarding interpreter educators. The results also show the need for established hiring requirements for interpreter educators, peer-reviewed course materials, effective professional development for current instructors, and an increased engagement in conducting and disseminating research. It is the recommendation that educators and researchers engage in a critical self-assessment to understand the impact of interpreter educators on program outcomes. 3/18/2018 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, Dawn Whitcher thesis https://wou.omeka.net/s/repository/item/4386 Integrating Best Instructional Practices into the English Language Arts Classroom Miranda Warren Education | Education | accessibility | high leverage practices | intrinsic motivation | engagement 6/11/2022 Text theses/194 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/ 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: How have my differentiation strategies improved throughout my teaching to increase accessibility and equity? How have I improved my own teaching through the implementation, reflection, and analysis of evidence-based teaching practices? How have I improved my teaching of English language arts through content-specific strategies to increase overall engagement and deepen learning? Data 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. 6/8/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays and Amy Bowden, Jason Jenkins action_research https://wou.omeka.net/s/repository/item/4385 Integrating Best Instructional Practices into Contemporary Health Education Nicholle Leeming Education 6/12/2021 Text theses/80 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/ The purpose of this action research project was to analyze my instructional strategies pertaining to culturally responsive teaching, evidence based practices, and health specific pedagogy. Qualitative data including formal written lesson plans, edTPA commentary, and observation notes from my field supervisor, school-based instructional coach, as well as my cooperating teacher were used to examine my growth as a teacher when it comes to supporting English language learners, structuring my lessons to facilitate student-centered learning, and integrating a skills-based approach in my health lessons. At the center of my research was relational capacity; I not only hoped to improve my teaching through differentiation and scaffolding but also identify if relational capacity is at the center of effective teaching. Through a review of literature I concluded that there is a commonality between culturally responsive teaching, student-centered learning, and skills-based health education: relationships. Analysis of the data listed above showed that while there are areas in which I improved as an educator over the last year and a half, specifically building relationships with my students and making them feel welcome, there is still plenty of room for growth. Although this action research project did not conclusively answer all three of my research questions, it does suggest that through a process of intentional data collection, reflection, and analysis teachers can identify both areas of strength and growth, thus improving the teacher profession and the educational experience of our students. 6/10/2022 Master of Arts in Teaching (initial licensure) Kenneth Carano, Cathy Sparks action_research https://wou.omeka.net/s/repository/item/4384 Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors Angela L O'Bleness Education | Other Languages | Societies | and Cultures | Educational Interpreter | Self-Efficacy | Role | Responsibilities | Sign Language | Classroom | Environment 2/25/2019 Text theses/53 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/ The intent of this research is to utilize the self-efficacy construct in the profession of signed language interpretation specific to those in the K-12 environment and identify factors potentially influencing self-efficacy. Perceived self-efficacy influences the cognitive, motivational, affective, and selection processes in the behaviors of people (Bandura, 1977). Self-efficacy refers to an individual’s belief in their capabilities “to organize and execute the course of action required to manage prospective situations” (Bandura, 1997, p. 2). Research demonstrates that teachers with high self-efficacy influence successful student outcomes and persistent in teaching (Henson, Kogan, & Vacha-Hasse, 2001). In a survey of educational interpreters, participants described conflicting responses between the self-efficacy Likert scale ratings and open-ended comments. The data revealed interpreters are highly influenced by multiple aspects of the environment. Some patterns emerged that may be substantiated by future research. This survey resulted in unexpected findings. Self-efficacy demonstration and belief may reveal itself as the ability to enact professional agency in the interpreter role defined by the environmental expectations, understanding and application of interpreter role. Additional findings revealed 97% of the respondents indicated the need for more training, 50% indicated the need for being included in collaboration as a valued member of the educational team and factors included a felt need for national standardization of educational interpreters. 47% of the respondents identified the need for clearer consistent guidelines and parameters within this specialization. This represents initial understandings of self-efficacy and its potential influence on the beliefs and behaviors of those who work in the educational system. 2/25/2019 Master of Arts in Interpreting Studies Amanda Smith, Sarah Hewlett, Linda Ross thesis https://wou.omeka.net/s/repository/item/4383 Increasing LGBT+ Inclusivity in Rural Schools Aimee Love Gender Equity in Education | Secondary Education | Secondary Education and Teaching | education 6/10/2022 Text theses/177 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/ A recent study based in California surveyed 800,000 middle and high schools students and found that students who identify as LGBT+ are at higher risk for bullying, depression, and suicidal ideation, as well as lower academic performance (Hansen et al., 2019). This gap in the social experience and academic performance between LGBT+ students and their straight and non-transgender counterparts may be related to the study’s findings that they have access to fewer supports from their teachers and schools (Hansen et al., 2019). Closing the achievement gap for these traditionally marginalized students may therefore be as easy as reducing the disparities in their access to inclusive curriculum, welcoming classroom environments, leadership opportunities, and organizations that provide them with community and support. For this review I explored the relevant literature on methods other teachers have used to increase LGBT+ inclusivity before attempting strategies in my own rural school. After conducting my research, I created lessons that were LGBT+ inclusive or challenged heteronormativity, and facilitated the formation of a Gay Straight Alliance in my school. My hope is that my observations and experiences will help to identify which strategies are best suited to small, rural schools. 6/7/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Darren Polamalu action_research https://wou.omeka.net/s/repository/item/4381 Inclusive Education and Teaching Social Sciences Ty Currie Education 6/11/2022 Text theses/167 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/ The Action Research project was designed to help me examine literature, collect/report data, and answer research questions focused around the key themes of: creating an inclusive classroom environment, the integration of technology in a high school social studies classroom, and the implementation of researched based subject specific teaching practices. Action research was designed for me to use data from my first teaching experience of the course of a year in the MAT program. I used the knowledge from all the classes I completed in the program to help guide my learning through the action research process. I used self reflective journaling to help provide a path for future decisions and behavior, I analyzed a number of different documents to track improvement and compare and contrast lesson plans, and I listened to observation feedback from both my mentor and supervising teacher. The forms of data collection listed above helped me to examine my own teaching practices while explicitly highlighting strengths and areas for improvement within my own teaching. Through extensive action research I was able to gain the knowledge of how I can improve in highlighted areas to increase my ability as an educator. Action research has provided me with emerging themes that I will focus on as I continue my journey as a teacher. Action research is something that I will continue to perform going forward. I have learned so much about the process of action research and now understand the importance and opportunity action research provides to truly a better version of myself. I am excited to see what findings will come from future practice 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schultz, Trey Shimabukuro action_research https://wou.omeka.net/s/repository/item/4379 Improving Professional Relationships in the Classroom: Teachers and Interpreters Working Together Brittany C LeGal Education | Other Languages | Societies | and Cultures | teamwork | professional relationships | interpreter roles | relational theory | IEP team | collaboration 12/10/2019 Text theses/56 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/ Interpreters placed in mainstream settings are not just there to provide access to communication between the hearing counterparts and the deaf students. They are there as “integral members of the team” (Ohtake, Milagros, & Fowler, 2000, p. 16) and should be recognized as equals with the teacher in the classroom (Boys Town, n.d.). This research investigates professional relationships and how they can be established and maintained, the types of relationships mainstream teachers and educational interpreters have within Clark County, and how working together can result in educational benefits for everyone in the classroom. Interpreters are a member of the educational team and should be utilized to help support education (Ministry of Education, 1994). They have first-hand interactions with the client which enables them to know and understand the client(s) thoroughly. According to Siple (1994), interpreters listen to the lesson at hand and breakdown the message’s meaning to match the student’s language level and learning style so that they may comprehend the lesson. Interpreters are there to pass the teacher’s message to the deaf and hard of hearing (DHH) students. They are the first to recognize whether that message was understood, if interpreter expansion is needed, or if teacher clarification is needed to ensure comprehension. Responses from teachers and interpreters gathered from the online survey, as well as previous findings, will be examined to see how they work together as an effective team and how their united efforts could impact students’ education. The techniques that teachers and interpreters indicated enabled them to successfully establish and maintain professional relationships with each other, how they clearly defined their roles, and the educational impact their teamwork had will be explored. 12/11/2019 Master of Arts in Interpreting Studies Amanda Smith, Patrick Graham, Holly Jones thesis https://wou.omeka.net/s/repository/item/4378 Improving Educational Interpreter Preparation and Employment Readiness Using a Curricular Approach Erin Seipke-Brown Education | Higher Education | Language Interpretation and Translation | Other Education | educational interpreter | educational interpreting | experiential learning | interpreter education | interpreter training | job readiness | specialist certificate 3/22/2023 Text theses/237 eng Western Oregon University Library has determined, as of 3/29/2023, 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 at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ There is currently no national standardization of education or credentialing requirements for signed language interpreters practicing in K-12 educational settings. In response, many states have established their own requirements for educational interpreting practitioners. These state-level requirements often include a state-determined minimum assessment score on the Educational Interpreter Performance Assessment (EIPA). While use of the EIPA as a testing instrument to credential educational interpreters has become widely used, the score requirements vary greatly from state to state. Due to the scope and nature of requisite competencies evaluated through the EIPA, there is a need for specialist education to prepare interpreters to practice as K-12 educational interpreters. The gaps in competencies identified through this research were used as the foundation to develop recommendations for the inclusion of relevant domains within an educational interpreter specialist certificate curriculum. 3/22/2023 Master of Arts in Interpreting Studies Elisa Maroney, Amanda Smith, Daniel McDougall thesis https://wou.omeka.net/s/repository/item/4375 How Massage Therapy Affects Educational Interpreters Sarah Ray Education | Other Languages | Societies | and Cultures | self-care | American Sign Language interpreters | massage therapy | stretching | educational interpreters 3/20/2021 Text theses/65 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 thesis examines the importance of self-care for American Sign Language educational interpreters. The research presented in this study adopts a holistic approach to analyzing the mental and physical health effects resulting from the regular use of massage therapy. The goal of this thesis is to identify some controls an interpreter can implement when mental and physical demands intensify due to job-related stress. Data was collected using a questionnaire available only to educational interpreters concerning job-induced stresses and the effects of regular massage. The findings of this study identify the psychological and physiological benefits professionals feel after implementing periodic massage therapy as a form of self-care. Further investigation could reveal a greater variety of self-care opportunities that could impact an interpreter’s wellbeing. 3/19/2021 thesis 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 https://wou.omeka.net/s/repository/item/4351 Home Literacy Environment and Effects of Reading Development in Children Natalia Ames Education | education | reading 6/11/2022 Text theses/165 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/ Title: Home Literacy Environment and Effects of Reading Development in Children 6/8/2022 Master of Science in Education: Reading Joshua Schulze, Annie Ittner, Amanda Olsen professional_project https://wou.omeka.net/s/repository/item/4350 Holistic Social Science Education Sarah Ruzicka Curriculum and Instruction | Education 6/11/2022 Text theses/211 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/ Holistic Social Science Education 6/8/2022 Master of Science in Education: Curriculum and Instruction Joshua Schulze, Alicia Wenzel, Kenneth Carano professional_project https://wou.omeka.net/s/repository/item/4349 Historical Fiction Book Outline: The Battle for Boston Tyler Nebeker Education 6/11/2022 Text theses/181 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/ The purpose of this professional project is to complete a book proposal for a historical fiction novel/story on the Battle of Boston and the events that led up to the American revolution. The book is designed as a novella, a short novel, to make it more accessible for secondary education readers where longer texts may cause potential readers to reject the book. There were multiple reasons I selected this as my professional project: interest in the time period, recent completion of teaching on the subject with some of my students, an interest in writing, and, after some research, the discovery of the lack of similar materials already in existence. Though there are many textbooks, articles, documentaries, and reports that detail the events of Boston during and prior to the American revolution, there are significantly fewer fictional materials targeted towards students of the secondary education level, especially those that take the form of books. 6/7/2022 Master of Science in Education: Interdisciplinary Professional Studies Joshua Schulze, Gregory Zobel, Emma Cisneros professional_project https://wou.omeka.net/s/repository/item/4345 Growing the Next Generation Luke T. Campbell Education | differentiation | universal design for learning | literacy | historical literacy 6/11/2022 Text theses/202 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 study is just the beginning of my research into how to become a better teacher, because I plan to always be looking for ways to improve. I hope to learn how to continuously improve my craft as a teacher and not become stagnant or jaded. I see how far I’ve come already, and I see where I can be as I observe other professionals in my craft. I think my teaching will improve as I try new things, challenge myself and my students, and interact with more students. My teaching style will become leaner as I drop the extraneous and focus on what is important, which is the growth of my students. The research literature I’ve found iterates my purpose, in that there are many others like me striving to become better teachers to help their students grow as people. 6/8/2022 Master of Arts in Teaching (initial licensure) Amy Bowden, Justin Wright action_research https://wou.omeka.net/s/repository/item/4344 General overview of the Puerto Rican signed language interpreter Katia Y. Rivera Education | Other Languages | Societies | and Cultures | Puerto Rico | interpreter | interpreting | general | overview | Puerto Rican | signed language | sign language | profile 3/24/2017 Text theses/34 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The aim of this research is to explore the research question: What is the general profile of the Puerto Rican signed language interpreter? The purpose of this study was to identify the overall characteristics of the Puerto Rican signed language interpreter, including the demographics, their training in interpreting, and their work settings, experiences, needs, and challenges. This study used a mixed methods approach; the data was collected from a survey and three interviews. According to the data, the signed language interpreting field in Puerto Rico is behind compared to the field in the United States, due to lack of research and limited educational opportunities for continuing education. The data revealed that the signed language interpreting field in Puerto Rico is still young; it is dominated by females and a majority of interpreters work in educational and VRS settings. Most Puerto Rican signed language interpreters feel that they need more educational support. 3/23/2017 Master of Arts in Interpreting Studies Elisa Maroney, Erin Trine, Amanda R. Smith thesis https://wou.omeka.net/s/repository/item/4343 From the Cold Seat to the Hot Seat: An agency guide to interns Heather Moore American Sign Language | Education | Other Languages | Societies | and Cultures | sign language | internship | intern | agency | sign language agency 3/17/2022 Text; Image; StillImage theses/148 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/ Sign language interpreting agencies can provide interns with authentic learning experiences and assist with the transition from student to professional. A review of literature regarding the gap between classroom and professional work experiences was conducted. From this review, current practices, problems, and practical solutions were identified. With these providing a theoretical foundation, surveys and interviews of agency owners were conducted regarding their current and past experiences of utilizing interns in their agencies. Results revealed a list of reoccurring themes on how to better include and support interns, such as the use of mentors, shadowing, and development of business practices. Utilizing these suggestions or recommendations may allow agencies to better prepare interns as they transition from the “Cold” seat to the “Hot” seat. 3/17/2022 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney, Sarah Hewlett professional_project https://wou.omeka.net/s/repository/item/4342 Fostering 21st Century Literacy in the Middle School English Language Arts Classroom Samantha Stroup Education | Language and Literacy Education | Secondary Education 6/12/2021 Text; Image; StillImage theses/98 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/ 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. 6/10/2022 Master of Arts in Teaching (initial licensure) Kenneth Carano, Anne Ittner action_research https://wou.omeka.net/s/repository/item/4341 FOR US, BY US: Why do we need an HBCU interpreter education program? Rencia Gravesande Education | Other Languages | Societies | and Cultures | Black | HBCU | Historically Black College and University | Black Deaf | culture | interpreter education program | IEP | anti-racist 12/1/2021 Text theses/74 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 research document can be used as a catalyst for a proposed interpreter education program housed at a Historically Black College and University (HBCU). Currently, there are not any education programs for sign language interpreters at these institutions. This research is cross-disciplinary between HBCUs and the sign language profession. A review of literature addresses issues in current interpreter programs under the phenomenon of ‘White gaze’ in the profession explained through the lens of anti-racist policies. The aims of this research were to answer: 1) What are the benefits of having an interpreter education program (IEP) at an HBCU? 2) Why is there a need for our (Black/African American) own space? and 3) If given the option, would current and former Black interpreting students have chosen to go to an HBCU for their IEP? Bishop State Community College is an HBCU that once offered an interpreting program. The program was analyzed through four semi-structured interviews with administrators and alumni. A look into the inner workings of the program was coupled with survey results. A mixed-methods approach uncovered five major themes from interview and survey data. Those themes are Culture, Positive Impact on Black Deaf community, Increase Numbers/Representation, Racism/Microaggressions, and Program Structure. This study provides continuing conversations for recognizing the importance of not only diversifying the profession but educating the current/future pool of interpreters on serving, understanding, and working with the demographic of Black Deaf and hearing consumers, interpreters, students, and interpreter educators. 12/8/2022 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney, Leandra Williams thesis https://wou.omeka.net/s/repository/item/4340 Focusing the gap: Productive post-IEP development Kerrie Ellen Lovercheck Education | Language Interpretation and Translation | Apprenticeship | mentorship | mentor-tree | work readiness | interpreter programs | gap | post-IEP | gap programs | medical residency model 12/1/2018 Text theses/130 eng http://creativecommons.org/licenses/by-nc-sa/4.0/ For signed language interpreters there are a limited number of formal transition programs to aid the development from completion of an interpreter education program (IEP) to competent professional. This period of time is an important time for building a professional foundation. Research in other practice professions has shown that gradual transitions towards autonomy under adequate supervision and coaching provide a forum for practitioners to grow in their professional abilities with the support needed to guide them. The type of program used as a model in this study is the medical residency program where underclassmen learn a new skill from an upperclassman, practice this skill, and finally teach the skill to the next cohort. All phases are done under a competent professional’s observation. By conducting an action research project on my practice, benefits of this progression during an interpreter's formative years were delineated. The study was conducted to assess the benefits of cycling through learning, practicing and teaching phases with the oversight of a competent practitioner. The action research findings support the recommended progression of learn, practice, teach. 6/10/2022 Master of Arts in Interpreting Studies Elisa Maroney, Amanda Smith action_research https://wou.omeka.net/s/repository/item/4338 Exploring professional identity: a study of American Sign Language/English interpreters Nicole Harwood Adult and Continuing Education | Bilingual | Multilingual | and Multicultural Education | Education | Educational Leadership | Educational Psychology | Leadership Studies | Other Education | Other Languages | Societies | and Cultures | Psychology | Sociology | Teacher Education and Professional Development | professional identity | self-concept clarity | ASL/English interpreters 6/14/2017 Text theses/37 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Professional identity is a complex and multi-faceted concept that encompasses definitions pertaining to the professional identity of the collective, the professional identity of the individual practitioner, and the process of developing a professional identity. Individuals start with a fundamental concept of self and then layer on a variety of identities, including a professional identity, thereby forming the answer to the question: who are you? Utilizing the Registry of Interpreters for the Deaf (RID) directories and online social media resources to survey interpreters, this study attempts to explore the professional identity for ASL/English interpreters. In order to explore the collective identity of ASL/English interpreters, the Professional Identity Scale in Counseling developed by Woo (2013) was adapted to fit the interpreting profession. This adapted scale is an instrument intended to measure the professional identity of ASL/English interpreters. Survey participants also took the Campbell et al. (1996) Self-Concept Clarity scale to assess the individual interpreter professional identity and impact of self-concept clarity on professional identity. Finally, survey participants answered optional open-ended questions to evaluate the process of professional identity development for ASL/English interpreters. The mixed-methods approach allowed this research study to begin the exploration of the broad and intricate topic, and the resulting data is a foundation for future research. While credentials alone may not hold the key to understanding the professional identity of ASL/English interpreters, the experiences of the collective profession and individual professionals present a glimpse into the possible connections between professional identity, self-concept clarity, professional confidence, and ultimately, professional competence. 6/14/2017 Master of Arts in Interpreting Studies Vicki Darden, Erin Trine, Ruhama Freeman thesis https://wou.omeka.net/s/repository/item/4337 Expanding the collective narrative: exploring the experiences of American Sign Language/English interpreters of Asian heritage Christine Nakahara Asian American Studies | Bilingual | Multilingual | and Multicultural Education | Education | Educational Leadership | Educational Sociology | Other Languages | Societies | and Cultures | Other Teacher Education and Professional Development | Race and Ethnicity | Asian Heritage | Microaggressions | Racism | ASL/English Interpreting | Cultural Awareness | Asian American/Pacific Islander 4/29/2016 Text theses/30 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This study focuses on the experiences of Asian and Asian American/Pacific Islanders in the field of American Sign Language/English interpreting within the United States. This study was conducted in two phases, an online survey followed by one-on-one interviews either online or in-person. The information was gathered, coded, and then analyzed for common themes to see if there was a common trend or experience among this particular minority group. The literature review revealed that a majority of the Asian and Asian American/Pacific Islander community does experience microaggressions on a weekly basis, if not daily; however, this has not yet been investigated among current and former practitioners of American Sign Language/English interpreting. It was found that many Asian and Asian American/Pacific Islander interpreters experienced their interpreter education programs (IEPs) to be lacking in discussions about diversity and multiculturalism. The same holds true for practitioners who did not attend an IEP. Working interpreters often felt there was a lack of understanding and conversation about cultural differences and diversity among their peers and consumers. This lack of understanding can lead to more microaggressions and frustration experienced by the Asian and AAPI interpreter. To increase discussion and awareness, participants desired more education and discussion about race, racism, and microaggressions in their education and with their colleagues and consumers. 5/25/2016 Master of Arts in Interpreting Studies Vicki Darden, Melanie Landon-Hays, Geri Mu thesis https://wou.omeka.net/s/repository/item/4332 Empowering the Arts Jeanine Newsome Art Education | Education | art | empowerment | holistic | inspire | understanding | culture | respect 6/11/2021 Text; Image; StillImage theses/106 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ The purpose of this action research project was to examine teaching practices and empowering methodology in regard to the researcher’s student teaching experiences. This research focuses on questions that describe the application of culturally responsive and diverse art curriculum, a shifted focus and preparation for holistic learning, and an implementation of online art projects in the context of distance learning in an art-based classroom during the dual-pandemics of COVID-19 and ongoing, systemic racism. The findings showed a growth in teacher knowledge of empowerment in the arts; however, more research upon further practice is necessary to continue improving as an educator. 6/10/2022 Master of Arts in Teaching (initial licensure) Jaclyn Caires-Hurley, Christa Schmeder action_research https://wou.omeka.net/s/repository/item/4308 Effective Teaching Strategies for an Up-and-Coming Science Teacher Daniel Lampe Education | Action Research Project | Science | Teaching | Education | New Teacher | Teaching Philosophy 7/29/2022 theses/205 eng 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/ 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. I 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. 6/14/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Brock Ferguson action_research https://wou.omeka.net/s/repository/item/4304 Does the Use of TAPs Impact a Final Interpreted Product: A Self-study Stacey Stevens Education | Other Languages | Societies | and Cultures 12/6/2019 Text theses/60 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/ What makes it possible for an English/American Sign Language Interpreter to work between two modes of language? The current study explored this question by examining preparation and direct connection to a final interpreted product. This thesis describes a self-study that sought to pinpoint the cognitive process as it occurs during preparation time to determine the feasibility of the designed method. Utilizing Think-Aloud Protocols (TAPs) and a segment of the Demand Control-Schema as tools, I explore my own process as student-researcher/participant starts an investigation into their own process. The study demonstrates use of preparation time impacting a final interpreter product and uses retrospective interviewing to aid in understanding of one cognitive process. 12/10/2019 Master of Arts in Interpreting Studies Amanda Smith, Christyn Burcham, Laurence Hayes thesis https://wou.omeka.net/s/repository/item/4300 Differentiation, Gradual Release of Responsibility, and Second Language Methods in the World Language Classroom Lauren Row Education 6/1/2022 Text theses/192 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/ 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. Keywords: action research, differentiation, gradual release of responsibility, proficiency-oriented instruction, Realidades, Somos. 6/7/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Suzanne McFarland-Price action_research https://wou.omeka.net/s/repository/item/4299 Dibels Data Informing Literacy Intervention in Primary Grades Wendy Cortright Education | Tier II | Assessment | data-driven instruction | phoneme | fluency 6/11/2022 Text theses/162 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/ With assessments built in, a solid phonics program, and a rigorously taught core reading curriculum, our school should see kindergarten and first-grade students reading fluently at grade level. However, we continue to see low reading levels on screeners and nationally normed comprehensive diagnostic assessments. This paper aims to show the importance of using a screener to inform instruction in small, specifically targeted groups for a determined duration in time, directly related to deficits seen in the resulting data from these assessments. 6/8/2022 Master of Science in Education: Reading Joshua Schulze, Chloe Hughes, Lin Wu professional_project https://wou.omeka.net/s/repository/item/4298 Development of an Open Education Resource for Pharmacology to Address Equity in Veterinary Medicine Instruction Carl E Ruby Education | open education resource | equity | higher education | STEM | textbook | pharmacology 7/27/2022 Text; Image; StillImage theses/208 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/ Open education resources (OERs), an alternative to expensive higher education textbooks, are a potentially valuable tool to both bring equity to the college classroom and enhance learning. To determine if an OER can be designed to optimize learning and provide equity to the student in a veterinary pharmacology classroom, an OER content outline and sample chapter were designed and developed. In addition to the cost saving benefit of the OER, it was determined that the addition of notable pharmacology role model profiles that “look like me” to the OER would be a viable means to improve the self-efficacy of women and underrepresented students and support retention in the field. Universities have recognized the need to reduce textbook costs and have put into place tools and programs to facilitate building OERs. Using software like PressBooks and other resources to aid in textbook design, a three part, eight chapter OER outline with chapter content description was produced, and a completed chapter, as an example of how the content and learning and equity elements would be integrated. The successful development of these two products was not difficult and with the proper instruction and support a completed OER to better convey the principles of pharmacology in a veterinary setting and bring equity to low income, women and underrepresented students could be produced. The products of this project will serve as the foundation to a completed and applicable OER, and at that time the true impact of the OER can be fully understood. 6/16/2022 Master of Science in Education: Curriculum and Instruction Joshua Schlulze, Marcus Wenzel, Jason Vlcek professional_project https://wou.omeka.net/s/repository/item/4297 Developing my Teaching: Analyzing Personal Teaching Strategies Jessica Schimmoller Education 6/11/2021 Text theses/102 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/ 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. As 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. 6/10/2022 Master of Arts in Teaching (initial licensure) Ken Carano, Kellen Sherwood action_research https://wou.omeka.net/s/repository/item/4295 Designing a Self – Management Program Taylor Wakeland Education 6/11/2022 Text theses/161 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/ Designing a Self – Management Program 6/8/2022 Master of Science in Education: Reading Joshua Schulze, Marcus Wenzel, Alyssa Heuberger professional_project https://wou.omeka.net/s/repository/item/4267 Culturally Responsive Teaching in 8th Grade Social Studies Aubrey Rogers Education 6/11/2022 Text theses/164 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 (ARP) is an analysis of my practice of becoming a teacher based on the educational classes I underwent in the Masters of Education Program at Western Oregon University. I analyzed my planning, instruction, and assessment data from my student teaching placement. I aligned my research with the Interstate Teacher Assessment and Support Consortium (InTASC) standards. In this ARP I attempted to analyze the implementation of Culturally Responsive Pedagogy in an 8th-Grade US History Classroom. A secondary research goal was to determine if my use of technology in the classroom enhanced student learning. My findings suggest that Cultural Responsive teaching alone is insufficient as a single teaching principle. In simple terms, contrary to my initial assumption, being a culturally responsive teacher requires using CRT as a tool in the toolbox of teaching, not the entire toolbox. In regards to my use of technology in the classroom reflect similar findings. Technology use in the classroom can be used to enhance student learning, but can not be solely relied upon as the only means of instruction. 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Melanie Landon-Hays action_research https://wou.omeka.net/s/repository/item/4266 Culturally Responsive Pedagogy and the Reduction of Anxiety in a Mathematics Classroom Valerie Schockelt Education | Secondary | Mathematics | Classroom | Anxiety 6/11/2022 Text theses/169 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/ The purpose of this project was to conduct research to determine culturally relevant teaching strategies in the classroom as well as strategies to reduce student anxiety in the mathematics classroom. Through a literature review on these topics, I have been able to better understand strategies that can benefit culturally diverse students. To better understand these strategies in my classroom, I focused on three questions for this study: (1) What culturally responsive teaching strategies will I implement in my teaching to better support diverse students? (2) What are the methods that I can apply in my classroom to build student confidence in Mathematics? (3) What strategies are the most effective to use in my classroom to keep students engaged in a math classroom? To answer these questions, I focused on analyzing documents, observations, and journals. By answering these questions, it was my goal to better understand the strategies and techniques that students respond to the best and show a growth in their learning. 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Tucker Brack action_research https://wou.omeka.net/s/repository/item/4265 Culturally Responsive Pedagogy Emily Pennington Education 6/11/2022 Text theses/187 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/ 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. 6/7/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Laurie Way action_research https://wou.omeka.net/s/repository/item/4264 Culturally Responsive Pedagogy Kim Jackson Education | culturally repsonsive pedagogy | differentiation | best practices 6/1/2021 Text theses/77 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 document is an action research project that studies a teacher’s growth to include two years of classes and student teaching from Western Oregon University Master of Arts in Teaching: Initial Licensure program. As a student teacher for high school business and technology classes, the primary researcher wanted to ensure that she was continually improving her teaching skills and best practices. Her experience in the classroom led her to the questions listed below in her research to improve her teaching for current and future classes. An expanded version of the primary researcher’s chapters includes philosophy of education, a literature review, research methods, findings, and conclusions. Three specific research questions that were analyzed through various data sources included: observations, lesson plans and journaling. Observations encompassed perspectives of the university supervisor as well as her clinical teacher. The three focus research questions were: how has my lesson plan differentiation changed the more I have taught?; how does my teaching reflect evidence based best practices?; how has my incorporation of culturally responsive pedagogy changed since I started teaching? By examining each question, her hope was to determine if she was increasing her differentiation the more, she taught, that her teaching reflected best practices and her culturally responsive pedagogy strategies were increasing. 6/10/2022 Master of Arts in Teaching (initial licensure) Kenneth Carano, Kyle Calder action_research https://wou.omeka.net/s/repository/item/4261 Cultivating Confidence: Embodying Self-Esteem and Self-Efficacy in Novice Signed Language Interpreters Kiarah Moore Education | Other Languages | Societies | and Cultures | Personality and Social Contexts | Competence | Confidence | Self-Efficacy | Self-Esteem | Novice | Signed Language Interpreter 6/10/2020 Text theses/62 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/ Interpreter Training Programs (ITPs) are tasked with the responsibility of preparing prospective interpreters for certification and work in the professional field. Many ITPs focus on the student’s development of technical skills required for interpreting but ignore the cultivation of the student as a whole (Smith & Maroney, 2018). There currently is limited research concerning the importance of self-confidence in interpreters. The purpose of this study is to show the significance of self-esteem and self-efficacy on novice interpreter success. Furthermore, the present study investigates the possible use of high-power poses for interpreters coping with lack of confidence. Prospective and novice American Sign Language/English interpreters in the state of Texas were surveyed to explore their levels of self-esteem and self-efficacy as well as gauge their self-perceived levels of competence and confidence. A small sample of prospective and novice interpreters were also interviewed to test the use of high-power poses and explore confidence at a deeper level than ascertained from the survey. Results from the survey and interview illustrate the crucial role that confidence plays on interpreter success. They also display the link between competence and confidence. Additionally, coping mechanisms are suggested for dealing with stressful scenarios, including implementation of high-power poses. 6/10/2020 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney, Tyriibah Royal, Amber Galloway thesis https://wou.omeka.net/s/repository/item/4257 Creating Effective English Language Art Strategies for Junior High Students Mackenzie Hall Education 6/11/2022 Text theses/180 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/ Creating Effective English Language Art Strategies for Junior High Students 6/7/2022 Master of Science in Education: Reading Joshua Schulze, Marie LeJeune, Chloe Hughes professional_project https://wou.omeka.net/s/repository/item/4256 Creating an Inclusive Social Studies Classroom Through Best Practices Arthur Monson Education 6/1/2022 Text theses/209 eng 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/ Creating an Inclusive Social Studies Classroom Through Best Practices 6/16/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays & Amy Bowden, Lanay Creech action_research https://wou.omeka.net/s/repository/item/4255 Creating an Equitable Classroom Through Relationship Building Brynn Eiffler Education | education | equity | relationship building 6/11/2021 Text theses/101 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/ 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: How have my differentiation strategies and inclusion of culturally responsive pedagogy changed throughout my teaching? How have I enhanced my strategies for relationship-building throughout my teaching? How have I integrated ELA-specific relationship-building strategies with my students? Data 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. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Lisa Keating-Thomas action_research https://wou.omeka.net/s/repository/item/4254 Creating an Effective and Diverse Classroom Library Crista Adovnik Education 6/11/2022 Text theses/189 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/ Creating an Effective and Diverse Classroom Library 6/7/2022 Master of Science in Education: Reading Joshua Schulze, Shannon Wellsteed, Cindy Ryan professional_project https://wou.omeka.net/s/repository/item/4252 Components for a Successful Band Program Jonathan Corona Education | music | electives | band | school | classes | class 6/1/2021 Text theses/109 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/ Running a successful band program demands strategies that increase enrollment and retention numbers. This research project takes 4 teachers’ experiences to extract insight and strategies on what can be implemented to have students join and remain in band classes. The data extracted was used to build my band program in the first year of being the middle school’s band director. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Mike Reetz action_research https://wou.omeka.net/s/repository/item/4231 Communicative equality: Needs assessment of sign language interpreters in South Dakota Cyndi Fisher Adult and Continuing Education | Adult and Continuing Education and Teaching | Bilingual | Multilingual | and Multicultural Education | Community College Leadership | Education | Educational Assessment | Evaluation | and Research | Educational Leadership | Higher Education | Higher Education and Teaching | Online and Distance Education | Other Languages | Societies | and Cultures | Teacher Education and Professional Development | South Dakota | needs assessment | rural | needs vs quality | certification readiness 6/16/2018 Text theses/48 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Data compiled for this research will be used as a pilot study to support further research needed to consider an interpreter education program in West River region of South Dakota. Surveys were distributed to businesses, individuals in the Deaf community, and interpreters who are registered in the state of South Dakota. Face-to-face interviews were scheduled with two owners of two interpreting agencies that schedule interpreter requests throughout South Dakota. Data collection hinted at the need for qualified interpreters in the state, with a more enhanced focus on the western region of the state. Survey results suggest that interpreters are needed; however, flaws occurred during the study, creating recommendations for further research to offer clarity and more detailed conclusions. The participants who responded to the interpreter surveys offered information on their educational backgrounds and ideas on what they wish had been part of their own interpreter education training. Interviews supported information gathered in surveys, offering their perspectives on the need for interpreters. With research compiled and data analyzed, data suggests a possible need for interpreters, a suggestion for further studies to develop a fuller understanding of the concept of a qualified interpreter, and how their quality is measured is applied in the recommendations. In addition, future studies are suggested that may lead to a more comprehensive proposal for an interpreter education program in the West River region of South Dakota. 6/13/2018 Master of Arts in Interpreting Studies Amanda R. Smith, Erine Trine, Marlee Dyce professional_project https://wou.omeka.net/s/repository/item/4229 Classroom Environment: The Essentials Of Teaching Physical Education Leah Jones Education 6/9/2021 Text; Image; StillImage theses/91 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/ The purpose of this Action Research Project was to take a step back and thoroughly analyze data sets to see if my planning and teaching was reflective of a positive classroom environment. More specifically, I examined differentiation techniques, best practices in physical education and my teaching philosophy goals in relation to embracing diversity and student voice in order to create a positive classroom environment. Before collecting any data sets, I took a deep read through the research to see what the best practices in elementary physical education, what differentiation techniques should be used, how to incorporate those techniques and why specific best practices are successful. The next step was to gather data of my own teaching and planning. This was gathered from lesson plans as a student and full-time student teacher, observation notes from mentor teachers, EdTPA commentary forms and interview transcripts from teachers and administrators. Through analysis of each of these data sets, action research has demonstrated improvement in my planned differentiation techniques, my frequency and usage of best practices in physical education and the specific implementation of my teaching philosophy goals to all work together in creating a positive classroom environment with my students so that we are fostering an environment of growth and positivity. These results point to me as a continued learner and educator. While the results show a positive outcome, I know I am a lifelong learner and hope to continue this path of growth as I continue educating and learning alongside my students. 6/10/2022 Master of Arts in Teaching (initial licensure) Ken Carano, Gay Timken action_research https://wou.omeka.net/s/repository/item/4227 Can Lesson Plans and Effective Teaching Strategies Create an Inclusive Classroom? Holly Blakely Education | Science and Mathematics Education 6/1/2022 Text theses/203 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/ The purpose of this project is to create an inclusive classroom that becomes an environment that students learn in. I am going to be looking at the InTASC standards #1 and #2 and how my teaching aligns with them. I am hoping that by analyzing my teaching and my lessons plans, my planning for an inclusive classroom will become more deliberate and also more of a second nature for me. I am also hoping that by creating this environment, I will see that disruptions in class or other behavioral issues will go down because I am using my lesson plans to work with their needs and skill abilities. I want my teaching to be more of a group lesson instead of finding myself teaching or talking at students. The research supports the need for inclusive classroom but does not touch much on how the effective teaching in the inclusive classroom can lower the disruptions or need for discipline. I am hoping to see that my work in the classroom will have a positive result. I will analyze my lesson plans, use feedback from my university supervisor and my mentor teachers and use self-reflection and journaling to see if I am creating an inclusive environment for the students in my class. I will see how I implement effective teaching styles in my inclusive classroom and how that that affect possible disciplinary issues in the classroom. 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Donna Pierson action_research https://wou.omeka.net/s/repository/item/4226 Called to service and finding a purpose: A mixed-method study of signed language interpreters volunteering in church and religious settings Jennifer Kinnamon Education | Other Languages | Societies | and Cultures | Church Interpreting | Religious Interpreting | Deaf Ministry | Non-professional Interpreting | Professional Interpreter | Signed Language Interpreter 6/15/2018 Text theses/49 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Many non-professional interpreters volunteer their services in church and religious settings to give Deaf congregants access to the message. Church interpreting has been a unique way many interpreters have gained interest into the profession and entered the interpreting field. Although they continue to volunteer in religious settings on a regular basis out of a sense of calling and act of service (Berg, Grant, & Johnson, 2010; Hokkanen, 2014), according to the literature, interpreters in their first 10 years of work choose benevolence as their number one value for entering the interpreting field (Ramirez-Loudenback, 2015). Often that desire to help and provide a service precedes the knowledge and skills to provide the services of interpreting, which leads to a problem of “church interpreters” having a negative stigma within professional certified interpreting circles (James, 1998). There is interpreting work to be done in religious environments; this need creates a setting in which novice interpreters can gain practice. In this study, I collected quantitative and qualitative data to provide an accurate depiction of the professional interpreters who are working in these settings, their church environments, their stories of pursuing professionalism, the reasons for their pursuit, their experiences with professional interpreters, and their motivation for continuing to work in religious settings. These data could help the interpreting profession develop a greater awareness of the connection and mentorship gap between certified interpreters and volunteer interpreters working in religious settings and discover ways to partner in creating a cohesive environment to facilitate professional development. 6/12/2018 Master of Arts in Interpreting Studies Amanda R. Smith, Elisa Maroney, Vicki Darden thesis https://wou.omeka.net/s/repository/item/4223 Building Engagement in Social Studies Through Culturally Sustaining Pedagogy and Relationship Building Celine Farrimond Education | Secondary Education 6/11/2022 Text theses/160 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/ Building Engagement in Social Studies Through Culturally Sustaining Pedagogy and Relationship Building 6/8/2022 Master of Arts in Teaching (initial licensure) Joshua Schultze, Kenneth Carano action_research https://wou.omeka.net/s/repository/item/4221 Beyond Theory: Simulation and Role-play in Interpreter Education Cameo Hunsaker Curriculum and Instruction | experiential learning | role-play | simulation | signed language interpreter | education | authenticity 3/18/2020 Text theses/61 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/ In the 1960s and 1970s, a cultural shift began in the interpreting and Deaf communities of America. According to Cokely (2011), the Deaf community, who once had control over the selection, vetting, and training of ad hoc interpreters, were replaced as societal gatekeepers by institutions of higher learning. This transition has presented systemic issues in signed language interpreter education. Many fundamental aspects of interpreter education have yet to be researched or standardized (Witter-Merithew, 2004). Interpreter Education Programs (IEPs) have struggled to effectively train interpreters for work as professionals, as evidenced by a decades-old graduation-to-certification gap (Cogen & Cokely, 2015). This research examines simulation and role-play as a possible solution to effectively train future interpreters. These activities provide exposure to authentic settings, real-world practice, and experiences that cannot be learned by observation or interpreting from a video source. The path is also then paved for the Deaf community to resume their traditional role in interpreter education. Despite the perceived efficacy of simulation and role-play as an educational technique, there has been very little research on these activities in IEPs. Signed language interpreters and interpreter educators nationwide were surveyed about their use of simulation and role-play, their experience learning through simulation and role-play, and the effect these activities had on their growth as a professional interpreter. Responses to the survey illustrate the authenticity of current usage practices, as well as the barriers that educators face in designing and implementing these types of activities. 3/18/2020 Master of Arts in Interpreting Studies Amanda Smithh, Elisa Maroney, Sarah Hewlett thesis https://wou.omeka.net/s/repository/item/4220 Betting on Yourself: Developing Confidence as a Novice Sign Language Interpreter Alison Steinmetz Education | Language Interpretation and Translation | confidence | self-esteem | novice | interpreting 12/1/2022 Text theses/233 eng 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/ Confidence is not only a trait that is essential to embody in one's personal life, but it is the main factor of performance as discussed in Judge et al. (1998). When new interpreters first enter the interpreting field they can commonly experience stress, anxiety, rejection, and hopelessness. In other words, a new interpreter's confidence, if present at all, is usually extremely low when first starting out (Moore, 2020). The purpose of this study is to show the importance of confidence and how a novice sign language interpreter can build themselves up to succeed as well as, construct confidence; within themselves and in their work. The method used in this research study was to apply various controls that could possibly provide additional tools and options to assist in building self-confidence. When focusing on one control at a time, I could then narrow down the most and least effective routes towards my self-confidence. 12/8/2022 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney action_research https://wou.omeka.net/s/repository/item/4218 Becoming a better teacher through differentiation: new instructional methods and addressing controversy in the social studies classroom. Benjamin Finnegan Curriculum and Instruction | Education | Educational Methods | Secondary Education | Differentiation | Classroom Climate | Technological Instructional Methods | Controversial topics in social studies 6/11/2022 Text theses/216 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/ 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: 1. How can differentiation improve and strengthen classroom climate? 2. What is the benefit of incorporating technology, and other non-lecture-based methods of instruction? 3. How can I more effectively teach controversial topics in social studies? Data 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. Keywords: Differentiation, Classroom Climate, Technological Instructional Methods, Controversial topics in social studies 6/7/2022 Master of Arts in Teaching (initial licensure) Amy Bowden, Rachel Duncan action_research https://wou.omeka.net/s/repository/item/4217 Beauty and the Butch: The Lesbian Interpreter Stephanie Ehrlich Education | Other Languages | Societies | and Cultures | lesbian | interpreter | coming out | appearance | LGBTQ 3/18/2020 Text theses/58 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/ The purpose for this project is to collect data from American Sign Language Interpreters who identify as lesbian, specifically targeting their experiences “coming out” to consumers while at work. Research about coming out/self-disclosure at work is a relatively new field of study. Most of what has been studied was about coming out to family and friends and the stages of self-disclosure. There is also limited research about the lesbian appearance and the recent shift in the androgynous-appearing lesbian. Times have changed, and there are no longer just femme and butch lesbians. Elizabeth Donovan has been the only researcher to study LGBTQ+ American Sign Language Interpreters. This study, however, focuses solely on lesbians only. This study explores how lesbian interpreters’ experiences vary when coming out to consumers, but appearance seems to be a common theme in the data collected for this study. From the onset of the study, analysis was done to see if there was a link between gender expression and sexual identity. This was done by examining clothing and appearance and seeing if there was an impact on stress levels at work. Szymanski (2005) found that awareness of LGBTQ experiences of distress was important because of the negative impact it has on mental health. The results of this study suggest that further research related to interpreters coming out at work is warranted. This research can serve as a springboard for further research in the LGBTQ community. 3/20/2020 Master of Arts in Interpreting Studies Amanda Smith, Tie Burcham, Elizabeth Donovan thesis https://wou.omeka.net/s/repository/item/4216 Assessing Teacher Readiness in Secondary Mathematics Education Riley Lamont Education | teaching | readiness | mathematics 6/12/2021 Text theses/86 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/ In this tumultuous school year and changing learning environment, it is crucial that teachers are able to look at their own teacher readiness to approach a myriad of topics. These include criticality in the classroom, differentiated instruction, and inquiry-based learning. Using a variety of strategies, the process of self-reflection is paramount to the success of teachers and their ability to adapt instruction and overall preparedness to take the lead in a classroom. This research includes a study over the course of several months in which the process of continual self-reflection in an online learning environment due to COVID-19. The process of assessing self-readiness goes hand in hand with classroom analysis, behavioral management, student relations, and overall classroom participation. 6/10/2022 Master of Arts in Teaching (initial licensure) Jaclyn Caires-Hurley, Atalie Frank action_research https://wou.omeka.net/s/repository/item/4213 Applying Social Constructivism in a Middle School Social Studies Classroom Jonathan Penrice Education 6/11/2021 Text; Image; StillImage theses/95 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/ The purpose of this Action Research Project is to assess how I am applying what I have learned about educational theory and practice along with the goals I have as a teacher in the classroom. Specifically the project focuses on my use of social constructivism to guide instructional practice, the strategies I use to develop students skills in the discipline of social studies, and how I engage students in the distance learning setting. This research project focuses on my process of revising a lesson I observed my mentor teacher deliver earlier in my student teaching. I collected data about my teaching practice from a reflection I wrote about the lesson prior to revisions, the revised lesson plans, and observation feedback from my mentor teacher. Using this data I was able to evaluate how my lesson planning and instruction aligned with the goals I had set for myself. Through doing this Action Research project I have learned the importance of reflective practice. I was able to discover where my practice was not achieving the expectations I had set for myself including in the area of supporting students' construction knowledge. The insights gained from this experience can help me continue my development as a teacher. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Jason Bradley action_research https://wou.omeka.net/s/repository/item/4212 Applying Process Theory to Motivate Music Students Mark Pipes Music Education | Music Pedagogy | music | education | process theory | differentiation | pedagogy | self-agency 6/10/2022 Text theses/198 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/ 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: How can I build a team culture that improves the student experience and grows musicianship while also promoting inclusiveness cohesiveness, and social acceptance? How can I best encourage students to develop their self-agency while also improving their ability to see consequences as products of their actions? How can I best set goals for my students, assist them in setting their own goals and develop their ability to manage their expectations? 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. Keywords: music, education, process theory, differentiation, pedagogy, self-agency 6/8/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Amy Bowden, Kevin Egan action_research https://wou.omeka.net/s/repository/item/4192 Applying Culturally Relevant Pedagogy to Planning, Instruction & Assessment to Create an Effective Learning Environment Rachel Graham Education | Secondary Education | Learning Environment Culturally Relevant Pedagogy 6/1/2022 Text theses/175 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/ Planning to instruct and assess students in an equitable manner can be difficult. Students come with a variety of previous knowledge and face many challenges outside the classroom that can impact their experience in the classroom without a culturally responsive environment. In my research project I outline the steps I took to define my philosophy of teaching, set personal goals, create research questions, complete a literature review, analyze the data collected from my teaching experience and reflect on my findings. This process was a partial step in the requirements for my Master of Arts in Teaching Degree, but also essential to my progression of the InTASC standard that focuses on improving the learning environment to be an effective teacher. 5/26/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Susan Shaw action_research https://wou.omeka.net/s/repository/item/4191 An investigation of student perception how to better prepare signed language/English interpreters for the real world Darlene K Wilbeck Education | Other Languages | Societies | and Cultures | Curriculum | Gap | Internship | Mentorship | Practicum | Support 6/7/2017 Text theses/39 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This investigation of current and former interpreting students was conducted to explore students’ experiences of the interpreter education program. Discourse analysis of surveys revealed four areas of improvement: practicum/internship, mentorship, curriculum, and peer/community support. The study was based on Dean and Pollard’s demand control schema (2013), social-constructivist education (Kiraly, 2000), and phenomenology (Smith, 2013). A survey was created and disseminated via email and social media. A total of 102 participants responded to the survey. The participants were diverse, and the survey was designed with yes/no, multiple choice, and open-ended questions with no word or character limit. The project was limited to students and graduates of interpreter education/training programs. The results demonstrated that the respondents were dissatisfied with their curriculum, the number of practicum/internship hours, the lack of mentorship, and they expressed a desire for additional peer and community support. This study showed that while participants completed 100 to 200 hours of internship/practicum hours they would have preferred up to 400. Ninety-five percent of participants did not have access to post-graduation mentorship, and 90% reported that they could have benefited from it. Determining best practices, entrance and exit requirements, along with in-program mentorship are all areas for additional research. 6/13/2017 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, Vicki Darden thesis https://wou.omeka.net/s/repository/item/4190 An Iditarod Curriculum: the Power of Integration in Learning Jenna Rank Education 6/11/2022 Text theses/184 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/ An Iditarod Curriculum: the Power of Integration in Learning 6/7/2022 Master of Science in Education: Reading Joshua Schulze, Randall Ulveland, Kathi Holvey professional_project https://wou.omeka.net/s/repository/item/4189 African American interpreters in the video relay service setting Taiwo A Olopade Education | Other Languages | Societies | and Cultures | Racial mircroaggressions | Racism | Video relay service setting | African American interpreters | Burnout | Video interpreters | Qualitative research 4/12/2017 Text theses/38 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This study focuses on African American Sign Language video interpreters (VIs) working in the video relay service (VRS) setting in the United States. No study has been carried out to date that explores the experiences African Americans have when interpreting in VRS settings, where there is little or no autonomy due to policies governing the VRS companies by the Federal Communication Commission (FCC). Coupled with the rules and regulations from VRS companies and the FCC, African American interpreters also experience racism and racial microaggressions from VRS users and from their colleagues. This study was carried out using qualitative methods. Three African American female VIs were interviewed about their experiences working in the VRS setting. Their stories show that racism and racial microaggressions are a part of their working landscape. Their narratives also disclosed that there is a lack of diversity in the workplace and in the interpreting profession as a whole. The African American VIs interviewed reported that their interpreting programs failed to discuss issues of multiculturalism in the field, and their access to mentors from similar cultural backgrounds was limited. These participants suggested that courses in cultural awareness be offered in interpreter education programs and to their colleagues at work. Likewise, they believed African Americans could benefit from training that helps them cope with the systems of racism and racial microaggressions they face in the workplace. 4/29/2017 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, Erica West Oyedele thesis https://wou.omeka.net/s/repository/item/4188 Adjusting Instruction to Enhance the Digital Classroom Jake Ruger Education | Educational Methods 6/11/2021 Text theses/116 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/ One of the biggest questions asked of young educators is “How will you adjust your instruction to meet the needs of your students”? There is a plethora of ways to adjust instruction to best fit the needs of students. Differentiation is a term that is well known throughout most educational practice and pedagogy. Using assessment data to adjust instruction is another way to adjust for students. Even a student's cultural values can be used to adjust instruction. While all these practices apply to traditional classrooms very well, what happens when the traditional classrooms are taken away? Obviously, life for teachers becomes a lot more challenging if there are no students in the desks of their classrooms. The term “when the going gets tough, the tough get going” applies in this situation. In this review I look at (among other things) how the tough got through the Covid-19 pandemic. The creation of this action research project will highlight the challenges of distance learning. Moreover, what teachers can do to recreate the classroom for distance learning. The aforementioned research and pedagogy as it relates to teaching still hold tremendous value in the distance classroom. The application of those tenets only requires creativity and dedication to make the digital classroom one that bears those traditional tenets. I had the opportunity to see many great “tough” educators work during the pandemic, and I found them so inspirational in recreating their classes for the distance learning environment. The first two chapters highlight my own traditional beliefs and research about education. The focus shifts in the last three chapters to how that research and belief system translates to the distance classroom. Findings focused on how to connect with students, get through content, and grade student work in a pandemic. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Ken Carano action_research https://wou.omeka.net/s/repository/item/4182 A Work in Progress: Establishing, Growing, and Maintaining Working Relationships Between Educational Interpreters and their Administrators Kallie Rank Education | Other Languages | Societies | and Cultures | educational interpreters | relationships | administration | mainstream | education | deaf | hard of hearing | deafblind 2/25/2021 Text theses/64 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/ Since the implication of federal laws, such as Section 504 of the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disability Act (ADA) Deaf and Hard of Hearing children are able to attend public school districts (Seal, 2004). While an educational interpreter is working in a unique setting, often alone, it is important to have an administrator and network of professionals to reach out to share successes with and to have support from, in times of need. Through personal experiences and conversation with colleagues, it has been shared that working relationships between educational interpreters and their administrator can vary. This thesis identifies who is being assigned as an administrator to educational interpreters and it looks at the working relationships that educational interpreters have with their administrator. Data relating to current working relationships between educational interpreters and their administrators was gathered via an online survey. This survey was sent out across the United States to collect a range of perspectives from educational interpreters. This thesis also takes a look at the personalities of educational interpreters, as well as their administrators and how that could impact their working relationships. It is the hope that the research found can act as a basis for educational interpreters to conduct conversations around creating, building, and maintaining a working relationship with their administrators to ensure their success in the field. 3/7/2021 Master of Arts in Interpreting Studies Amanda Smith, Erin Trine, Julie Holma thesis https://wou.omeka.net/s/repository/item/4179 A Post-Pandemic Philosophy of Music Education Andrea Morgan Educational Methods | Elementary Education and Teaching | Secondary Education and Teaching | music | education | pandemic | differentiation | pedagogy 6/11/2022 Text theses/183 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/ An educational landscape drastically altered by the Covid-19 pandemic sets the scene as the author becomes their own research subject. The primary inquiry into how to become a better teacher is explored during the 2021-2022 school year in K-12 schools in Northwest Oregon. The inquiry was broken into three thematic questions to guide the research: What does differentiation look like in the music classroom? What methods could be employed to produce more effective instruction in the music classroom? How do I ensure that my music classroom is both culturally relevant and safe for all students? The research subject explores the themes of differentiation, strategic planning, and culturally relevant pedagogy in the context of three K-12 music classrooms in three different schools. The looming shadow of the covid-19 pandemic transforms the trajectory of the research, providing implications of the future of education. Keywords: music, education, pandemic, differentiation, pedagogy 6/7/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Amy Bowden, Dianne Nelson, Hillary Fouts action_research https://wou.omeka.net/s/repository/item/4177 A Modern Take on Research and Teaching Science Andrew Weber Education | Teaching | Science | Research | Best Practice | English Language Learners. 6/11/2022 Text theses/176 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/ The following contains the results of a study from my action research project that seeks to better understand how my own teaching practices have changed over the course of a year and my application within the classroom. The study focuses on three research questions: How has my incorporation of culturally responsive pedagogy changed since I started teaching? How does my teaching reflect best practices for high school science? And how has my implementation of inquiry-based learning changed since I started teaching? This research does not seek to evaluate how well I made use of the concepts within these three categories, rather, to better understand how they were and are being utilized over time throughout the student teaching experience of the MAT program. The student teaching practice is meant to be a reflective time of growth and learning within myself and my future. The results showed an increase in the planning, implementation and use of culturally relevant pedagogy, evidence-based practices, and scientific inquiry. Ultimately, however, the conclusion reveals that there is a lot of learning left and to do implementation that I will carry with me into my career as a teacher and educator of youth. 6/7/2022 Master of Arts in Teaching (initial licensure) Joshua Schulze, Larkin Foley action_research https://wou.omeka.net/s/repository/item/4176 A Look at How We Discuss the Work: Observations of Feedback in the Interpreting Classroom Chevon Nicole Ramey Education | Other Languages | Societies | and Cultures 12/10/2021 Text theses/71 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/ The aim of this study is to look at how the work of interpreting is discussed in the classroom. The focus was specifically on the language content and types of feedback being modeled by the instructors to the interpreting students. Data was collected through observations of an Interpreting II and Interpreting III course at San Antonio College. The hypothesis was that there would be a notable difference in the feedback given based on the level of student as well as a decrease in how often the feedback utterances of the students were reframed or redirected. The data showed negligible differences in the type and content of the feedback given by both instructors at the two different levels of the interpreting courses. The data illuminated the need for the incorporation of more appreciation feedback. Further research on how interpreters, mentors, interpreting educators and students discuss the work of interpreting is needed. The hope is that by implementing strategies that encourage and foster effective discussions universally we will then change the culture of horizontal violence that is prevalent in the field. 12/8/2021 Master of Arts in Interpreting Studies Amanda Smith, Sarah Hewlett, Tom Cox thesis https://wou.omeka.net/s/repository/item/4175 A Journey of Growth Through Practicum: Research Based Strategies of Differentiation, Planning, and Content Pedagogy Darcie Gutierrez Education | Differentiation | Universal Design for Learning | Technology 6/8/2022 Text theses/178 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/ An Action Research Project completed during a full year of student teaching practicum which included a literature review, research questions/goals, data collection, and analysis. The overarching goal is to ensure that teaching candidates improve and heighten their skills with research backed theories and processes. Research was gathered based on three more detailed and personal questions/goals: What is differentiation, and what does it mean in a classroom setting to students, to educators, to a school, and to a community? How can using a research-backed strategic planning method, or combination of methods, improve my planning, instruction, assessment and adjustments throughout my student teaching and subsequent career? What skills and knowledge am I missing from my pedagogical understanding of secondary social studies, and how can I apply newly acquired information into my student teaching? I used the research to plan and teach throughout my practicum. I gathered data using videos, lesson plans, cooperating teacher and university supervisor feedback, and students work samples. With the gathered data presented, I did an analysis of the information in relation to my research questions. The determination is that applying the research, I was able to reach the overarching goal of improving my teaching skills. I also thoroughly answered my research questions with data and researched backed expertise. Keywords: Differentiation, Universal Design for Learning, Technology 6/7/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays & Amy Bowden, Deborah Parker action_research https://wou.omeka.net/s/repository/item/4151 “Ever since I left the city”: An auto-ethnographic action research project on interpreting in a K-12 setting Halle Hamilton Education | Other Languages | Societies | and Cultures | K-12 Interpreting | Social Capital | Auto-ethnography | Action Research | Mentoring 8/3/2018 Text theses/129 eng http://creativecommons.org/licenses/by-nc/4.0/ This paper discusses the auto-ethnographic action research project that I conducted with the goal of improving my work as an interpreter and therefore reducing the “readiness to work gap” in my own professional practice. This action research project contained two different approaches with the goal of leading to self-improvement in my interpreting ability. The first approach involved working with a mentor to create goals that work toward the improvement of specific aspects of my interpreting process. This was typically done by selecting a sources text that would lend itself to practice working towards a specific interpreting goal. With limited mentoring opportunities in my region, this was mainly done through sharing recorded work samples synchronously and asynchronously with mentors over FaceTime, Google Hangout, Email, and over the phone. The second part of this project involved intentional practice in my work place through the documentation of both social and performance aspects of my interpreting practice. The documentation of these aspects of my interpreting lead to questions about my role as an Educational Interpreter and allowed me to keep track of how many times I intentionally worked towards the interpreting goals I created with my mentor. 6/10/2022 Master of Arts in Interpreting Studies Elisa Maroney, Amanda Smith action_research https://wou.omeka.net/s/repository/item/111 Full Issue Anthropology | Applied Mathematics | Cognitive Psychology | Education | Psychology | School Psychology 5/28/2014 Text;Image;StillImage pure/vol3/iss1/12 eng 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/ Full Issue 3 https://wou.omeka.net/s/repository/item/67 Xenophobia and Structural Violence: Barriers to Education for Roma Youth Lisa Catto Social and Cultural Anthropology | Romani | xenophobia | structural violence | education | human rights | segregation | Europe 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. 5/29/2012 Text pure/vol1/iss1/5 eng 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/ Barriers to Education for Roma Youth 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. 1 Robin Smith Robin Smith https://wou.omeka.net/s/repository/item/39 Reforming Juvenile Justice Requires Innovating Equity in Education Ivy T. Bonk unaddressed trauma | inequity | education | juvenile justice reform | school-to-prison pipeline jr3/vol2022/iss1/5 As many as 85 percent of students in juvenile justice are said to have some type of learning disability (National Council on Disability, 2015). A root cause analysis of indicators across societal systems reveals a pattern or chain of events which lead to this contemptible outcome. A contemptible outcome that represents the detriment of millions of children and families used to feed a cycle that erode the emotional and mental wellbeing not only of individuals, but the societies in which they live; not only erodes emotional and mental wellbeing but stands as a hallmark for the devaluing of human life. A contemptible outcome that must be interrupted. Research and best practices are available to disrupt this alarming statistic and with it reduce the number of students ever becoming systems-involved with juvenile justice. Using a synthesis of research and review of best practices, this article identifies problems, offers insights and strategies for intervention, revealing a solution that could put an end to the school-to-prison pipeline. 10/8/2022 Dr. Ivy Bonk, founder at Every Child Whole, is a systems strategist, master synthesizer, and innovator with over two decades of experience in education. Fourteen years ago, as a principal she suspected a correlation between the misdiagnosis of learning disabilities and the symptoms from childhood trauma. Her suspicions led her down a path of inquiry which resulted in a doctorate in Educational Psychology. This awareness of the impact of unaddressed trauma on learning development converging with the fragmentation and incongruence in the education system is what motivates her every day to design and advocate for strategies and solutions to counter the systemic inequity this causes. Supporting her doctorate in Educational Psychology from Regent University, is an MBA as well as specialty training in Neurosequential Modeling in Education (NME) from the Child Trauma Academy (CTA). In addition to her education and work experience, her passion for systemic reformation has fueled the writing of courses and books including The Day Trauma Came to Class, LOST: Finding My Way Back to a Place I’ve Never Been and Grounded Learning: Education’s Recovery Plan. She is the architect of The Lost Child Theory and Grounded Learning Framework. 137