Url https://wou.omeka.net/s/repository/item/14780 Resource class dctype:Text Title Bridging Digital Spaces: Connecting Accessibility and Learning Theories Across Web and Learning Environments Creator Katherine Marshall Date 6/14/2025 Type Text Professional Project Identifier pp20251211a Language eng Abstract This professional project equips K–12 educators with evidence-based strategies to support the academic and personal success of students with ADHD. Delivered through a one-hour professional development session, it includes a Google Slides presentation, a printed note-taking document, and a curated resource guide featuring information on ADHD, neurodivergence, executive functioning, and movement breaks. By addressing key executive functions—planning, time management, goal setting, organization, and cognitive flexibility—the project fosters student growth and inclusive, student-centered learning. It also reflects my development as an instructional leader committed to equity, collaboration, and innovation in supporting educators and creating environments where all learners can thrive. Date Available 2025-06-15 Degree Master of Science in Education: Educational Technology Key Words neurodiversity literacy Note Kenneth Carano Marcus Wenzel Randall (Dana) Ulveland -- Url https://wou.omeka.net/s/repository/item/14773 Title Q. Why Me? A. Who Else? Mentoring with Myk Rose Creator Shayla Richardson Date 11/15/2025 Type Text Identifier maiscasestudies111325f Language eng Rights Western Oregon University Library has determined, as of 11/15/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Burnout and a lack of sustainable formal leadership are challenges for the field of signed language interpreting. While formal leaders often face attrition and a lack of support, informal or everyday leaders can fill mentorship and leadership gaps in their communities. This case study highlights Myk (Michael) Rose. Rose’s mentorship style leads by example, by creating spaces that promote growth through safety, resilience, and trust. As the interpreting field and its practitioners are changing, Rose’s approach to supporting emerging interpreters and colleagues shows success. Rose’s example demonstrates that leadership begins with care and taking responsibility, and that everyday informal leaders can transform people, a community, and the profession. Key Words interpreting; mentoring; leadership -- Url https://wou.omeka.net/s/repository/item/14772 Title Graciela Zozaya: A profile in professionalization Creator Rey Romero Date 11/15/2025 Type Text Identifier maiscasestudies111325e Language eng Rights Western Oregon University Library has determined, as of 11/15/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Graciela Zozaya, an interpreter educator in Houston, Texas, personifies the evolution from a bilingual ad hoc translator and interpreter to a strong advocate for interpreter training and certification. Having more than four decades of experience in the industry, she has used her positions as manager for language services in the county’s flagship healthcare provider and as strategic solutions executive for a Large Language Services Provider to promote interpreter training and certification. Furthermore, she has collaborated with local universities in continuing education certificate programs for interpreters and translators. Her beliefs and compromise in the professionalization of interpreters is also exemplified by her key leadership roles in several organizations, including the National Council on Interpreting in Health Care and the National Board of Certification for Medical Interpreters, among others. Ms. Zozaya contributes her enthusiasm and commitment to professionalization to her friend and mentor Esther Diaz, a pioneer in establishing interpreter certification education programs in Texas. Key Words interpreting; training; certification; leadership; professionalization; mentoring -- Url https://wou.omeka.net/s/repository/item/14771 Title Autumn Esclovon: “It’s My Soapbox, It’s My Passion” Creator Meikayla Mixon Date 11/15/2025 Type Text Identifier maiscasestudies111325d Language eng Rights Western Oregon University Library has determined, as of 11/15/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This case study was conducted within a larger project designed to spotlight leaders in the interpreting community. I chose to recognize Autumn Esclovon, who is a respected and accomplished American Sign Language/English/Protactile interpreter, educator, and mentor. Her love for the DeafBlind community shines through all aspects of her work, and the lessons she has learned from individuals within this community influence the characteristics of leadership she cherishes the most. She is a kind and encouraging mentor who leads with respect and courage and encourages growth not only for herself but for those around her. Key Words interpreting; mentoring; leadership -- Url https://wou.omeka.net/s/repository/item/14770 Title Pam Wilson: Driven to Learn, Committed to Serve Creator Mikaela Jordon Date 11/15/2025 Type Text Identifier maiscasestudies111325c Language eng Rights Western Oregon University Library has determined, as of 11/15/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract In the American Sign Language (ASL)-English interpreting profession, many interpreters report feeling a sense of competition and worthlessness because of comments or actions of their colleagues, known as horizontal violence. Horizontal violence includes any action that diminishes the worth of another interpreter and is perpetrated by members of the profession causing undue harm to the affected interpreter (Ott, 2012). Interpreters like Pam Wilson have striven to make a difference in their communities. Pam is a leader who is eager to learn, people-centered, and humble. Her dedication is exemplified by her work ethic and how she interacts with colleagues and consumers. She continually shows care and compassion for those she works with by making them feel seen and heard. Pam is driven by her desire to pass on what has been done for her. By following Pam’s model of leadership, the occurrence of horizontal violence can be greatly reduced. Key Words interpreting; leadership; humility; horizontal violence -- Url https://wou.omeka.net/s/repository/item/14769 Title How a Russian Professor Professionalized United States Healthcare Interpreting Creator Marisa Rueda Will Date 11/15/2025 Type Text Identifier maiscasestudies111325b Language eng Rights Western Oregon University Library has determined, as of 11/15/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Natalya Mytareva is an undervalued yet pivotal contributor to the translation and interpreting community. Beginning her career as a university professor teaching interpretation and translation courses at Volgograd State University in Russia, she came to the United States as an immigrant and had to change careers entirely more than once upon arrival. Her experience as Communications Director at the International Institute of Akron, a refugee resettlement agency, deepened her understanding of the critical need for qualified interpreters in healthcare settings. As one of 13 founding commissioners of the Certification Commission for Healthcare Interpreters (CCHI), Natalya's work led to the first healthcare interpreting certification exam that was nationally accredited for spoken language interpreters. Furthermore, through CCHI, she was later able to develop an English-only exam—the first of its kind created by any federal, state, or private organization—that could reliably test the interpreting skills of all healthcare interpreters. Her work revolutionized the healthcare interpreting profession by giving interpreters of all languages credentials that would put them on the same level as their colleagues in healthcare. Much can be learned from Natalya's grit, determination, and leadership style, which led to a truly transformative feat in medical interpreting history in the United States. Key Words Healthcare interpreting; leadership; professional standards; CCHI; NCCA accreditation; case studies -- Url https://wou.omeka.net/s/repository/item/14768 Title Christine Nakahara: A Back-of-the-Bus Kind of Leader Creator Lauren Jourdonnais Date 11/15/2025 Type Text Identifier maiscasestudies111325a Language eng Rights Western Oregon University Library has determined, as of 11/15/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Christine Nakahara is an American Sign Language (ASL)/English interpreter, mentor, and educator located in the Bay Area of San Francisco, California. She has been in the interpreting field since 2008. Working behind the scenes rather than in the spotlight is her style, hence the self-identified term “back-of-the bus” kind of leader. Her passion and respect towards cultural differences and her efforts to support ethnically diverse communities of interpreters are at the center of her work, providing mentorship holistically and naturally to her mentees. Key Words interpreting; empathy; justice -- Url https://wou.omeka.net/s/repository/item/14761 Title Improving the Individual Problem-Solving Process for All Staff and Students Creator Patrick Lau Date 9/15/2025 Type Text Professional Project Identifier pp_20251023b Language eng Rights Western Oregon University Library has determined, as of 09/29/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project centers on the enhancement of the Individual Problem Solving (IPS) process through the implementation of a structured, schoolwide support system designed to benefit both students and staff. Throughout the 2024–2025 academic year, a diverse team of educators collaborated to update, streamline, and refine the IPS framework. The primary objective was to provide teachers with an accessible and efficient document that enables them to clearly articulate a student’s concerns, strengths, and areas of need. By simplifying the referral process and ensuring consistency in documentation, the updated IPS serves as both a practical tool for classroom teachers and a guiding framework for determining the most appropriate supports, including potential special education services. Ultimately, the aim is to leave a sustainable, user-friendly process that enhances teacher effectiveness, promotes early and accurate interventions, and fosters equitable access to support for all students. Degree Master of Science in Education Note Steven Nelson Erica Manzo Note Alicia Wendzel -- Url https://wou.omeka.net/s/repository/item/14760 Title Theory to Practice—It’s a Long Jump! Creator Gracie Ann Meives Date 9/15/2025 Type Text; Image; StillImage Action Research Project Identifier arp_20251023c Language eng Rights Western Oregon University Library has determined, as of 09/29/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract My aim with this project is to explore the development of a new interpreter in a K–12 educational setting. In my professional reflective journal, I collected data focused on new interpreters’ skill development, such as feedback, mentors, work samples, boundaries, supervision sessions, and lexical/grammatical items. Using the text analysis tool Voyant (2025), I scanned the data for lexical patterns as well as general themes in each quarter of the journal. My findings point to four overarching periods of transition that each have their own distinctive data and patterns. These four quarters are found in the results in Chapter 4. These distinct quarters show the natural progression of filling “the gap” between theory and real-world interpreting experiences. I hope to use my findings to offer a look into the process of transitioning from an interpreter education program to life as a working professional to better identify emerging professionals’ skill acquisition needs. Degree Master of Arts in Interpreting Studies Note Amanda Smith Erin Trine Note Elisa Maroney -- Url https://wou.omeka.net/s/repository/item/14759 Title Evaluating Student Achievement Through Rigorous Project-Based Learning in Secondary Science Education Creator Mickayla Rose Timberlake Date 9/15/2025 Type Text; Image; StillImage Action Research Project Identifier arp_20251023b Language eng Rights Western Oregon University Library has determined, as of 09/29/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explores and evaluates the effectiveness of Rigorous Project-Based Learning in a high school chemistry classroom using the framework of McDowell, Hattie, and Boss (2017). The tenets that were explored and evaluated were creating purposeful learning experiences, deepening content understanding, building strong relationships, and applying evidence based practices such as scaffolding, modeling, and peer collaboration. Degree Master of Arts in Teaching (initial licensure) Note Rebecca Chitkowski Note Rachel Harrington -- Url https://wou.omeka.net/s/repository/item/14758 Title Developing Digital Literacy Among High School Civics Students Creator James O’Neil Date 9/15/2025 Type Text Action Research Project Identifier arp_20251023a Language eng Rights Western Oregon University Library has determined, as of 09/29/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explores how teaching digital literacy impacts high school students' ability to conduct quality research and develop responsible civic and digital citizenship. Motivated by my personal educational journey marked by limited digital access and the support of extracurricular mentors I seek to bridge the digital divide in my junior/senior civics classroom. Although most students have school-issued Chromebooks, disparities remain in their home access to technology and internet resources. My project integrates digital tools and online resources into instruction, enabling students to engage with content at their own pace while developing essential research and media literacy skills. The primary research questions guiding this study are: (1) How does teaching internet literacy influence students’ ability to evaluate and use quality sources? and (2) How does it contribute to their growth as informed civic and digital citizens? Through student reflections, written assignments, and consistent formative assessment, I aim to track progress and adapt instruction to ensure equity and relevance. This work aligns with InTASC standards and supports lifelong learning, collaboration, and social awareness. Findings will be shared with peers, faculty, and students, with the goal of improving instructional practices and preparing students for success in an increasingly digital world. Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano Note Rachel Harrington -- Url https://wou.omeka.net/s/repository/item/14757 Title Another Wave of Trauma: A Professional Development on Trauma-Informed Practices to Support Students Impacted by Immigration Creator Prudencio Camacho Cabrera Date 9/15/2025 Type Text; Image; StillImage Professional Project Identifier pp_20251023a Language eng Rights Western Oregon University Library has determined, as of 09/29/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project contextualizes trauma-informed practices (TIP) for educators serving students impacted by immigration. With immigration reform and policy being carried out immediately by the current Republican administration, teachers need to become more equipped in catering to the social-emotional needs of their students. Students that now become targets of raids, deportations, family separations, and other systemic inequities. This project tailors forms of critical pedagogy to create a professional development (PD) focused on developing the practice of critical reflection. A practice that can be either self-reflective or reflective on systems that perpetuate inequity. TIP is problematized in this project, especially when structured to follow passive, White-dominant ideologies. As a challenge to educators, the PD urges educators to unlearn practices rooted in these ideologies. As replacement, the PD encourages educators to learn practices that enhance their awareness of immigrant identities, reframe TIP as social justice, and create spaces for student testimonies to be made and heard. This project adds to the discourse of critical pedagogy by tailoring and contextualizing practices to the identities, experiences, and narratives of students impacted by immigration. Degree Master of Science in Education: Curriculum and Instruction Note Micah Walker Gregory Zobel Note Jaclyn Caires-Hurley -- Url https://wou.omeka.net/s/repository/item/14755 Resource class dctype:Text Title Improving the Individual Problem-Solving Process for All Staff and Students Creator Patrick Lau Date 2025-09-15 Type Text Identifier 20251001_pp_a Language eng Rights Western Oregon University Library has determined, as of 10/01/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project centers on the enhancement of the Individual Problem Solving (IPS) process through the implementation of a structured, schoolwide support system designed to benefit both students and staff. Throughout the 2024–2025 academic year, a diverse team of educators collaborated to update, streamline, and refine the IPS framework. The primary objective was to provide teachers with an accessible and efficient document that enables them to clearly articulate a student’s concerns, strengths, and areas of need. By simplifying the referral process and ensuring consistency in documentation, the updated IPS serves as both a practical tool for classroom teachers and a guiding framework for determining the most appropriate supports, including potential special education services. Ultimately, the aim is to leave a sustainable, user-friendly process that enhances teacher effectiveness, promotes early and accurate interventions, and fosters equitable access to support for all students. Degree Masters of Science in Education Note Steven Nelson Alicia Wenzel Erica Manzo Type professional_project -- Url https://wou.omeka.net/s/repository/item/14754 Resource class dctype:Text Title Evaluating Student Achievement Through Rigorous Project-Based Learning in Secondary Science Education Creator Mickayla Rose Timberlake Date 2025-09-15 Type Text Identifier 20251001_arp_a Language eng Rights Western Oregon University Library has determined, as of 10/01/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Degree Masters of Arts in Education Type action_research_project -- Url https://wou.omeka.net/s/repository/item/14717 Resource class dctype:Text Title Elara and the Whimsywisp Tree: An SEL Based Children’s Book and Accompanying Parent Guide Creator Heather Brower Date 2025-06-15 Type Text Identifier HeatherBrower_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project introduces Elara and The Whimsywisp Tree, a creatively crafted story designed to foster social and emotional learning (SEL) among children. There is also an accompanying parent guide aimed at enhancing family engagement. The story uses imaginative narrative elements to teach core SEL competencies including self-awareness, self-management, social awareness, relationship skills, and responsible decision making. By creating a shared literacy experience, the story provides families with valuable opportunities for open dialogue, teachable moments, and emotional development. The parent guide complements the story by offering strategies for modeling SEL skills, encouraging receptive communication, and supporting children's emotional growth in a family setting. The integration of storytelling and family centered approaches in this initiative aims to strengthen emotional literacy and familial bonds. The overall goal of the storybook and parent guide is to promote lifelong social emotional skills in children, ultimately contributing to their overall well-being and resilience. Degree Master of Science in Education Key Words emotional literacy social emotional learning healing from trauma Note Kenneth Carano Gregory Zobel Ya-Fang Cheng Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14711 Title Navigating Worlds: Uncovering the Unique Positionality and Experiences of Hard-of- Hearing ASL Interpreters Creator Carli Maegan Jones Date 6/15/2025 Type Text Identifier CarliJones_Thesis_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Existing research overlooks the experiences of hard-of-hearing individuals working as American Sign Language (ASL) interpreters. To fill this gap, I have documented some of their challenges, unique perspectives as language users, and contributions to the ASL interpretation field. Employing qualitative methods, I have amplified their voices and shed light on their experiences, advocating for inclusivity and equity within ASL interpretation. This study aligns with broader discussions on disability rights and professional diversity; it aims to challenge stereotypes, dismantle barriers, and foster transformative change. Additionally, it recognizes the unique cultural and linguistic skills Hard-of-hearing Interpreters (HHIs) bring to their practice. Degree Master of Arts in Interpreting Studies Key Words American Sign Language (ASL) Hard-of-Hearing Interpreter (HHI) Deaf Interpreter (DI) Hearing Interpreter (HI) Positionality Deaf Identity Deaf Culture Note Amanda Smith Elisa Maroney Stacey Rainey Type Thesis -- Url https://wou.omeka.net/s/repository/item/14710 Title When Every Second Counts: Assessing the Preparedness of 911 Operators to Process Video Relay Service Calls Creator Lydia Grace Rogers Date 6/15/2025 Type Text Identifier LydiaRogers_Thesis_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Video Relay Service (VRS) is a telecommunication service that provides American Sign Language interpreters for deaf and hard of hearing individuals. With expansions and technological developments, more people in the deaf community are using VRS services for their needs, including 911 emergencies. Both 911 operators and interpreters must work together to provide efficient and effective communication despite frequent complications. This study addresses the gap in literature on 911 operators’ knowledge and preparedness for processing VRS calls. The purpose of this research is to assess the knowledge base of 911 operators regarding VRS call processing and explore the potential need for specialized training to help mitigate obstacles and provide the best possible service to the deaf community. Degree Master of Arts in Interpreting Studies Key Words Interpreting emergency response training Note Elisa Maroney Stacey Rainey Kathy Groves Type Thesis -- Url https://wou.omeka.net/s/repository/item/14709 Title Project-Driven Portfolio Creator Logan Carlos Date 6/15/2025 Type Text Identifier LoganCarlos_Portfolio_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project-driven portfolio features two artifacts. The artifacts are both online mini-courses. One is a mini-course on softball hitting fundamentals. The other is on social media content creation. Here is the portfolio link with all the links associated with my project: https://lcarlos17.wixsite.com/lcarlospdp Degree Master of Science in Education: Educational Technology Type Portfolio -- Url https://wou.omeka.net/s/repository/item/14708 Title Bridging Digital Spaces: Connecting Accessibility and Learning Theories Across Web and Learning Environments Creator Katherine Marshall Date 6/15/2025 Type Text Identifier KatherineMarshall_Portfolio_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project encompasses the comprehensive development of educational technology solutions for American Association for Laboratory Animal Science (AALAS) certification training, including both an online course and website platform. The initiatives support Assistant Laboratory Animal Technician (ALAT) and Laboratory Animal Technician (LAT) certification preparation for research technicians and professionals with diverse educational backgrounds. The ALAT course, requiring 288 development hours, was designed as an asynchronous Canvas-based program featuring narrated PowerPoint presentations, YouTube-hosted multimedia, and interactive self-assessment tools. The OAALAS website, representing 480 development hours, served as a centralized educational hub with accessible navigation and comprehensive resources. Both platforms demonstrate alignment with Association for Educational Communications and Technology (AECT) standards while incorporating evidence-based instructional design principles including Gagné's Nine Events of Instruction, Mayer's Cognitive Theory of Multimedia Learning, Universal Design for Learning (UDL), and Adult Learning Theory. Key accessibility features include captioned videos, alt-text descriptions, mobile-friendly design, and simplified navigation structures optimized for learners with varying technical proficiency. The project addressed diverse learning preferences (75% visual, 20% kinesthetic, 10% auditory learners) through multimodal instruction. The evolution from standalone website to Learning Management System integration demonstrates iterative instructional design and commitment to continuous improvement in professional certification preparation. Degree Master of Science in Education: Educational Technology Key Words EdTech Andragogy Multimodal Note Randall Ulveland Type Portfolio -- Url https://wou.omeka.net/s/repository/item/14707 Title Working to Bridge the Gap: The Need for Additional Supports for Students with Dyslexia in Public Schools Creator Abigail Fisher Date 6/15/2025 Type Text Identifier AbigailFisher_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project examines the lack of resources and supports in place for students with dyslexia in the public school system. Based on peer-reviewed literature, this project proposes evidence-based strategies to address and reduce this disparity. These strategies include differentiated instruction and the implementation of multisensory approaches. Differentiated strategies (content, process, product, and environment) must be implemented simultaneously to result in effective learning growth and outcomes (Tomlinson, 2000). In addition, multisensory approaches such as reading-while-listening (Almahrag, 2021; Clinton-Lisell, 2023), technology interventions (Macaruso et al., 2020; Lerga et al., 2021), project based learning (Filippataou, 2010), movement based learning (Javed et al., 2023), and explicit instruction (Morrison, 2023; Hughes et al., 2017), all create learning opportunities that support students with dyslexia. By creating an asset-based 4th grade ELA unit, which incorporated both differentiation and multisensory strategies, I was able to add to this area of research and highlight how teachers can adapt curriculum to best meet the needs of their students, especially students with dyslexia. It is evident that when teachers create curricula that pull from their student’s strengths, all learners thrive. Degree Master of Science in Education: Reading Key Words dyslexia differentiation multisensory approaches Note Ken Carano Annie Delbridge Jaclyn Caires-Hurley Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14699 Title From Representation to Transformation: The Role of Cultural Relevance in Effective Pedagogy Creator Wyatt Anthony Smith Date 6/15/2025 Type Text Identifier WyattSmith_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This study explores the implementation of culturally relevant teaching (CRT) to enhance student engagement and instructional clarity in a high school history classroom. Grounded in Gloria Ladson-Billings’ CRT framework, the research examines how integrating students’ cultural backgrounds and lived experiences into lessons fosters deeper learning connections. Using qualitative methods, including reflective journals, formative assessments, and mentor feedback, the study highlights the impact of student-centered strategies such as gamified study guides, personalized historical narratives, and interactive digital formats. Findings suggest that CRT increases student agency, supports critical thinking, and enhances relevance in social studies education; however, challenges such as absenteeism and systemic barriers complicate its implementation. The study concludes that sustained reflection, adaptability, and intentional curriculum design are crucial for effectively implementing CRT to bridge educational gaps and empower diverse learners. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Culturally Relevant Teaching Gameification Note Amy Bowden Benjamin Finnegan Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14698 Title Students and Citizens: The Effects of Civic Education on Students and their Communities Creator Walter Du Ruz Bender Date 6/15/2025 Type Text Identifier WalterBender_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The objective of this research project was to explore the effects that a focus on civic education had on students in a 9th grade high school classroom. Can civic education concepts benefit students who are not in a dedicated civics class? How can education prepare students to be active, engaged citizens? For the purpose of this project, I modified my lesson plans and assignment designs to include civic content and give students opportunities to connect historical issues to present-day problems in their communities. I interviewed students about their experiences during the project and tracked data about student grades and engagement. The data and interviews showed that students had positive outcomes as a result of civic education focused lessons. Many students spoke extensively about their interest in the subject, and most students had large improvements in grades and work completion. However, many students also expressed concern about the content becoming “too political,” which points to increasing political polarization among young people. My interpretation is that civic education-focused lessons have a definite positive effect for students and in fact are critically important to ensure that students can become engaged citizens. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Education Civics Citizenship Note Amy Bowden Ken Carano Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14697 Title Incorporating Multicultural Education into a Drama Classroom at a Predominantly White High School Creator Troy Pennington Date 6/15/2025 Type Text Identifier TroyPennington_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explores how multicultural education, framed through social justice, can be meaningfully integrated into a drama program at a predominantly white high school. Grounded in James A. Banks’ (2016) framework, specifically content integration, prejudice reduction, and empowering school culture, the study addresses the lack of representation and inclusive pedagogy in traditional theater education. Conducted in a rural Oregon high school, the project spanned two units, totaling fifteen days. Data included student work, reflections, performances, and observations, analyzed using open coding and inductive thematic methods. Four key themes emerged: a unified classroom culture, increased academic participation, student voice and empowerment, and the disruption of dominant narratives. Findings show that when students are supported in exploring identity and injustice through theater, they engage more deeply and empathetically. The project highlights the transformative potential of culturally responsive, student-centered arts education and offers guidance for creative inclusive, socially conscious learning environment. Degree Master of Arts in Teaching (initial licensure) Key Words multicultural education high school drama drama Note Amy Bowden Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14696 Title Evaluating Oregon’s Reentry Practices Against Best Practices Creator Tristan R. Brabson Date 6/15/2025 Type Text Identifier TristanBrabson_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Adult in Custody reentry back into the community has a wide-reaching impact across the United States. Much research has been done to understand how to enrich this process in order to increase community safety and reduce recidivism, but little is known about the state of reentry in Oregon. This study investigates the recognized relevant factors concerning a successful reentry back into the community and applies them to Oregon’s reentry programming and policies. This study uses secondary data gathered across multiple databases delimited by research that focuses on adult prison reentry only. This research was organized and analyzed to reveal common relevant factors to successful reentry and then compared against the collected information regarding Oregon’s reentry practices via government websites, literature, and other forms of disseminated information. The findings indicate that relevant factors supporting successful reentry start at intake and continue through incarceration and time back in the community. Oregon reentry practices apply several of these factors in their reentry programs and policies but still need to expand in order to become a leader in successful community reentry. The findings highlight areas of success and failure to create a roadmap for future reentry development and research. Degree Master of Arts in Criminal Justice Key Words Oregon reentry reentry best practices recidivism Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14695 Title Emotionally Charged Performances in Music Education Classrooms: Fostering a Positive Learning Environment through Culturally Responsive Teaching Creator Trevor R. Wilson Date 6/15/2025 Type Text Identifier TrevorWilson_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The purpose of this action research study is to determine how utilizing culturally responsive teaching strategies (CRP) to invoke an emotional connection to music enhances musical performances and educational music outcomes. How can students draw from their personal experiences through CRP to enhance their emotional connection to the music they play and their performances? The primary goal of this project is to connect emotional understanding through SEL and CRP to musical concepts and performances to convey a depth and breadth of student understanding. My teaching goals are to inspire students to be creative and take agency within their music-making to provide emotionally charged performances at a high level. Being culturally relevant to students has a large impact on student success and learning outcomes. Engaging with enhanced lessons that are culturally relevant can help engage students to understand the concepts at a deeper level. For music students, this can lead to better engagement and emotionally charged performances. Degree Master of Arts in Teaching (initial licensure) Key Words Culturally Relevant Pedagogy Music Education Social-Emotional Learning Note Marcus Wenzel Sarah Perkins Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14694 Title Culturally Responsive Teaching Can Support Student Engagement and Inclusiveness in Physical Education Creator Trevor Karsseboom Date 6/15/2025 Type Text Identifier TrevorKarsseboom_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The research project examines how culturally responsive teaching (CRT) together with student voice and differentiated instruction affect student engagement and inclusiveness in elementary physical education (PE). The research conducted at Lincoln Elementary in Woodburn, Oregon examines how deliberate inclusion of students' cultural backgrounds and personal interests and abilities within PE curriculum development creates an inviting and motivating educational space. The research data consisted of student survey responses together with observational notes and teacher lesson reflection records. The study reveals that students become more engaged when they see themselves represented in activities and when they participate in shaping their educational experiences. The practice of differentiating instruction and equipment according to student needs resulted in better confidence and skill growth among students. The research supports the concept that PE teaching methods which are both inclusive and responsive create better learning opportunities for all students while boosting their engagement levels. Degree Master of Arts in Teaching (initial licensure) Key Words Culturally responsive teaching student voice in PE differentiated instruction Note Rachel Harrington Nancy Tedder Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14693 Title Closing Practices of Gratitude in the Classroom Creator Susan Nash Date 6/15/2025 Type Text Identifier SusanNash_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explored how a daily closing ritual of gratitude, “Gratitude Soup,” created a sense of belonging for students in a Theatre 2 classroom. Rooted in Nel Noddings’ ethics of care, the teaching philosophy behind this practice values building genuine, caring communities that see and honor every student. The aim of this project was to measure how this simple, low-barrier practice could support students’ emotional regulation, improve engagement, and foster a stronger sense of community in class. Data was gathered over the course of a semester and then analyzed, triangulated, and interpreted using traditional qualitative analysis procedures. Qualitative data was gathered through classroom observations, informal student reflections, and a more in-depth survey to measure how this practice shaped the emotional climate of the room. This project aims to situate itself in a larger effort to understand how small, intentional SEL practices can be both practical and powerful in creating more connected, inclusive classrooms. Findings from this action research demonstrate a link between Gratitude Soup–a small, intentional SEL practice–and an overall improved sense of belonging and student community in the classroom. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Drama Education Gratitude SEL Note Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14672 Title The United States Postal Service: Understanding White-Collar Crime, Criminal Activity, and Fraud Prevention Effectiveness Creator Susan C. Ames Date 6/15/2025 Type Text Identifier SueAmes_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The United States Postal Service plays a significant and vital role in this country’s communication infrastructure, economy, and the daily lives of every person and business that uses it, where no single operation in the world can compare. This study investigates the effectiveness and/or failures of the fraud and criminal activity prevention systems, strategies, and measures utilized by USPS; the circumstances in which white-collar crimes are likely to occur; the other law enforcement agencies that collaborate with USPS; contributing factors of fraud and criminal activity against USPS; and the societal impact that fraud prevention can have on the overall economy. The justification for this research is to expose the extremely detrimental consequences when systems fail for those who depend on this agency daily for correspondence, commerce, and essential functions. The key finding of this research revealed that efforts are continually made to improve fraud prevention, including the enhancement of physical security measures, improved technological security measures, improved legal and regulatory frameworks, improved investigative and enforcement mechanisms, improved prevention and mitigation strategies, continued law enforcement partnerships, improved employee training and awareness, and improved and public awareness campaigns. Degree Master of Arts in Criminal Justice Key Words White-Collar Crime United States Postal Service Federal Note Omar Melchor-Ayala Mari Sakiyama Terry Gingerich Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14671 Title Oregon’s Correctional Education: Analyzing Oregon’s Prison Education Programs Through the Websites of Collaborating Colleges and Universities Creator Skylar Wolfe Connolly Date 6/15/2025 Type Text Identifier SkylarConnolly_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract In the United States there is roughly 1.2 million individuals incarcerated. These individuals need treatment and/or programs to be rehabilitated. Correctional education (CE) is part of those programs. This research was the preliminary analysis of the CE programs within the state of Oregon. The purpose of this research was to create a baseline for future studies. To accomplish this, the research used the websites of colleges and universities that collaborate with the Oregon Department of Corrections. There were six colleges and universities in Oregon that had launched a collaborated CE program. The websites were chosen as samples for their unique lens. This research used secondary data from the websites to attempt to answer the research question. The websites were analyzed for courses, degrees, age of program, support, goals, data, and employability. The findings were sporadic. Degree Master of Arts in Criminal Justice Key Words Correctional Education Prison Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14670 Title Intervention Strategies at the Middle School Level: Methods and Practices for Student Engagement Creator Shannon Pickering Date 6/15/2025 Type Text Identifier ShannonPickering_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The purpose of this action research project was to examine whether targeted, tiered intervention strategies, utilizing the Response to Intervention (RTI) framework, could improve reading fluency and comprehension, and to identify engagement strategies that support middle school students performing below grade level. This study aimed to answer: 1) Do targeted and tiered interventions improve fluency and comprehension? 2) What instructional strategies give the most student engagement? This work highlights the importance of closing literacy gaps at the middle school level, ensuring accessibility, and promoting a sense of student success. This study collected data through classroom observations, student work samples, informal interviews, and progress monitoring tools such as DIBELS or PowerUp. Thematic coding and analysis were employed to identify patterns across the intervention tiers and whole-class instructional sessions. Key findings revealed that scaffolded instruction for students below grade level were insufficient to bridge the learning gap. When scaffolds are paired with explicit teaching strategies in tiered intervention environments, this leads to the greatest task completion and student growth in comprehension. Ensuring that students understood the content prior to introducing classroom work, along with scaffolds, was found to impact learning outcomes significantly. Emotional factors were also found to highly impact students’ learning outcomes and social-emotional well-being. This study concluded that the RTI-based interventions, which focused on comprehension and fluency skills, when integrated with scaffolds and emotional support, are highly effective methods for closing literacy gaps at the middle school level. These findings highlight the importance of responsive, student-centered intervention models and suggest the need for broader implementation. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Intervention RTI ATI Note Coley Lehman Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14669 Title Professional Development on Sheltered Strategies for K-5 Educators Creator Scarlett Working Date 6/15/2025 Type Text Identifier ScarlettWorking_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project is focused on developing a professional development for K-5 educators on implementing sheltered strategies. It is important for educators to academically reach each student in their classroom; this must also include emergent bilingual learners (EB learners). EB learners need comprehensible input in order to access content instruction delivered within their L2 (developing second language). Educators must incorporate both sheltered instruction (SI) and sheltered strategies within their current content-based instruction. This means teachers must alter their current educational approaches to include both language learning and EB learners. However, it is incredibly difficult for educators to meet the needs of EB learners when they are equipped with the right educational tools, approaches, and strategies. The current literature regarding SI and sheltered strategies expresses a critical need for more education and professional developments regarding these topics. This professional development includes defining SI, stating research that supports SI, how content and language can be integrated alongside SI, connecting SI, zone of proximal development (ZPD) and scaffolding, as well as listing and explicitly modeling specific strategies. It is important to note that the delivery of this PD is focused on explicitly modeling each strategy listed. Embedding sheltered strategies within the presentation provides educators with a clear path on how to implement these strategies within their own educational environment. This includes a discussion on each strategy, and explicit modeling to encourage implementation. Results from this PD includes the importance of language learning beside content instruction, comprehensible input in order to promote actual understanding, and the continuation of SI presentations for educators in order to support implementation of sheltered strategies within the classroom. Degree Master of Science in Education: ESOL Key Words ZPD Comprehensible input Sheltered Instruction Note Ken Carano Jessica Doughtery Dana Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14668 Title You Are Not a Failure, They Failed You: A Disability-Focused Approach to Education Creator Sarah Stover Date 6/15/2025 Type Text Identifier SarahStover_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explores the implementation of disability-focused anti-oppressive pedagogy in a middle school Language Arts classroom. Conducted in a highly structured, military-style school, the study was conducted with two research questions in mind: How did one autistic teacher implement disability-centered anti-oppressive pedagogy in a middle school Language Arts course at a military-style school, and how did students enrolled in this Language Arts course respond to their autistic teacher’s disability-centered pedagogical foci? This research included lessons centered around disability representation, bias, and accessibility. Data collection included personal observations in a journal, gradebook analysis, student work samples, and surveys. Findings revealed three major outcomes: increased engagement, higher academic achievement, and deeper social emotional learning. This research suggests that disability-centered pedagogy is beneficial to all students, creating an asset-based learning environment that accommodates everyone. While limitations such as the military structure are acknowledged, this study advocates for the broader implementation of disability justice in classroom practice. Degree Master of Arts in Teaching (initial licensure) Key Words disability education asset-based education Note Amy Bowden Coley Lehman Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14667 Title Professional Project: Promoting Home Literacy Environments Through the Implementation of a Literacy Night and a Website Creator Sam Shuirman Date 6/15/2025 Type Text Identifier SamuelShuirman_PP_2025 Language eng spa Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The research question behind this professional project looks at why students may be behind in their literacy learning, and takes a look at what can be done outside of the school environment. The goal of this professional project is to explore the meaningful impact of a comprehensive home learning environment for children, as well as looking at two different ways to share strategies, methods, and ideas for how to construct a home learning environment, through a literacy night and a website. It is widely understood that children who grow up in homes that have home literacy environments, have much more positive growth in their literacy skills overall, in conjunction with formal instruction at school, than children who do not have that same access to home literacy environments. The goal of the literacy night is to inform families, students, and community members of several key strategies for cultivating a home literacy environment. The website adds on to this by providing different resources for families and community members to access that provide literacy resources and websites that can be used at home. Creating a community of learners progressing in their literacy development is the end goal of this project. Degree Master of Science in Education: Reading Key Words home literacy environment literacy Note Kenneth Carano Melanie Landon-Hays Sharlee Blackwell Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14666 Title Curriculum Development - Trilingual Interpreting Training Program Creator Rossio Soledad Zavala Perez Date 6/15/2025 Type Text Identifier RossioZavalaPerez_PP_2025 Language eng spa Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The project's significance lies in bridging the gap between theory and practice in trilingual interpreting education. The field of trilingual interpreting faces significant challenges due to the scarcity of resources and research, particularly in adapting existing processing models to manage three languages simultaneously. The aim is to define trilingual interpreting, develop a suitable curriculum, and, by synthesizing existing resources and incorporating stakeholder input, establish a framework for trilingual interpreting training. The three languages that will be discussed include American Sign Language, English, and Spanish; however, the goal is that the completed trilingual interpreting training curriculum will be generalized to substitute for any three languages. The data collected and utilized in this project were collected via QualitricsXM (2025), and the individuals were recruited through snowball and purposive sampling. Furthermore, the questions in the survey were both qualitative and quantitative in nature. The end results showed a clear consensus of what trilingual interpreting means and the need for trilingual interpreters in the Deaf Community, who have specialized training in the interpreting process that includes three languages of mixed modalities. The curriculum outline that was developed as part of this project includes the program and student learning outcomes that could be modified or applied for training trilingual individuals who use any three languages. License CC-BY-NC-ND (attribution, non-commercial, no derivatives) Degree Master of Arts in Interpreting Studies Key Words trilingual interpreting Deaf Note Amanda Smith Allisun Kale Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14665 Title Creating an Educators Disposition Assessment for Preprogram Preservice Educators Creator Rachel Frazier Date 6/15/2025 Type Text Identifier RachelFrazier_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project presents a new Educator Disposition Assessment (EDA) for preprogram preservice teachers at Western Oregon University. The tool is designed to both assess and support student growth in professionalism and social-emotional learning (SEL). It focuses on four anchor competencies: building trusting relationships and collaboration; fostering self-reflection and a growth mindset; cultivating perseverance and self-regulation; and creating community while responding constructively across differences. These competencies are informed by research from CASEL, the Center for Reaching & Teaching the Whole Child, CAEP, and others. Grounded in Vygotsky’s Zone of Proximal Development, the rubric includes clear behavioral indicators aligned with students’ developmental readiness. It replaces the one-size-fits-all assessment previously used with early-stage students. The project also includes faculty training and a clear implementation plan. The EDA promotes scaffolded, equitable support and helps prepare preservice teachers to meet the social, emotional, and professional demands of the teaching profession. Degree Master of Science in Education: Curriculum and Instruction Key Words Teacher professionalism Social emotional competencies in teachers Teacher dispositions Note Kenneth Carano Mandy Olsen Micah Walker Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14664 Title Literacy Through a Cultural Lens: Improving Hispanic Student Engagement and Achievement Creator Neil Zimmerly Date 6/15/2025 Type Text Identifier NeilZimmerly_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Hispanic and Latino student academic achievement has been historically lower than other demographic groups for a few reasons, like familial economic situations, school funding, and curricula that do not support student learning. This project examines how using critical texts and research-based teaching strategies helps Hispanic and Latino students improve their literacy skills and enhance their connection to school materials. To accomplish this, a lesson was created from scratch that implemented texts that were more representative of student backgrounds and teaching strategies focused on student collaboration. Lessons that were created for this project were compared to instructional strategies that are supported by research studies, in addition to general student feedback. The results of this project confirm much of the research that has been done into this topic because the observed feedback from students affirmed that lessons designed with critical texts were more engaging than the alternative. License CC-BY (attribution) Degree Master of Science in Education: Literacy Education Key Words Critical Literacy Hispanic Note Kenneth Carano Annie Delbridge Marcus Wenzel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14663 Title Social Emotional Learning in a 6th-Grade Science Classroom Creator Nathan Goodson Date 6/15/2025 Type Text Identifier NathanGoodson_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project investigated the impact of implementing Social and Emotional Learning (SEL) strategies on student behavior and academic performance in a sixth-grade science classroom. Specifically, it examined how SEL instruction influenced students’ classroom participation, peer interactions, and academic performance. Findings indicated that SEL instruction contributed to increased student comfort in speaking before peers, enhanced positive social interactions, and a significant increase in class participation by the end of the unit. Additionally, there was a notably high level of academic performance throughout the unit. Implications include how teachers can integrate SEL to positively shape student learning and social dynamics in middle school science classrooms. License CC-BY-NC (attribution, non-commercial) Degree Master of Arts in Teaching (initial licensure) Key Words Social and emotional learning science teaching middle school Note Amy Bowden Lin Wu Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14662 Title Characterizing Effective Interpreting in STEM Creator Natalie Kraft Date 6/15/2025 Type Text Identifier NatalieKraft_Thesis_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Interpreting in Science, Technology, Engineering, and Mathematics (STEM) fields presents challenges, including technical and specialized jargon, dense concepts, and lexical resources that are not standardized. Generalist-trained interpreters may not be well-equipped to take on work in STEM fields, which may result in deaf professionals and graduate students in STEM being impacted negatively by a shortage of qualified interpreters. In this qualitative study, I conduct surveys of deaf professionals and graduate students in STEM regarding their experiences with and preferences regarding interpreting services and the strategies they use to ensure effective communication in the classroom and workplace. I also survey interpreters working in STEM fields to ascertain their experiences and the strategies they use in interpreting STEM material. This study investigates connections between the answers of the two participant groups. My goal in this study is to contribute to the publicly available knowledge of the American Sign Language (ASL) STEM community and improve STEM interpreting practices by providing information to individual interpreters working in STEM, as well as interpreter trainers. Keywords: STEM, interpreting, interpreting in STEM, deaf professionals, graduate students Degree Master of Arts in Interpreting Studies Key Words deaf professionals graduate students Note Elisa Maroney Colin Lualdi Rian Gayle Type Thesis -- Url https://wou.omeka.net/s/repository/item/14661 Title Developing Students’ Critical Thinking Skills Using the Legal Method Creator Miriam Gormley Date 6/15/2025 Type Text Identifier MiriamGormley_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This research project studied the impact of learning and practicing the analytic algorithm used by lawyers on students’ critical thinking skills. Lawyers evaluate legal problems using the IRAC analytic algorithm. IRAC stands for issue, rule, application, and conclusion. Students analyzed fact patterns and wrote a mock trial script to learn and practice using the IRAC algorithm. During this research project, the frequency with which students identified relevant evidence and used evidence-based reasoning correlated positively with their engagement in mock trial learning activities and assessments. As measured by pre- and post-multiple choice assessments of critical thinking skills, there was also a positive correlation between students receiving problem-based instruction on critical thinking and their understanding of principles of logic, causation, probability, and the sufficiency of evidence. As measured by pre- and post-self-assessments, modest shifts in students' attitudes toward considering alternative arguments and considering evidence that contradicted the students' claim was also noted. Degree Master of Arts in Teaching (initial licensure) Key Words analytic thinking analytic algorithm problem-based Note Rachel Harrington Marcus Wenzel Miriam Gormley Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14660 Title Literacy Instruction with a Focus in Phonics: A Professional Development for Primary Teachers Creator McKinzie Leatherman Date 6/15/2025 Type Text Identifier McKinzieLeatherman_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project is looking deeper into the possible need for explicit, systematic phonics instruction specifically in young children. The paper overlooks the research that ties together the Science of Reading, phonics instruction, and instructional best practices. The goal is to benefit teachers to know the best way to support their young students by learning how to decipher all the research behind the varying strategies on literacy and phonics instruction. This is a valuable topic due to the declining literacy proficiency and reading comprehension skills we see today. All can be experienced because of various views on the best strategies to teach literacy and what skills students are learning at what time. This can be confusing for educators who are just trying to find the best ways to support and provide their students with the best skills to help them succeed. In the research surrounding this topic, I found research behind phonics instruction, interventions, professional development, and best practices. Based on this research, I created a professional development for primary teachers in June 2025. My goal is to provide primary teachers with all the information I learned and give them resources to implement it in their own classroom. All of which is speaking to educators who want help seeing through all the research to find the best way to support their students and setting them up for success. Degree Master of Science in Education Key Words Science of Reading intervention foundational skills Note Ken Carano Ya-Fang Cheng Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14659 Title The Love for Learning: Promoting Curiosity and Student Academic Ownership Through Interest-Driven Project-Based Learning Creator Maxwell Copeland Date 6/15/2025 Type Text Identifier MaxwellCopeland_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project investigates the impact of interest-driven project-based learning (PBL) on fostering student academic ownership and enhancing perceptions of learning. The study is grounded in constructivist theory, which emphasizes the active role of students in constructing their knowledge. The project focuses on a diverse group of 12th-grade students at Frederick High School, exploring how giving students autonomy to select topics that align with their interests influences their engagement and academic performance. Through a combination of surveys, interviews, observational data, and final project assessments, the research aims to determine how such learning approaches can cultivate a deeper sense of student agency and academic pride. Results indicate that students who participated in interest-driven PBL demonstrated significant improvements in their self-perception as learners, increased engagement during the learning process, and greater ownership over their academic work. This study highlights the potential of project-based learning to enhance educational experiences by aligning student interests with curriculum goals, thereby fostering intrinsic motivation and long-term academic growth. Degree Master of Arts in Teaching (initial licensure) Key Words Project-Based Learning Student Self-Perception Student Ownership Note Amy Bowden Coley Lehman Maxwell Copeland Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14658 Title Active Learning & Inquiry-Based Learning: The Means of Providing Holistic Education to Students Creator Martin Thomas Hainz Date 6/15/2025 Type Text Identifier MartinHainz_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The goal of this action research project is to examine the impacts of active and inquiry-based learning has on student achievement. The pedogeological lens used in this project was Engaged Pedagogy from bell hooks in order to meet students holistic needs. Furthermore the academic setting for data collection for this project was in a High School Social Studies Civics classroom with 12th graders. In short, active and inquiry-based learning impacted student achievement by improving students Civics content knowledge, improving their literacy skills, and increasing student engagement. Therefore, even having one unit that is focused on inquiry and active learning, it can greatly improve student's cognitive development and interest to the course material. Degree Master of Arts in Teaching (initial licensure) Key Words Active-Learning Inquiry-Based Social Studies Note Rachel Harrington Ken Carano Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14657 Title Windows to The World: Celebrating Diversity, Building Belonging Creator María Bañuelos Juárez Date 6/15/2025 Type Text Identifier MariaBanuelosJuarez_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This capstone project addresses the lack of cultural representation in schools and aims to increase it in a meaningful and sustainable way. The project specifically seeks to increase students’ sense of belonging, create inclusive and welcoming environments, and build meaningful family and community partnerships aligned directly with the school and district’s mission and vision. The project occurred at an elementary school in Salem, Oregon, and featured monthly cultural bulletin board displays highlighting and celebrating the achievements and contributions of people from underrepresented communities. The cultural displays were intentionally designed to elevate the voices of historically marginalized people and to challenge common stereotypes. This project developed over the course of the school year, focusing on a different heritage every month, including Hispanic Heritage, Native American Heritage, and Black History, among others, and concluding in a school-wide multicultural family celebration. The family celebration invited students, families, and community members to share their cultural backgrounds through table displays and performances. The project’s outcomes support the idea that intentional cultural representation in schools positively impacts school climate by creating environments that celebrate and value diversity and help minority students feel seen, respected, and connected. Degree Master of Science in Education Note Alicia Wenzel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14656 Title The Effects of the Covid-19 Pandemic on Child Development, Behavior, Well-Being, and Risk for Delinquency Creator Madison M Brown Date 6/15/2025 Type Text Identifier MadisonBrown_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The COVID-19 pandemic was unexpected and fast-moving, leaving schools, communities, and families ill-prepared to maintain ideal environments for developing children. School closures, stay-at-home orders, and quarantine left youth feeling isolated and feeling the strains of family conflict, academic struggles, physical inactivity, limited access to nutritional meals, disruptions in daily schedules, mental illness, and more. This study aimed to observe and discuss the effects of the COVID-19 pandemic on child development, behavior, well-being, and the potential risk for delinquency. To collect data and studies surrounding this issue, there was a collection of secondary research through internet searching databases, including but not limited to, the National Library of Medicine, ScienceDirect, Springer Nature Link, and the Centers for Disease Control and Prevention. Each source was reviewed and then deconstructed to utilize the most relevant evidence. Findings show that children experienced an increase in mental illnesses, such as depression and anxiety, an increase in experienced physical and emotional abuse, declines in academic performance, especially in math and science, limited access to proper nutrition and physical activity, leading to obesity, and accelerated brain maturation and cortical thinning due to chronic stress. The results call for awareness to address how youth are struggling and what changes must be made to get them back on the right path. Without these needed changes in their education, home life, mental health, and behavior, these children risk long-term adverse effects on their daily lives and potentially criminal habits. Keywords: COVID-19, pandemic, childhood development, behavior, well-being, school-aged children, delinquency, youth Degree Master of Arts in Criminal Justice Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14655 Title Fostering Engagement in the Classroom Through Creative and Motivational Activities Creator Madeline Rose Lehrer Date 6/15/2025 Type Text Identifier MaddieLehrer_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract An action research project that used data collected in a classroom setting to determine which activities and primary source lessons were the most engaging to students. Degree Master of Arts in Teaching (initial licensure) Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14654 Title Anxiety, Confidence, and a Little Bit of Mindfulness Creator Lydia N. Lisetski Date 6/15/2025 Type Text Identifier LydiaLisetski_ARP_2025 Language eng sgn-US Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract In this action research project, I investigate the root cause of my anxiety during freelance interpreting assignments. To explore this, I made audio recordings after each assignment, noting the setting details, demands that impacted my work, and reflecting on my emotional state and overall performance. These recordings were then transcribed and analyzed for common themes, revealing that when teaming with seasoned interpreters, working in unfamiliar environments, or in high-visibility settings, my anxiety heightened and affected my performance. Existing literature suggests that this anxiety may stem from factors like perceived low self-efficacy, imposter syndrome, or a lack of psychological safety. To address this, I examined the effectiveness of mindfulness practices, including breathing exercises, positive affirmations, journaling, and meditation, in reducing my anxiety and boosting self-confidence. I created a self-assessment to evaluate these practices after each freelance assignment, answering both open-and closed-ended questions about the setting, the mindfulness technique used, my anxiety level during the interpretation, and my confidence in my performance. The findings uncovered three key insights: journaling was most effective in reducing anxiety and improving confidence; my anxiety and confidence levels had a negative correlation; and environmental factors played a significant role in my emotional response during and after assignments. These results suggest that interpreter education should emphasize emotional readiness alongside technical skills, with greater support for confidence-building and coping strategies. Future research could benefit from longer data collection periods, more consistent testing environments, and broader participant samples to better assess the long-term impact of mindfulness and interpreting-related anxiety. Degree Master of Arts in Interpreting Studies Key Words Anxiety confidence mindfulness Note Elisa Maroney Erin Trine Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14653 Title Multicultural Curriculum for Youth in Correctional Settings Creator Lucia Breeden Date 6/15/2025 Type Text Identifier LuciaBreeden_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This multicultural curriculum was created as a way to support the mission of the Office of Inclusion and Intercultural Relations within the Oregon Youth Authority. Their mission is to provide culturally competent services to Oregon youth, with this curriculum youth will be more knowledgeable and have a better understanding of their culture along with others'. Degree Master of Science in Justice Studies Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14633 Title Teaching to Self-Edit Creator Liz Johnston Date 6/15/2025 Type Text Identifier ElizabethLowe_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project sets out to solve the issue of reluctance to revise in students through pre-writing and in-class revising strategies. Through reading aloud and graphic organizers, students work is enhanced with direct instruction and opportunity. Degree Master of Arts in Teaching (initial licensure) Key Words Motivation revising Note Edward Nichols Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14632 Title Transition Shock and Confidence Development in New ASL-English Interpreters: A Yearlong Action Research Project Creator Lindsay Brady Date 6/15/2025 Type Text Identifier LindsayBrady_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Transition shock is a phenomenon that affects individuals as they acclimate to a new environment. In the case of American Sign Language-English interpreting students, some recent graduates experience symptoms of transition shock during the early stages of their careers. This might cause a decrease in the interpreters’ confidence as they navigate the aspects of the professional field for which their interpreter education program (IEP) did not fully prepare them. This action research project follows the early career journey of a new interpreter as she navigates fluctuations in confidence during the first year of her career. The data collected is intended to show whether experiencing transition shock impacted her confidence. Degree Master of Arts in Interpreting Studies Key Words transition shock confidence ASL-English interpreter Note Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14631 Title Pathways to Professional Interpreting: An Autoethnography of a Deaf-Parented Person of Color Creator Lauren J. Jourdonnais Date 6/15/2025 Type Text Identifier LaurenJourdonnais_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Intersectional identities impact the way we as humans experience the world around us. Those who identify as people of color and are heritage signers of American Sign Language (ASL) face unique challenges when going through Interpreter Education Programs (IEPs). The purpose of this action research project is to elucidate how the author, a deaf-parented person of color, found success and completion in their becoming a professional ASL/English interpreter while involved in an IEP in ways that are related to cultural and linguistic aspects of their intersectional identity. The author hopes to contribute their experiences to a continuing conversation about inclusivity and belonging and provide perspectives from their education in an IEP. Degree Master of Arts in Interpreting Studies Key Words ASL CODA Intersectionality Note Elisa Maroney Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14630 Title A Book a Day: A Daily Read Aloud Curriculum Creator Kyla Marshall Date 6/15/2025 Type Text Identifier KylaMarshall_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract A Book a Day: A Daily Read Aloud Curriculum is a curriculum guide designed to provide educators with a structured, year-long plan for starting and implementing a daily read-aloud routine in their classrooms. This curriculum includes a video of the book being read aloud, links for where to purchase the book, vocabulary words and definitions, comprehension questions, and activities to extend student’s learning. My goal is that through these daily shared literacy experiences, students would build a love of reading, develop in their independent reading skills, and a strong classroom community would continue to grow. Degree Master of Science in Education: Curriculum and Instruction Note Jaclyn Caires-Hurley Marie LeJuene Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14629 Title Living Histories: A Community-Engaged, Culturally Sustaining Curriculum Model for Middle School Social Studies Creator Kelleen Greene Date 6/15/2025 Type Text Identifier KelleenGreene_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Living Histories: A Community-Engaged, Culturally Sustaining Curriculum Model for Middle School Social Studies is a six-week curriculum designed to empower middle school students to explore underrepresented local histories through inquiry, service-learning, and digital storytelling. Drawing from culturally sustaining pedagogy (Paris & Alim, 2017), funds of knowledge (Moll et al., 1992), and place-based learning frameworks (Gruenewald & Smith, 2008), the curriculum centers student identity and community voice as integral to civic and historical understanding. Students engage in oral history interviews, community mapping, and public-facing presentations culminating in a digital “Living Histories Archive.” The project is aligned with Oregon Social Science Standards and includes differentiated supports for multilingual learners. The curriculum integrates academic rigor with participatory public scholarship, offering a replicable, equity-oriented model that advances inclusive civic education. This project also contributes to the professional growth of the author as a reflective curriculum designer and educational leader committed to justice-oriented pedagogy. Keywords: culturally sustaining pedagogy, service-learning, social studies education, oral history, civic engagement, middle school curriculum, place-based education, multilingual learners. Degree Master of Science in Education: ESOL Key Words local history historical pluralism community engagement Note Kenneth Carano Dana Ulveland Greg Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14628 Title A Framework for Becoming a Trauma-Informed Educator Grades K-5 Creator Kathy Aimonetti Date 6/15/2025 Type Text Identifier KathyAimonetti_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract As an elementary school teacher in the Salem-Keizer school district, I have noticed an increasing need for educators to be properly trained on the topic of trauma and trauma-informed teaching practices to support students that have experienced trauma. The impacts of trauma directly affects a child’s cognitive development and their ability to regulate their emotions. This inability to regulate their emotions often manifests itself in the classroom as unsafe and disruptive behavior that impacts their ability to learn, as well as the learning of the other students in the classroom. In response to this growing need for trauma-informed teaching practices to be implemented in the classroom, I researched the most current and relevant literature on trauma-informed teaching practices. I used the extensive research I conducted to create a professional development training that could be used at my school, as well as other schools in my district. The professional development I created condensed the research into a clear and concise presentation, that was both informative and contained practical strategies that could be implemented in the classroom to support students that have experienced trauma. Degree Master of Arts in Teaching (initial licensure) Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14627 Title Questions, Discussions and the Path to Deeper Thinking Creator Joshua DiStefano Date 6/15/2025 Type Text Identifier JoshuaDiStefano_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract My Action Research Project researches ways to get high school band students to participate in class discussions. I employ a variety of questions, types of answers, and scaffolds to find what is most effective. Degree Master of Arts in Teaching (initial licensure) Key Words music student conversations Sharing ideas in High School Band proper scaffolding encourages speaking Note Marcus Wenzel David Sommers Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14626 Title The Effect of COVID-19 on Juvenile Delinquency Creator Jordan Denbo Date 6/15/2025 Type Text Identifier JordanDenbo_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The COVID-19 pandemic disrupted nearly every aspect of daily life, creating widespread social, economic, and public health challenges. While all age groups were affected, adolescents faced particularly severe disruptions. Less attention, however, has been given to how the pandemic impacted system-involved youth and the juvenile justice system. Prior to COVID-19, juvenile delinquency rates had been steadily declining, but emerging evidence suggests that pandemic-related stressors may have altered these trends. This study investigates how the COVID-19 pandemic influenced juvenile delinquency rates in the United States and analyzes the role of socioeconomic, psychological, social, and environmental factors, particularly in states with stricter lockdown measures. Research was conducted through a comprehensive review and analysis of national and state-level reports, peer-reviewed studies, and government datasets spanning pre-pandemic to immediate post-pandemic periods. Findings indicate that juvenile delinquency rates initially declined during peak lockdowns due to reduced social interaction and increased home supervision. However, as restrictions eased, offenses related to economic hardship and mental health crises showed localized increases, especially in disadvantaged communities. This research highlights the evolving nature of juvenile delinquency during a global crisis. Degree Master of Arts in Criminal Justice Note Terry Gingerich Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14625 Title Designing for All: How Universal Design for Learning and Bilingual Supports Promote Engagement in High School Physical Education Creator Johnny Martinez-Isaac Date 6/15/2025 Type Text Identifier JohnnyMartinezIsaac_ARP_2025 Language eng spa Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explored how using Spanish instruction alongside English in a high school physical education setting impacts participation and engagement for Spanish-speaking English Language Learners (ELLs). Rooted in the Universal Design for Learning (UDL) framework, the study aimed to create a more inclusive learning environment that supports language access and builds community through Culturally Responsive Teaching (CRT). Data was collected over two weeks using a student survey, informal interviews, teacher observations, and lesson reflections. A key focus was comparing student engagement before and after introducing bilingual instructions. The study used qualitative and quantitative methods to identify patterns and student responses related to comfort, participation, and understanding. Results showed a noticeable increase in participation, particularly among Spanish-speaking students, who became more involved in activities and more comfortable communicating with the teacher. Students reported hearing Spanish during lessons made them feel more connected and confident, even if they weren’t fluent speakers. Bilingual instruction helps set a consistent structure that benefited the entire class. The findings highlighted the value of language, inclusive teaching, and physical education, and the potential of UDL to create spaces where all students feel like they belong. While results may vary in classrooms where the teacher does not speak Spanish, this research supports the continued push towards inclusive, student-centered teaching practices in diverse schools. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words universal design for learning bilingual physical education Note Amy Bowden Gay Timken Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14624 Title Inequities in Funding and its Impact on College & Career Readiness for Rural Students in Iowa Creator Jill Whisler Date 6/15/2025 Type Text Identifier JillWhisler_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The Iowa Department of Education defines that upon graduation, their students are college and career ready if they have successfully achieved proficiency in essential content knowledge, acquired practical transition skills, developed key learning skills and cognitive strategies, and built a strong foundation of self-understanding and engagement strategies. Given this, school districts have the responsibility to implement college and career readiness programming to assure their graduates’ success in post-secondary endeavors. This study serves as an investigation in the realities of college and career readiness in the state of Iowa and examines if there is an inequity of programming in this area for high school students in rural communities compared to their urban counterparts. To examine programming, the framework presented by Conley’s Model of College and Career Readiness was utilized to create three variables to measure levels of college and career readiness: school counselor-student ratio, the implementation of work-based learning, and access to rigorous curriculum. Twenty school districts in Iowa were randomly selected to study: ten of rural geographic location and ten of urban. Findings indicate urban schools outperforming rural schools in work-based learning implementation and providing additional support services to students for college and career efforts. However, discussion of this topic encourages research to better understand how rural identity and culture impact students’ decisions in rural settings. Findings call for state legislatures to establish equitable funding policies to support college and career efforts and for school districts to advocate for local tax levies to do the same. Degree Master of Science in Justice Studies Key Words Rural Iowa College & Career Readiness Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14623 Title Empowering Educators: Tools to Support Executive Functioning for Students with ADHD Creator Jenifer Henry Date 6/15/2025 Type Text Identifier JeniferHenry_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract (This is in the final paper as well) This professional project equips K–12 educators with evidence-based strategies to support the academic and personal success of students with ADHD. Delivered through a one-hour professional development session, it includes a Google Slides presentation, a printed note-taking document, and a curated resource guide featuring information on ADHD, neurodivergence, executive functioning, and movement breaks. By addressing key executive functions—planning, time management, goal setting, organization, and cognitive flexibility—the project fosters student growth and inclusive, student-centered learning. It also reflects my development as an instructional leader committed to equity, collaboration, and innovation in supporting educators and creating environments where all learners can thrive. Degree Master of Science in Education: Reading Key Words Neurodiversity literacy ADHD support Note Marcus Wenzel Randall (Dana) Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14622 Title Effects of Social Cognitive Theory on Student Motivation in a Secondary Level Art Classroom Creator Jeneba Diane King Date 6/15/2025 Type Text Identifier JenebaDianeKing_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This study examines the effects of a social cognitive approach to teaching on motivation in a high school art classroom, with the intent of increasing student motivation in class activities to increase genuine interaction with art on the whole. Student reactions in three periods of Drawing 2 were examined using their work responses, personal observations, co-teacher observations, and lesson plan analysis. All data was analyzed through coding using Social Cognitive Theory as the guiding theory. Results show that student motivation increased significantly with increased student choice, relaxed deadlines, and both positive and negative reinforcement strategies. Results are limited due to duration of the study and quantity of participants, but they imply that a Social Cognitive approach is helpful for engaging more students in a classroom in a genuine way. Future studies could examine this approach in different subjects or with a larger range of art class subjects. Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden Maren Anderson Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14621 Title The Effectiveness of Restorative Justice: A Juvenile Approach Creator Jeffrey R. Hanson Date 6/15/2025 Type Text Identifier JeffHanson_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This research project investigated the effectiveness of implementing Restorative Justice (RJ) practices within juvenile justice systems, focusing on reducing recidivism and enhancing rehabilitation. Given the high juvenile recidivism rates and the limitations of traditional punitive measures, the study explored whether RJ could provide a more effective approach. Utilizing a comprehensive literature review of 157 secondary sources, including studies, reviews, and grey literature, the research analyzed existing data on RJ implementation, particularly in international juvenile justice systems. Key findings indicate that RJ programs demonstrate a modest but significant effect in reducing recidivism among juvenile offenders, with greater effectiveness observed when core RJ principles are closely followed and victims are actively involved. The study also highlights positive non-delinquency outcomes, such as increased satisfaction and perceptions of fairness among offenders, victims, and community members. However, successful implementation faces significant challenges, including inadequate facilitator training, systemic resistance from traditional justice institutions, resource limitations, and concerns regarding victims' needs and safety. In conclusion, the research supports RJ as a promising alternative for improving rehabilitation and reducing re-offending but emphasizes that realizing its full potential requires addressing these implementation barriers through targeted interventions and a commitment to core principles, stakeholder involvement, and ongoing evaluation. Degree Master of Arts in Criminal Justice Key Words Juvenile Restorative Justice Note Omar Melchor-Ayala Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14620 Title Acting Out Strength: The Intersection of ACEs, Theater, and Student Resilience Creator Jayne Welch Date 6/15/2025 Type Text Identifier JayneWelch_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Research Question: How does theater help students with high ACE scores improve motivation, work ethic, and confidence? This study will provide valuable insights into the role of theater education in fostering students with high adversity resilience and personal growth. The findings will help refine teaching strategies and create a more understanding and supportive learning environment for all. Degree Master of Arts in Teaching (initial licensure) Key Words Theatre Trauma informed teaching ACE Scores Note Rachel Harrington Jorie Jones Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14619 Title Evaluating the Effectiveness of Mental Health Interventions in Juvenile Facilities in the United States Creator Jadielynn Evans Date 6/15/2025 Type Text Identifier JadielynnEvans_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This research explores the effectiveness of mental health interventions in reducing juvenile delinquency and recidivism in the United States. Many juvenile offenders struggle with psychological, emotional, or behavioral disorders, making mental health treatment a crucial element in justice reform. Through a review of peer-reviewed studies and evaluations, the research highlights evidence-based programs, including Cognitive Behavioral Therapy (CBT), Functional Family Therapy (FFT), Multisystemic Therapy (MST), and Substance Abuse Therapy (SAT). Among these, CBT emerges as the most effective in addressing cognitive distortions and reducing reoffending. Key factors in successful programs include individualized treatment, family and community involvement, and mandatory mental health screenings. The findings offer valuable guidance for improving juvenile justice policies and outcomes for youth with mental health needs. Degree Master of Science in Justice Studies Key Words juvenile justice mental health interventions juvenile recidivism Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14618 Title Designing an AgSTEM Club for Afterschool Learning Creator Jacob Brasuell Date 6/15/2025 Type Text Identifier JacobBrasuell_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project explores the design, implementation, and impact of an AgSTEM (Agriculture, Science, Technology, Engineering, and Math) Club at Waldo Middle School in Salem, Oregon, a Title I school serving a diverse, high-need student population. Recognizing the lack of structured after-school opportunities for students not involved in athletics or other extracurriculars, this project aimed to provide a hands-on, engaging learning environment rooted in real-world agricultural challenges and STEM applications. Grounded in the principles of project-based learning, computational thinking, and culturally responsive teaching, the 10-week program introduced students to topics such as soil science, irrigation systems, environmental monitoring, and agricultural technology. The project aligns with MSED learning outcomes, including interdisciplinary curriculum design, equity-focused instruction, and the integration of academic standards such as NGSS and ISTE. Literature supporting this initiative highlighted the importance of early STEM exposure, workforce readiness, and student-centered learning. Outcomes included increased student engagement, collaboration, and interest in STEM-related careers. This professional project contributes to the growing body of work advocating for innovative, inclusive, and future-focused educational models particularly those that connect local industry, sustainability, and underrepresented student populations through after-school programming. License CC-BY (attribution) Degree Master of Science in Education: STEM Education Note Kenneth Carano Randall Ulveland Jaclyn Caires-Hurley Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14617 Title Pushing Toward Fearlessness: A Freewriting Project with Sophomore English Creator Hilda Kleiman Date 6/15/2025 Type Text Identifier AliciaKleiman_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Over approximately three weeks, a class of sophomore English Language Arts students engaged in a daily freewriting practice. They began and concluded the three weeks of freewriting with a semantic pulse survey that measured the attitudes of the students toward their writing. Three themes emerged from the project: a consistent choice of words about writing, a consistent quality and quantity of writing that was produced during the freewriting, and some untapped potential between the freewriting and the students' final more formal written work. Degree Master of Arts in Teaching (initial licensure) Key Words Peter Elbow writing process creative process Note Marcus Wenzel Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14616 Title How Current Events Impact Social Justice Understanding Creator Helen Leon Date 6/15/2025 Type Text Identifier HelenLeon_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project addresses how written and spoken discourse among students about current events impacts their perceptions and understanding of social justice concepts. Through my research, I found that by having students discuss current events and reflect on their learning process through writing, students are able to make connections to their own lives and better understand class concepts in a modern context, be more aware of inequalities among people, and expand their understanding of what social justice is and what role it plays in their lives. Degree Master of Arts in Teaching (initial licensure) Key Words Multicultural education discourse Note Rachel Harrington Brianne Dutton Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14615 Title Folk Song and Dance Night: A Community Musical Event Creator Haley Boyer Date 6/15/2025 Type Text Identifier HaleyBoyer_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Objective: Traditionally, instances of community music have been removed from more institutionalized traditional music education. The purpose of this study was to determine whether participation in a culturally responsive community music event raised participants’ feelings of interconnectedness, as well as opinions of traditional music education. Methods: This study analyzed 6 classes that took part in a culturally responsive community musical event. After gathering ethnic and cultural data on my students, they participated in a unit where students learned folk songs and dances from various cultures found within the student body. Students were taught these songs and dances during general music class, and the unit was closed with an event where families and students learned, danced, and sang all together. Before and after this unit and event, student surveys were conducted where students shared their feelings of connectedness within their community, and opinions on their general music class. Results: While class data varied significantly, overall students felt more connected with their community after participation in this unit and event, and students found their music class more fun, interesting, useful, and relevant. Degree Master of Arts in Teaching (initial licensure) Key Words culturally-responsive community music Note Anisa Rodriguez-Foroughi Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14594 Title Incorporating Culturally Relevant Pedagogy into the Classroom Creator Hailey Thompson Date 6/15/2025 Type Text Identifier HaileyThompson_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The purpose of this study was to explore how incorporating culturally relevant pedagogy (CRP) into a high school English classroom would help students' interest and engagement in learning, especially for Students of Color. The research sought to address the following two questions: “How will incorporating culturally relevant practices into the classroom affect the learning of Students of Color?” and “How does relating the learning material to students’ lives improve their interest in the material?” The research was conducted over a two-week unit where the class was reading the novel Treasure Island. Since Treasure Island is not a very diverse text, I incorporated activities that had the students reflect on their own experiences and culture and research about pirates who were People of Color. The data I collected included written observations of the students’ body language, discussions with peers and the whole class, their written work, and a survey which asked students about how CRP affects their learning. Through these activities I noticed an increase in the students’ engagement, academic performance, and comfort in sharing. Overall, the study suggests that incorporating culturally relevant pedagogy in the classroom, will create a more engaging learning environment and help the students connect to the material. A few limitations to this study were the small class size, short time frame, and the lack of diversity in the novel. Despite these limitations, the study still showed how beneficial CRP is in the classroom setting. Degree Master of Arts in Teaching (initial licensure) Key Words diversity culture interest Note Amy Bowden Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14593 Title Advancing Equitable Literacy Assessment for Multilingual Learners in the Dual Language Program in Salem-Keizer Public Schools Creator Guillermina Romo Date 6/15/2025 Type Text Identifier GuillerminaRomo_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This capstone professional project examines the implementation of equitable literacy assessments for third-grade multilingual learners in Dual Language (DL) programs in Salem-Keizer Public Schools. Guided by the research question—how can bilingual assessments improve literacy evaluation and instruction for Spanish-English bilingual students?—the project involved DL teachers, paraprofessionals, administrators, and families. The intervention replaced the limited easyCBM tool with the Renaissance Star assessments in Spanish and English to better align assessments with students’ instructional languages. Professional development has been delivered to train educators on data interpretation, instructional planning, and family communication. The mixed-methods data analysis, which included Renaissance Record Book results, student growth comparisons, teacher surveys, and family feedback, revealed several key findings. These findings showed improved instructional decision-making and increased family engagement through bilingual Student Assessment Reports (SARs). However, challenges persisted in teacher data literacy and family access to digital tools. The findings suggest that culturally and linguistically responsive assessments can advance instructional equity, paired with targeted professional learning and family engagement strategies. The project concludes that assessment systems must affirm multilingual learners’ full linguistic capabilities to yield accurate, actionable data. Future work includes expanding district-wide assessments, refining SAR tools, creating small-group instructional guides, and improving digital access. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words biliteracy assessments dual language Note Alicia Wenzel Steve Nelson Curtis Bartley Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14592 Title Culturally Responsive Teaching Creator Guadalupe Lagunas Garcia Date 6/15/2025 Type Text Identifier LupeLagunasGarcia_PP_2025 Language eng spa Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract My thesis is an Action Research Project based on Culturally Responsive Teaching and its affects on classroom management. Degree Master of Arts in Teaching (initial licensure) Key Words CRT Culturally Responsive Teaching Classroom Management Note Rachel Harrington Marcia Canh-Corona Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14591 Title Feedback With Purpose: How Responsive Teaching Builds Trusting Relationships and Academic Confidence Creator Grace M. Neville Date 6/15/2025 Type Text Identifier GraceNeville_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project investigates how culturally responsive instruction, framed by Banks’ (2019) Multicultural Education Theory, influences student engagement and student-teacher relationships in a 7th-grade language arts classroom. The study explores how inclusive, reflective practices support equitable instruction and increase student participation. Using Sagor’s (2000) qualitative action research model, data was collected through teacher journals, student assessments, observations, and mentor feedback. Thematic analysis revealed three core findings: (1) cultural collaboration enhances engagement, (2) instructional responsiveness and positive feedback support inclusion and content connection, and (3) supportive practices build psychological safety and academic valor. Incorporating student identities and lived experiences through scaffolded instruction and structured discussions increased motivation, confidence, and academic risk-taking. Purposeful feedback paired with social-emotional learning created a space where students felt seen and valued. While limited by time and scope, the study highlights the benefits of culturally responsive teaching in creating inclusive, student-centered classrooms that promote equity and engagement. Degree Master of Arts in Teaching (initial licensure) Key Words Feedback Scaffolding Relationship Note Mark Girod Grace Neville Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14590 Title Creating Community and Critical Consciousness Using Culturally Responsive Practices in a High School English Classroom Creator Forrest Leisner Date 6/15/2025 Type Text Identifier ForrestLeisner_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Drawing from Culturally Relevant Pedagogy as developed by Gloria Ladson-Billings (1995), Dewey’s philosophy of Democratic Education (1916), Paulo Freire’s Critical Pedagogy (2018), the Oregon Department of Education’s Transformative SEL Standards (2023), and a commitment to trauma-informed education as outlined by Paul Gorski, this ARP explores ways to promote critical consciousness by creating and maintaining environments that are earth-conscious, human-conscious, inclusive, purposeful, trauma-informed, and equitable for all students. The research questions guiding this project are: What strategies can I use to ensure my teaching is culturally relevant, purposeful, and reflective of students' diverse identities, experiences, and needs, including those of LGBTQIA+ students? In what ways can I integrate principles of democratic education and critical pedagogy to foster inclusivity, social justice, critical consciousness, and a strong sense of community among all students? Degree Master of Arts in Teaching (initial licensure) Key Words Critical Consciousness Culturally Relevant Pedagogy Note Christine Easterly Marcus Wenzel Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14589 Title Enhancing Phonemic Awareness in Elementary Special Education Creator Faith Drill Date 6/15/2025 Type Text Identifier FaithDrill_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project details a two-week phonemic awareness curriculum designed to enhance foundational reading skills in elementary special education settings. Developed by an elementary special education resource teacher, the curriculum addresses the prevalent struggles with phonemic awareness observed in students with reading goals on Individualized Education Plans. Grounded in research emphasizing explicit, systematic instruction and engaging activities, the curriculum progresses from basic skills like rhyme recognition to complex concepts such as sound manipulation. The goal is to equip educators with essential tools to help their students become confident, independent, and successful readers. Degree Master of Science in Education Key Words Phonemic Awareness Special Education Note Kenneth Carano Julia Bradley Jessica Augsburger Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14588 Title Differentiated Teaching Methods in the Band Room Creator Eric Wallace Date 6/15/2025 Type Text Identifier EricWallace_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Most modern band directors teach beginning band using beginning band method books, which have been shown to be insufficient for teaching the musical fundamentals. They can create knowledge gaps between students, particularly in regards to notation and rhythm reading, and can harm programs with only a single high school band. This project sought to understand the impact of differentiated teaching methods aimed at improving knowledge of reading notation and rhythms, and how they would affect the students’ sight reading and self-perceived readiness to sight read. The 43 students in Woodburn High School’s Concert Band were given progressively more challenging assignments-focused on note naming, rhythm counting, and various other fundamentals-over the course of six rehearsal periods. The assignments were tailored to students based on a diagnostic assessment. Results found that daily assignments improved the speed and accuracy of note naming. They also improved the accuracy of rhythm counting, but highlighted the band’s weakness for counting sixteenth note rhythms. Findings on sight reading and perceived readiness for sight reading were inconclusive. This author concludes that daily note naming and rhythm counting assignments have a positive impact on a band’s ability to read and understand notation. Degree Master of Arts in Teaching (initial licensure) Key Words Differentiation Band Fundamentals Note Marcus Wenzel Carlos Velez Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14587 Title Empowering Civic Agency: A Social Justice Approach in a U.S. Social Studies Classroom Creator Emily M. Miller Date 6/15/2025 Type Text Identifier EmilyMiller_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This research project is focused on fostering civic agency in social studies education, with an emphasis on engaging students with diverse perspectives and encouraging activism and advocacy. Moreover, the study aims to explore how culturally responsive teaching can enhance students’ understanding of and participation in civic engagement. This project is positioned around the idea that education should foster holistic development rather than just preparing students for the future. In this study, I examined how, through delivering high-quality education in an inclusive, student-centered classroom, students can take agency in their education and develop empathy for diverse perspectives. Further, the project aimed to understand how by encouraging dialogue that fosters greater awareness and understanding of how our lives are connected to others’ lives and the environment, students can engage with beliefs and opinions that differ from their own and broaden their understanding of our complex and interconnected world. By preparing students for being good neighbors and helping shape responsible and respectful persons, the project sought to empower students to engage critically with the world around them. Degree Master of Arts in Teaching (initial licensure) Key Words culturally responsive teaching multicultural education diverse perspectives Note Rachel Harrington Ken Carno Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14586 Title Examining the Impact of the Teaching Games Model on Moderate to Vigorous Physical Activity in Physical Education Creator Emilie Means Date 6/15/2025 Type Text Identifier EmilieMeans_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project investigates the impact of the Tactical Games Model (TGM), a structured application of the Teaching Games for Understanding (TGfU) approach, on student participation in middle school physical education. Grounded in Self-Determination Theory (SDT), the study explores how the model supports students’ psychological needs for autonomy, competence, and relatedness to enhance motivation and engagement. Conducted in a sixth-grade physical education class, data were collected through MVPA (Moderate to Vigorous Physical Activity) tracking, student exit tickets, reflective teaching journals, and mentor observations. The findings reveal three central themes: increased overall participation, greater enjoyment and motivation, and improved tactical understanding. Results showed significant improvements in MVPA levels and student engagement, with a notable shift in classroom culture toward inclusivity and student-led learning. Students demonstrated enhanced decision-making skills, peer collaboration, and leadership in gameplay. These outcomes align with existing TGfU research and affirm the model’s value in promoting equitable, student-centered learning environments. The study underscores the importance of integrating pedagogical theory with practical strategies to create meaningful and lasting change in physical education. Degree Master of Arts in Teaching (initial licensure) Key Words Physical Education Participation Teaching Games for Understanding Note Amy Bowden Gay Timken Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14585 Title Keeping the (heart)Beat: Music Therapy in the General Music Classroom Creator Elizabeth Lovell Date 6/15/2025 Type Text Identifier ElizabethLovell_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project investigates the effectiveness of integrating music therapy techniques into the elementary general music classroom as a response to the prevalence of trauma among students. The study explores how music therapy aligned activities impact student emotions, classroom environments, and student regulation. The study is grounded in the pedagogical theories of E. Thayer Gaston and trauma-informed education. Teaching journals, student self-assessments, behavioral observations, and informal feedback were assessed using qualitative research methods. Three main themes emerged: improvising together to improve relationships, creating and sharing to improve confidence and personal agency, deep listening for environmental and self-regulation. The research suggests that embedding music therapy principles into general music curriculum can create a more inclusive, expressive, and healing educational environment. This study advocates for the intentional integration of music therapy with music education. Keywords: music therapy, elementary music education, trauma-informed teaching, student relationships, student agency, environmental regulation Degree Master of Arts in Teaching (initial licensure) Key Words music therapy elementary music education trauma-informed teaching Note Amy Bowden Melanie Landon-Hayes Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14584 Title Trauma-Sensitive Learning and Teaching Creator Elizabeth Egesdahl Date 6/15/2025 Type Text Identifier ElizabethAnnEgesdahl_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Abstract This professional project examines the implementation of trauma-sensitive and trauma-informed strategies while maintaining high academic and behavioral standards in elementary education. Research demonstrates that early childhood exposure to trauma—including abuse, neglect, domestic violence, and abandonment—during the first five years of life fundamentally alters brain structure and development. While acknowledging the neurological impact of childhood trauma, this project emphasizes potential interventions and positive outcomes through educational approaches. The study culminates in a comprehensive professional development training program designed for K-5 educators, providing evidence-based strategies for creating safe and predictable learning environments, building positive student relationships, and implementing effective classroom management techniques. The training includes practical tools for teaching traumatized students, de-escalation strategies for challenging situations, and methods for fostering student resilience within the academic setting. Degree Master of Science in Education: Curriculum and Instruction Key Words ACEs Teacher Efficacy Co-regulation Note Sarah Whitfield Sherry Watkins Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14583 Title The creation of a school wide event that addresses the Three Pillars of the Dual Language. Creator Elim Manuel Licea Correa Date 6/15/2025 Type Text Identifier ElimLicea_PP_2025 Language eng spa Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The Dual Language Program is designed to serve not only English Language Learners (ELLs) but also students aspiring to achieve bilingualism and biliteracy, thereby enriching their cultural backgrounds. To accomplish this goal, it is imperative to learn, understand, and effectively apply the three foundational pillars of the Dual Language Program. This initiative proposes the organization of an event that ensures alignment of these pillars in its planning and design, thereby providing students with meaningful activities that facilitate their engagement with the core tenets of the program. This project critically examines and highlights the significance of each pillar and explores their practical application within the classroom setting. The strategic selection of bilingual texts is essential in promoting bilingualism, literacy, and respect for students’ first languages, while also fostering translanguaging practices. Moreover, it is vital to be intentional in selecting educational materials that enhance access to high levels of academic achievement and recognize the multicultural backgrounds of each student. Ultimately, the creation of this event serves as a demonstration of how the alignment of the three pillars within a cohesive framework can lead to meaningful learning experiences for students, thereby establishing a lasting legacy at Grant Community School. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words Dual Language Pillars Event Bilingual. Note Ken Carano Jessica Dougherty Greg Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14582 Title Late Linguistic Learners Becoming American Sign Language Interpreters: Challenges and Effective Strategies for Success Creator Dierdra Marie Girardeau Date 6/15/2025 Type Text Identifier DierdraGirardeau_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This Action Research Report explores the challenges faced by Late Linguistic Learners (LLL) becoming American Sign Language (ASL)-English interpreters and proposes strategies for overcoming these obstacles. Through a review of existing literature and analysis of a qualitative survey including the researcher’s personal reflections, this study identifies key barriers such as LLLs (individuals who begin learning ASL and interpreting skills in adulthood) often encountering unique difficulties including changes in cognitive ability causing slower acquisition rates, physical and emotional hurdles, and training programs not set up to help with their needs. The report also highlights effective strategies to address these challenges, including the implementation of intensive language immersion programs, specialized mentorship support systems, and targeted professional development training. By leveraging these strategies, LLLs may improve their interpreting skills, enhance their confidence, where they can contribute effectively to the field. The findings suggest that with adequate support and resources, LLLs can be a significant benefit within the ASL interpreting profession. Keywords: American Sign Language, interpreter, late learners, interpreter training, Degree Master of Arts in Interpreting Studies Key Words American Sign Language interpreter late learners interpreter training Note Elisa Maroney Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14581 Title Strategies to Improve Interpersonal Student Engagement in the Classroom Creator David M. Fox Date 6/15/2025 Type Text Identifier DavidFox_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract My action research project focused on the question of student engagement in the classroom. The motivation for my topic was a concern that learning is inhibited when students are uncomfortable communicating with one another and the teacher during class time. My ARP explores various strategies, methods, and routines that foster an environment that is encouraging and supportive, and is a brave space for personal expression and learning. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Engagement Interaction Note Rachel Harrington Kenneth Carano Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14580 Title Inmate Classification and Its Influence on Safety and Well-Being in U.S. Corrections Creator Daniel McGee Date 6/15/2025 Type Text Identifier DanielMcGee_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Inmate classification systems serve as fundamental tools within U.S. correctional institutions, aiming to balance institutional safety with inmate well-being. Prior research highlights the pivotal role these systems play in determining housing placements, access to rehabilitative programs, and overall correctional outcomes. However, classification methods vary widely across jurisdictions, and challenges such as systemic bias, inconsistent implementation, and limited rehabilitative access persist. This study investigates how different inmate classification systems influence safety and well-being within correctional settings. Drawing from a comprehensive literature review of peer-reviewed research, government reports, and policy analyses, the study analyzes the design, implementation, and outcomes of classification models used across U.S. facilities. The research focuses on evaluating the comparative effectiveness of static versus dynamic classification systems and considers how classification decisions impact both institutional operations and inmate rehabilitation. Findings reveal that dynamic, data-informed classification models significantly reduce institutional violence and improve access to rehabilitative programming. Facilities that reassess inmate classifications based on behavior and engagement in programs report improved institutional stability and lower recidivism rates. Conversely, systems that rely on static, punitive classifications are associated with increased tension, reduced program access, and higher rates of re-offending. The study also identifies systemic disparities, particularly affecting racial and socioeconomic minorities, who are more frequently assigned to high-security classifications and subsequently denied rehabilitative opportunities. This research contributes to the growing body of scholarship advocating for equitable and evidence-based correctional practices. It showcases the importance of regular classification reassessment, staff training, and the integration of mental health and educational factors into classification protocols. By highlighting the limitations of traditional approaches and promoting dynamic, rehabilitative-focused frameworks, this study provides actionable insights for policymakers, correctional administrators, and practitioners seeking to reform institutional practices and improve correctional outcomes nationwide. Degree Master of Arts in Criminal Justice Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14579 Title K-1 Literacy Learners' Club Creator Courtney K. King Date 6/15/2025 Type Text Identifier CourtneyKing_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The K-1 Literacy Learners' Club is a professional project designed to support early literacy development among kindergarten and first-grade students from lower socioeconomic backgrounds at Siuslaw Elementary School. Recognizing the critical importance of early reading skills as a foundation for academic success, this initiative provides targeted, engaging, and developmentally appropriate literacy interventions that address vocabulary, phonemic awareness, and comprehension. Through small-group instruction, interactive read-alouds, and hands-on literacy activities, the program seeks to close early achievement gaps and foster a love of reading in young learners who may otherwise lack access to enriching language experiences in a fun, club-style format. Grounded in research on early childhood education and parental and home involvement in literacy instruction, the project also emphasizes parent and guardian engagement, particularly with the digital activity resource guide for parents and guardians to continue working with their students at home. By equipping students with foundational reading skills in a supportive and inclusive environment, the K-1 Literacy Learners' Club aims to promote long-term academic confidence and success, setting the stage for continued learning and literacy growth in the primary grades and beyond. Degree Master of Science in Education: Curriculum and Instruction Key Words literacy learners club early childhood language arts Note Max Perry Gina Halpin Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14578 Title Understanding Reading Instruction: Supporting Teachers in Elementary School Reading Education Creator Claire Halaka Date 6/15/2025 Type Text Identifier ClaireHalaka_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Despite reading being an essential part of education, many teachers aren’t given adequate training to best support their students’ learning. This professional project addresses the lack of teacher training around foundational reading instruction through the creation of a professional development. This professional development is designed to provide an overview of the research around reading instruction as well as strategies to support classroom implementation to help debunk reading misinformation. This project helps to bridge the gaps in student reading knowledge by supporting teachers in their classroom instruction. Degree Master of Science in Education: Reading Key Words phonics reading education science of reading Note Kenneth Carano Dana Ulveland Annie Delbridge Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14577 Title Culturally Responsive Teaching in a Middle School Orchestra Classroom Creator Cindy Flores Date 6/15/2025 Type Text Identifier CindyFlores_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The purpose of this action research project is to advocate for more culturally responsive teaching in music classrooms. The main research question guiding my project is: How does culturally responsive teaching empower students to develop musicianship through diverse musical perspectives? Findings suggest that students’ increased motivation to learn about diverse composers had a positive impact on their overall learning experience. By incorporating music that culturally reflects the students, this project calls for culturally responsive representation in music curriculum, decision-making, and a better learning experience for all students. Degree Master of Arts in Teaching (initial licensure) Key Words culturally responsive music education action research student identities Note Lin Wi Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14576 Title The Impact of Classroom Design on Academic Performance and Well-Being Creator Chelsey Arredondo Urquiza Date 6/15/2025 Type Text Identifier ChelseyArredondoUrquiza_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The professional project of The Impact of Classroom Design on Academic Performance and Well-Being, addresses the importance of classroom design an its impacts. It highlights how the design of the educational space affects three main categories: well-being, sense of belonging, and academic performance. There is also an emphasis on the three categories being correlated to one another. The sequence of this project is the introduction, literature review, project design, implementation, and reflection. Through this professional project, there is a clear indicator that classroom design when done thoughtfully, can help students flourish in the educational space. Degree Master of Science in Education: Curriculum and Instruction Key Words Classroom design mental health in the classroom student well-being Note Keneth Carano Randall Ulveland Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14575 Title How Can I Interpret When No One is Watching? Creator Catherine Maier Date 6/15/2025 Type Text Identifier CatherineMaier_Thesis_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Research has shown that interpreters and interlocutors engage in collaborative efforts to coconstruct meaning in authentic and real-time interpreting scenarios. However, there is often an absence of a consumer during interpreted monologues from English to American Sign Language (ASL). This study employed a mixed-methods approach to analyze the behaviours and perceptions of ASL–English interpreters who interpreted samples first without and then with the presence of a recorded consumer. The results indicated increased eye-gaze fixation among interpreters during the second video presentation. While interpreters did not attempt direct eye contact with the consumer, their eye movements lingered longer in proximity to the consumer stimulus video than in the first video without a consumer. In subsequent interviews, interpreters said they preferred the presence of a consumer, as they relied on positive or negative backchanneling to inform their decision-making processes. Furthermore, experienced interpreters noted heightened motivation and deeper processing of the source material in the presence of a consumer. While additional research is warranted, it is recommended that any assessments of interpreters include the presence of a recorded consumer to foster a more authentic experience, thereby enhancing performance during evaluations. Degree Master of Arts in Interpreting Studies Key Words Authentic assessment pre-recorded consumer backchanneling Note Amanda Smith Elisa Maroney Marty Taylor Type Thesis -- Url https://wou.omeka.net/s/repository/item/14554 Title Culturally Relevant Pedagogy for Young Environmental Scientists Creator Carson Pinkstaff Cosentino Date 6/15/2025 Type Text Identifier CarsonPinkstaff_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Enviornmental science unit that explores the use of CRP in a 9th grade classroom Degree Master of Arts in Teaching (initial licensure) Key Words 9th Grade Interactive Notebook Biology Note Lin Wu Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14553 Title Enhancing Math Engagement: A Framework for Transforming Mandated Curriculum into High-Cognitive Demand Tasks Through Real World Applications Creator Caroline Porter Date 6/15/2025 Type Text Identifier CarolinePorter_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Student engagement and high cognitive demand are often lacking in secondary mathematics accessible curriculums and classrooms, which can hinder deep-understanding and critical thinking skills. The purpose of this project was to inform and illustrate to educators how to increase the level of demand of curriculum tasks. To do so, a research-based template was created as a guide to help teachers transform the level of demand of tasks and increase student engagement. Three example tasks drawn from classroom experience and a self-assessment flow chart are included to illustrate the use of the template. Each example task was analyzed using the Task Analysis Guide (Stein, et al., 2000) to ensure it met the criteria of a high-cognitive demand task. Strategies from authors such as Smith et al. (2017) and Leinwand et al. (2014) were instrumental in the development of tools that incorporated real-world applications, open-ended questions and student justification. To reach a wider audience, the developed tools will be shared through professional development presentations and published in math teacher journals. Degree Master of Science in Education: Curriculum and Instruction Note Kenneth Carano Rachel Harrington Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14552 Title Creating an Accessible Spanish Learning Platform: Empowering Autonomous Learning and Bridging Language Gaps Creator Carolina Janke Garcia Date 6/15/2025 Type Text Identifier CarolinaGarcia_PP_2025 Language eng spa Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project explores the creation of a Spanish learning platform intended to facilitate self-directed learning in the classroom. Aimed at bridging language gaps and increasing exposure to Spanish inside and outside the classroom, the website was developed using the school’s existing curriculum as a foundation. By designing a set of interactive and child-friendly subsites and utilizing tools such as Canva, the project highlights the practical steps and challenges involved in building a user-centered educational resource. Concluding that it is achievable with thoughtful planning, sustained effort, and a strong focus on age-appropriate design. Key Words: Dual language Education, Language learning, Spanish, Self-Directed, Autonomous, Website, Subsites, Teacher Created Material, Supplemental Material, Canva, Technology Degree Master of Science in Education: Curriculum and Instruction Key Words Technology Supplemental material Note Kenneth Carano Jessica Dougherty Maria Dantas-Whitney Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14551 Title Differentiated Instruction on Verbal Student Engagement in a Mixed High School Sociology Class Creator Cameron Nielsen Date 6/15/2025 Type Text Identifier CameronNielsen_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Student engagement in class is a pressing issue in schools that educators must consistently address. This is to ensure that students are obtaining the knowledge they need to become active citizens after they finish their schooling. To combat disengagement, this action research project studied the effects of differentiated instruction on student verbal engagement in a mixed high school sociology class. Data gathering methods were borrowed from Sagor (2000), using detailed clipboard notes during small group discussions and pre-set checklist marks during lecture periods. Verbal student engagement was monitored while each differentiated instructional method was being used to see what effect they had on student voice in the classroom. The data was sorted into three main themes: full-class discussion and lecture, small-group discussion and paired work, and independent work. For this class of 29 students, this research found that think-pair-share was the most effective strategy to engage students in conversations with each other and the teacher throughout all three themes. Culturally relevant teaching (CRT) had the second largest impact on student verbal engagement during full-class discussion and lecture, and had the largest impact during independent work. The results of this study support the established understanding that differentiated instruction can increase student engagement (Tomlinson, 2014) while offering the opportunity to compare the effectiveness of those differentiated instructions with one another. Degree Master of Arts in Teaching (initial licensure) Key Words Think-Pair-Share Culture Community Note Amy Bowden Kenneth Carano N/A Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14550 Title The Impact of Collaborative Learning and Game Elements on Student Engagement Creator Caleb DeHart Date 6/15/2025 Type Text Identifier CalebDeHart_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The purpose of this action research project was to study the effects of collaborative activities and game elements on student engagement in a 10th grade biology classroom. Previous research analyzed during the initial literature review process points to these strategies having a positive correlation to student engagement. Results were gathered through a combination of student responses, lesson plans, and review of recorded lessons. On average, the addition of game elements to an exit ticket activity led to a 13% increase in student engagement and participation. Additionally, the application of collaborative learning activities led to greater student engagement as measured by more in-depth student responses. Degree Master of Arts in Teaching (initial licensure) Key Words Inquiry-Based Learning Note Rachel Harrington Karen Spiegel Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14549 Title Encouraging Differentiation to Engage Students Creator Cade O'Connor Date 6/15/2025 Type Text Identifier CadeOConnor_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project examined the implementation and outcomes of differentiated instruction in a secondary classroom setting. The study found that while differentiated instruction holds substantial theoretical value, novice educators often struggle with its practical application due to limited experience, insufficient training, and challenging classroom contexts. Despite these constraints, evidence from this study supports the potential of differentiation to positively impact student engagement and learning outcomes when aligned with student interests, needs, and assessment preferences. This research considered the findings from Scarparolo and Mackinnon (2022), emphasizing the value of student choice in fostering motivation and academic ownership. However, this study found mixed results. The majority demonstrated increased engagement and produced higher-quality work when afforded a choice in assessment methods. However, some students did not achieve targeted learning outcomes due to inconsistent application and classroom management challenges. These findings underscore the importance of ongoing professional development for educators in differentiated instruction and the necessity of cultivating a responsive, student-centered learning environment. License CC-BY-NC (attribution, non-commercial) Degree Master of Arts in Teaching (initial licensure) Key Words differentiation choice engagement Note Rachel Harrington Zach Lazar Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14548 Title Inquiry Based Learning, Critical Thinking, and Civic Engagement In Eighth Grade Social Studies Creator Brynnan Burns Date 6/15/2025 Type Text Identifier BrynnanBurns_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Working in my clinical teaching placement, I investigated how inquiry-based learning could help students increase their critical thinking and civic mindedness. Degree Master of Arts in Teaching (initial licensure) Key Words constructivism middle school depth of response Note Rachel Harrington Kathleen Hughes Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14547 Title Accuracy of the Transition Analysis 3 (TA3) Method for Age Estimation in the John A. Williams Human Skeletal Collection Creator Blue I. Wonhof Date 6/15/2025 Type Text Identifier BlueWonhof_Thesis_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This study evaluates the accuracy and reliability of Transition Analysis 3 (TA3), a multifactorial forensic age estimation method, using 71 individuals from the John A. Williams Human Skeletal Collection at Western Carolina University. Individuals were selected based on known age-at-death and sufficient skeletal preservation to be scored for over 75% of the 121 morphological traits specified by TA3. Age estimations were generated using standardized procedures and analyzed in IBM SPSS to assess absolute error, intraobserver reliability, and the role of demographic and skeletal variables in estimation accuracy. Results revealed a mean absolute error (MAE) of 8.14 years, with 92.96% of individuals falling within the TA3-predicted age intervals. While intraobserver agreement was low overall (Cohen’s Kappa = 0.079), perfect agreement (Kappa = 1.0) was achieved when individuals were grouped by age category (young, middle, and old adult). No significant differences in error were observed by sex; however, younger individuals exhibited higher error rates (p = .002). Skeletal element-specific analyses revealed variation in reliability, with the trapezium yielding the lowest average error (5.93) and the scapula the highest (9.74). By region, the tibia, fibula, and calcaneus yielded the lowest MAE (7.34) and the humerus the highest (9.2). These findings bring to light both the limitations of TA3 in forensic age estimation, particularly in younger age groups, and the potential of certain skeletal regions. Degree Master of Science in Justice Studies Key Words forensic antropology age estimation Transition Analysis Note Misty Weitzel Jonathan Bethard Jerielle Cartales Type Thesis -- Url https://wou.omeka.net/s/repository/item/14546 Title Expanding Coerver Coaching’s Impact on G.R.A.S.S.P. Students Creator Avigain Hernandez Cruz Date 6/15/2025 Type Text Identifier AvigainHernandezCruz_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project provides G.R.A.S.S.P. (Grass Roots After School Soccer Program) students in the Salem-Keizer School District with access to Coerver Coaching’s summer soccer camps, regardless of financial constraints. G.R.A.S.S.P. serves students from Title 1 schools who often lack access to extracurricular activities. By securing donations from local businesses and community members, the camp cost is reduced from $195 to $45, making it affordable for more students. The project aims to support students' academic, social, and emotional development by providing an enriching summer experience that builds leadership, teamwork, and confidence. These qualities will benefit students both inside and outside the classroom. Additionally, the initiative seeks to establish a sustainable system for offering these opportunities annually, ensuring that underserved students have continued access to enrichment programs. Key actions include securing donations, coordinating with Coerver Coaching for camp details, and selecting students with G.R.A.S.S.P. staff. Feedback will be collected from students, parents, and staff to assess the impact on growth and engagement. Success will be measured by community involvement, the number of students served, and the program's effect on students' development. Ultimately, this project provides critical enrichment and aims to create a long-term program that ensures ongoing access to growth opportunities for students who face financial barriers. Degree Master of Science in Education Key Words Soccer Extra Curricular Activities After School Note Alicia Wenzel Steven Nelson Kevin Plechl Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14545 Title How to Care Carefully: Self-Compassion as a Response to Burnout in the Interpreting Field Creator Autumn Anderson Date 6/15/2025 Type Text Identifier AutumnAnderson_Thesis_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Burnout, compassion fatigue, and secondary traumatic stress are known to be prevalent in the field of ASL-English interpreting. What is less clearly defined is if or how budding professionals are prepared for this reality, where seasoned interpreters gain their coping skills, and how similar fields are addressing this challenge successfully. Rooted in the Self-Compassion Theory developed by Dr. Kristin Neff, data was collected using Dr. Stamms’ Professional Quality of Life Survey (ProQOL), Dr. Neff’s Self-Compassion Scale - Short Form (SCS-SF), and Dr. Kandi Wiens’ Burnout Risk Assessment. The survey went out online for three weeks, gathering 74 responses. Only three participants (4.1%) said that their Interpreter Education Program (IEP) addressed self-compassion, compared to the 15 participants (20.3%) whose programs provided formal education on self-care. Ultimately, this work assesses if levels of self-compassion correlate with levels of burnout, compassion fatigue, and secondary traumatic stress among American Sign Language (ASL)-English interpreters. Notably, those whose scores suggest high self compassion were 20% likely to have higher risk for burnout, compassion fatigue, secondary traumatic stress, and low job satisfaction. For those whose scores suggested low self-compassion, that risk jumped to 94.44%. The data gathered from this work contributes to the understanding of the role self-compassion, as defined by Dr. Kristin Neff, can play in mitigating the effects of burnout, compassion fatigue, and secondary traumatic stress in the interpreting profession. Keywords: self-compassion, ASL-English interpreting, burnout Degree Master of Arts in Interpreter Studies Key Words ASL-English Interpreting Burnout Self-Compassion Note Sara Yurkovic Erin Trine Type Thesis -- Url https://wou.omeka.net/s/repository/item/14544 Title The Role of Media in Shaping Public Opinion on Police and the Response of Law Enforcement Creator Ashley Mendez Date 6/15/2025 Type Text Identifier AshleyMendez_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Historically, law enforcement has not always been seen positively, this is in part due to its origins in slave patrols, as well as how the media has portrayed them early on. As time progresses, the historical context remains significant as it continues to impact public perception, especially as new incidents involving minority communities arise, reinforcing mistrust and negative sentiment. Media portrayals have also played a part by casting police officers as villains or comedic figures. The narratives currently, with both traditional and social media, influence the public perception of law enforcement and policing practices. The purpose of this study is to understand how media can shape public perceptions of law enforcement. As well as looking at the dynamics it is causing between police and the communities they serve. This research will use secondary data to identify and analyze trends in police departments utilizing media, both mainstream news outlets and social media, to counter any prevailing narratives that may influence public perceptions. The finding’s indicated media has a significant negative impact on public perception of police, more so than positive, leading to calls for reform and even defunding of law enforcement stations. By analyzing these dynamics, this examination aims to provide insight into the evolving relationship between media portrayals and public sentiment toward law enforcement with the goal of fostering more informed discourse and public policy changes. As well as to promote accountability and transparency within the criminal justice system. Degree Master of Arts in Criminal Justice Key Words Media police public perception Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14543 Title A Coaching Approach to Skill Development in Novice Interpreters Creator Ashley Marie Camp Date 6/15/2025 Type Text Identifier AshleyCamp_Thesis_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract For many American Sign Language (ASL)–English interpreters, the early stages of their careers are often marked by negative mentoring experiences. While traditional mentoring in the interpreting field has supported professional growth for many; it is frequently characterized by hierarchical dynamics and a narrow focus on the mentee’s performance, rather than a holistic understanding of the interpreter as a practitioner. This study explores coaching as an alternative or complementary approach to supporting novice interpreters. Through a review of relevant literature and semi-structured interviews with experienced interpreter coaches, the research examines how coaching is defined, applied, and perceived within the practice profession of interpreting. Findings suggest that a more comprehensive coaching approach may foster trusting relationships, support the development of both technical and interpersonal skills, and better serve the evolving needs of novice interpreters. Keywords: coaching, coach, novice interpreter, mentoring, mentor, ASL interpreter education Degree Master of Arts in Interpreting Studies Note Emily Girardin Sylvie Lemay Type Thesis -- Url https://wou.omeka.net/s/repository/item/14542 Title A Rough Sketch: Cultivating Motivation and Self-Efficacy in High School Art Students Creator Ariel Rolfe Date 6/15/2025 Type Text Identifier ArielRolfe_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This paper investigates how self-reflection can impact self-efficacy and how student choice impacts participation through the lens of self-determination theory (Ford, 2019). The author explores how her own educational experience as an unmotivated student shaped her pedagogical approach to support students' beliefs in their capacity for intellectual growth as well as self-efficacy. Although the data collected from 56 students over a two week project resulted in more questions than answers, it also demonstrated an increase in self-efficacy overall that is worthy of investigating further. Degree Master of Arts in Teaching (initial licensure) Key Words self-determination theory social cognitive theory art classroom Note Marcus Wenzel Michele Haney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14541 Title Teaching for Diversity in a Non-Diverse Classroom Creator Andy Rommel Date 6/15/2025 Type Text Identifier AndyRommel_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The focus of my research is the fourth grade class of a small, rural school that operates in an isolated community with very little ethnic diversity. A danger that exists for student populations in communities with little diversity and low socioeconomic status is the development of toxic, racist cultures. I found myself in a position to help prevent this outcome by attempting to foster an inclusive classroom space where the ultimate goal is empathy and an interest in diversity among students. I am exploring whether making connections between diverse artists and their artwork and my students’ lives and interests result in an increase in student interest in diversity or an increase in empathy among students. Degree Master of Arts in Teaching (initial licensure) Key Words Diversity Equity Inclusion Note Marcus Wenzel Kathleen Rice NA Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14540 Title Each One, Teach One: A Case for Metalinguistic Interpreter Education Creator Amanda Wheeler-Kay Date 6/15/2025 Type Text Identifier AmandaWheelerKay_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Many interpreter training programs focus on the information-sharing aspects of communication, prioritizing these over communication-related elements of interpreting. This action research project explores communicative elements of an interpreted encounter, metalinguistic capacities required for competent interpreting and facilitation of communication between speakers of different languages. Specifically, this project explores which metalinguistic TASKS (Talents, Attitude, Skills, Knowledge, Style) are important to teach interpreters and how to best teach these skills, regardless of the languages the interpreters are being trained to work between. License CC-BY (attribution) Degree Master of Arts in Interpreting Studies Key Words metalinguistic communication sign language interpreting spoken language interpreting Note Sarah Sheldrick Kara DeGiovanni Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14539 Title The Possible Impacts of Tattoo Removal Programs in Juvenile Correctional Facilities Creator Amanda McMasters Date 6/15/2025 Type Text Identifier AmandaMcMasters_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The presence of anti-social tattoos, typically in reference to gang-affiliations, trafficking and criminal identities, can oftentimes hinder the rehabilitation and reintegration of incarcerated youth. Tattoo removal programs within juvenile correctional facilities offer an opportunity for juveniles to shed these labels and visible roadblocks to success. This study investigated the potential impacts of such programs, focusing on how removal of anti-social tattoos influences post-release outcomes, which includes self-perception and identity, recidivism rates and work opportunities. The findings from this research indicates that the presence of anti-social tattoos, especially in highly visible places like the face, neck or hands, negatively impact the juveniles who bare them socially and psychologically, through stigmatizations, stereotyping and discrimination. The findings also suggest that the removal of these anti-social tattoos is an extremely important piece of rehabilitation and reintegration, heavily influencing post-release outcomes. Due to the implications of this research, it is recommended that tattoo removal programs become an integral part of the juvenile justice system, implementing these programs in juvenile correctional facilities to assist in their efforts to rehabilitate their incarcerated youth. Degree Master of Arts in Criminal Justice Key Words juvenile justice reintegration tattoo removal Note Omar Melchor-Ayala Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14538 Title Leveraging the Gap: Implementing Mandatory Supervised Practice Creator Allison Rodgers-Griffin Date 6/15/2025 Type Text Identifier AllisonRodgersGriffin_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The work readiness gap in ASL–English interpreting has persisted for decades, leaving many novice interpreters unprepared for professional practice and national certification. Despite efforts by interpreter educators, professional organizations, and training programs to enhance educational standards and implement community-based learning, the transition from interpreter training programs (ITPs) to independent professional practice remains a significant challenge. This professional project examines the need for mandatory supervised practice postgraduation and as a prerequisite for the Registry of Interpreters for the Deaf’s National Interpreter Performance Exam, drawing from structured training models in education, occupational therapy, and counseling. Grounded in the integrated developmental model (IDM) developed by Stoltenberg et al. (1987), this proposal explores how structured supervision can support interpreters in navigating the shift from student to professional. The historical evolution of interpreter education, the impact of legislative changes, and the absence of standardized supervision requirements are examined in comparison to other practice professions. An analysis of the effectiveness of structured supervision and postgraduate training highlights the need for a formalized induction period to better prepare interpreters for real-world challenges. Establishing nationally standardized supervision requirements would ensure that interpreters develop the necessary skills, ethical decision-making abilities, and professional judgment before certification. Degree Master of Arts in Interpreting Studies Key Words ASL–English interpreting work readiness supervision practice profession Note Amanda Smith Michael Hass Chung-Fan Ni Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14537 Title A Study of Students’ Writing Self Efficacy: Making Language Arts Students More Confident Writers Creator Alexandria Ilyse Chipman Date 6/15/2025 Type Text Identifier LexiChipman_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This study examined how to increase the self-efficacy, or belief in one's ability to overcome challenges, of 12th grade language arts students as writers. The project operated under the tenets of Social Cognitive Theory (Bandura, 1986). Specifically the research examined the impact of increasing students' mastery over their least confident writing skills on their overall writing self-efficacy, academic performance, and time management skills. To enact this research data was collected from students where they identified the writing skills/knowledge areas they had the least confidence in. Those areas were then retaught with instructional supports given such as: cognitive modeling, peer modeling, small group collaboration, individualized feedback, and supplemental supportive materials. The effect of these instructional supports and the focus on students’ self-efficacy beliefs included an overall increase in students academic performance, growth in students time management skills, and growth in certain areas of students’ writing self-efficacy. Degree Master of Arts in Teaching (initial licensure) Key Words Self-Efficacy Social Cognitive Theory Writing Confidence Note Marcus Wenzel Marcus Wenzel Janet Rust Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14536 Title School to Home Connections Through Literacy: Parent Literacy Night for Literacy Discussion Creator Alan Mateo Linares Date 6/15/2025 Type Text Identifier AlanMateoLinares_PP_2025 Language eng spa Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The goal of this MSED project is to create a Parent Literacy Night event to inform families at my school district of Woodburn of literacy practices they can use at home to support the literacy development of their students. In order to inform families at the Parent Literacy Night event I created a Bilingual Slideshow Presentation that highlights the importance of family involvement in literacy. Also, I created Literacy Stations for the Parent Literacy Night event in order to inform families of the literacy practices they can practice at home based on their student grade level. Additionally, each Literacy Station at the Parent Literacy Night event contained resources and materials I created for families that aligned to the literacy practice for that grade level. Last, this MSED project helped me grow as an educator and made me take a leadership role in my school as I developed a literacy event for the families in my district. Key Words: Parent Literacy Night event, student literacy development, literacy practices, Bilingual Slideshow Presentation, Literacy Stations Degree Master of Science in Education: STEM Education Key Words Literacy Development Family Involvement Bilingual Materials and Resources for Literacy Note Christopher Ramos Ana Chuc-Garcia Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14535 Title Fostering Inclusion and Sense of Belonging through Unified PE and Library Creator Agnes Seden Date 6/15/2025 Type Text Identifier AgnesSeden_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project focused on developing and implementing the Unified PE and Library programs at Hammond Elementary School in the Salem-Keizer Public School District. The goal was to promote equity, inclusion, and meaningful peer interactions between students with disabilities (DK- 2) and general education peers (grades 3- 5). According to the staff and student surveys, observations, and anecdotal feedback, students with disabilities demonstrated increased engagement, interest, and positive behavior while the general education partners developed confidence, patience, and empathy. Staff reported positive outcomes in student interaction, inclusive culture, and recommended continuing and expanding the unified programs at Hammond. The key accomplishments include fostering a sense of belonging, enhancing awareness of disabilities, and building a stronger school community. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words Unified PE Unified Library inclusive learning environment Note Alicia Wenzel Steven Nelson Corina Valencia- Cushman Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14477 Resource class dctype:Text Title Professional Development for Multilingual Early Childhood Educators Creator Gisela Morales Benitez Date 2025-03-01 Type Text Identifier pp_20250423 Language eng spa Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project addresses the lack of professional development opportunities for Spanish-speaking in-home daycare educators. To support Spanish-speaking educators, the project introduced a SET Two-level professional development course in Spanish, enhancing educators' skills and promoting positive guidance for infants and toddlers. Rooted in motivational, adult learning, and critical race theories, the project emphasized self-esteem, self-actualization, and the importance of accessible training in educators' native languages. The project was successful, with 117 participants registered from across Oregon, demonstrating the demand for linguistically and culturally responsive learning opportunities. Of the 117 participants, 86.9 % reported feeling very satisfied with the content, and 100% recommended this class to other Early Childhood multilingual educators. This project advocates for equitable professional development practices that foster integration, belonging, and empowerment within the multilingual early childhood education community. Degree Masters of Science in Education Key Words early childhood education multilingual educators professional development Note Cindy Ryan Kathryn Morgan Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14458 Title Reflection in Action: Interpreter Self-Efficacy and Intentional Practice Creator Erin M. Mackey Date 6/14/2025 Type text Identifier arp_20250416h Language eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Self-efficacy is one’s belief in their ability to take the steps necessary to achieve their goals. It has been shown that self-efficacy is an important aspect of being an interpreter, and it can change the quality of the interpretations that are produced. But how can interpreting students and novice interpreters improve self-efficacy? This action research follows my journey to discover whether my self-efficacy as an interpreting student and novice ASL/English interpreter changes after I record and watch my interpreting work samples. This process utilized intentional practice, Think Aloud Protocols, and written reflections to gain insights into my inner thoughts and feelings while interpreting and watching my work. Self-efficacy was explored by looking at evaluative and non-evaluative language, as well as positive and negative tone. Keywords: Intentional practice, novice interpreter, reflection, self-efficacy, Think Aloud Protocol Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14457 Title Navigating the Labyrinth Through A Cultural Advocacy Perspective: Exploring a Staff Sign Language Interpreter’s Role in a California Prison Creator Stefanie O'Brien Date 6/14/2025 Type text Identifier arp_20250416g Language eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Within the field of penology, research providing firsthand accounts of correctional staff and prisoners remains insufficient, with no identifiable research focusing specifically on interactions between correctional staff and Deaf and Hard of Hearing (D/HH) prisoners. This action research project examines the evolving roles and responsibilities of a staff sign language interpreter (SLI), who is also a certified Americans with Disabilities Act Coordinator (ADAC), over a three-year period within a Level 1-4 women’s correctional institution in California. Guided the frameworks of Cultural Appropriate Advocacy (CAA) (Salla et al., 2023), Discriminatory Epistemic Injustice (Fricker, 2007), and Moral Agency (MA) (Peter, 2011), this research explores the dynamic interplay between legal mandates, institutional realities, and the staff SLI’s advocacy efforts to bridge the communication gap and empower D/HH inmates facing ADA rights violations. These mandates include, but are not limited to, the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and relevant case law, such as Armstrong v. Newsom (1994). Qualitative data collection and analysis are used to uncover the underexplored area of prison interpreting and contributes to a deeper understanding of the challenges and opportunities encountered by a staff SLI in this non-traditional setting. Degree Master of Arts in Interpreting Studies Note Amanda Smith Elisa Maroney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14456 Title Feedback as Confidence: Practical Applications for a Practice Profession Creator Andrew Riley Krugielki Date 3/20/2025 Type text Identifier arp_20250416f Language eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Feedback is a crucial aspect of skill development as an American Sign Language (ASL)/English Interpreter. Newer (or novice) interpreters benefit immensely from the extra support provided by experienced interpreters, yet they may find discomfort in the process of requesting or receiving it. Without access to feedback, a novice interpreter’s skills may wilt; thus, early incorporation of effective feedback is critical during the transition from graduate to professional. I explore my discomfort with feedback and development by examining the intricacies of language used by experienced interpreters during feedback sessions, and my thought worlds surrounding the process of development through feedback. I analyze participant statements, self-reflective graduate work, and post-feedback questionnaires to further comprehend one novice interpreter’s mind when receiving feedback. Degree Master of Arts in Interpreting Studies Key Words evaluative/nonevaluative language, feedback, trust Note Elisa Maroney Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14455 Title The Matrix of Belonging: a Reflective Analysis of Defining and Cultivating Belonging in the Interpreting Profession Creator Ayla Lynn Adkins Date 3/20/2025 Type text Identifier arp_20250416e Language sgn-US eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project presents findings on the manifestations of “belonging” within the field of American Sign Language (ASL) and English interpreting. A mixed-method approach is used and focuses on evaluating and identifying the influences and themes of belonging and how the experiences of an individual shape it. Findings relate to emphasizing professional and emotional support based on authenticity, inclusivity, and acceptance alongside consistent and stable working conditions. The researcher emphasizes a “sense of belonging” as a vital portion of interpreter well-being, and she promotes its essential consideration, especially for novice interpreters. License CC-BY (attribution) Degree Master of Arts in Interpreting Studies Key Words integrative framework of belonging, interpreter education program, interpreter training program, Note Amanda Smith Elisa Maroney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14454 Title Physical Strain the Human Body Experiences in a Work Setting: Video Relay Services Creator Janessa Torres Date 3/20/2025 Type text Identifier arp_20250416c Language eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The Video Relay Service (VRS) work environment, in comparison to other signed language interpreting work settings, has specific work demands that prompt researchers to consider physical health needs. VRS consists of long screen time on the eyes and desk-job-like ergonomic demands, on top of additional interpreting demands that come with the profession. In this article we will explore the intensity of ergonomic demands, how that has a physical impact on the working interpreter’s body, and how that translates into their overall performance and mental capacity. It is important to note that intrapersonal demands influence the work produced by the interpreter and how certain practices of self-care and other forms of intentional physical activity can promote longevity in an interpreter’s ability to continue the work accurately and effectively. Degree Master of Arts in Interpreting Studies Note Amanda Smith Audrey Ramirez-Loudenback Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14453 Title Self-efficacy, Emotional Regulation, and the Novice Interpreter Creator Alexa Milam Date 3/20/2025 Type text Identifier arp_20250416c Language eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Many novice interpreters experience issues with self-efficacy and emotional regulation as they begin their professional careers. Although there is substantial research supporting connections between self-efficacy and performance, intrapersonal emotions and competence, and many other areas related to these topics, I believe it is important to appreciate the interconnectedness of each of these concepts and for new interpreters especially to fully understand how they are impacting our work. My action research focuses on my experience as a novice interpreter and what I have noticed about my struggle to remain confident enough to access the skills that I have spent years acquiring, in order to succeed as a professional interpreter. It was my goal to understand why interpreters may lack confidence and have trouble accessing foundational skills and tools when they are faced with interpreting interactions that are unfamiliar or difficult, and if this has any relation to the emotional regulation skills, or lack of, that they possess. I also aimed to identify what I can do, in regard to building emotional regulation skills, to combat the negative effects of the natural self-efficacy development period that all new professionals must undergo. Through a combination of surveys, journaling, analysis methods, and various implementations in my professional routine, I hope to yield results that will support other novice interpreters in carrying out self-analysis, building on self-efficacy, and perhaps even furthering this research. Degree Master of Arts in Interpreting Studies Note Amanda Smith Elisa Maroney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14452 Title Virtual Teaming Post-Pandemic Creator Marcus S. Gunter Date 6/14/2025 Type text Identifier thesis_20250416a Language eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The primarily in-person work environment of English-ASL interpreters was dramatically affected by the COVID-19 pandemic. A sudden increase in online services thrust interpreters into a virtual work environment they may have not prepared for, affecting the virtual teaming dynamic. This paper explored professional English-ASL interpreters’ experiences, contrasting their pre- and post-pandemic work environments, focusing on their preparedness, preferences, and familiarity with current technology. Previous research on this topic has suggested possible gaps in the virtual teaming process. The goal of this research was to identify specific areas in the virtual workspace interpreters are lacking. Using a survey to gather data on interpreters’ experiences, this study found that the lack in training and familiarity with technology between stakeholders in virtual meetings affected interpreters’ ability to engage in each part of the interpreting process, especially working as a team of interpreters. As each “step” in the interpreting process ultimately leads to providing a more accurate interpretation, the omission of any one area, as a result of an unfamiliarity with technology, could negatively impact the accuracy of an interpretation, possibly resulting in a negative impact on the interpreters’ consumer(s). Degree Master of Arts in Interpreting Studies Key Words Virtual interpreting, team interpreting, virtual teaming Note Elisa Maroney Amanda Smith Cameo Hunsaker Type Thesis -- Url https://wou.omeka.net/s/repository/item/14451 Title Breaking the Ice: A Comprehensive Exploration of Freezing in ASL/English Interpreting Creator Madison Lantis Date 6/14/2025 Type text Identifier arp_20250416b Language eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project delves into the phenomenon of freezing during American Sign Language (ASL)-English interpreting. The goal of this research is to pinpoint the underlying causes of these freezing instances in my interpreting work, identify recurring patterns, and develop effective strategies for overcoming freezing. Throughout my development as an interpreter, I have consistently struggled with freezing while interpreting. Grounded in the Self-Efficacy Theory and the Demand Control Schema, this study explores the multifaceted factors contributing to freezing episodes. Through thorough analysis, I explore my interpreting work and my mindset and beliefs around interpreting. Additionally, I investigate freezing as a stress response, the cognitive processes involved in interpreting, and factors influencing my ASL fluency. Keywords: Freezing, interpreting, ASL, demands, controls Degree Master of Arts in Interpreting Studies Key Words cognitive distortions, self-efficacy, self-doubt Note Elisa Maroney Amanda Smith n/a Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14450 Title The Dream of a Seamless Switch: Code-switching between American Sign Language and Protactile Language as an Interpreter and Co-navigator Creator Alyssa Alpers Date 3/20/2025 Type text Identifier arp_20250416a Language eng Rights Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This Action Research Project studied code-switching and transitions between the linguistic spaces of American Sign Language (ASL) and Protactile Language (PT) during interpreting and co-navigating, with a focus on language intrusions and the impact that connection, comfort, and groundedness have on the researcher’s professional practice. Qualitative and quantitative data was collected via Likert scales to measure feelings of connection, comfort, grounding, and language pull. It was also documented through data surrounding the specifics of language intrusions, and through three-minute freewrites reflecting on each PT or ASL assignment. Data collection results showed that communication tended to flow more smoothly in PT settings, with higher feelings of connection, comfort, and confidence. It was hypothesized that these higher feelings correlate with longer hands-on practical experience in PT spaces compared to ASL spaces. A negative correlation was found between feeling grounded in the target language and the pull to use the non-target language, both in ASL (r = -0.43) and PT (r = -0.36). Additionally, when grounded in the target language, communication was smoother (ASL r = 0.30, PT r = 0.29). These results suggest that grounding in the language prior to assignments may reduce language intrusions and code-switching, as well as increase fluid and efficient transitions between and into linguistic spaces. Recommendations in this study include continued language skill-building in ASL and PT and the intentional use of grounding techniques, particularly in liminal spaces between assignments. These findings contributed to the practice of the researcher as an interpreter and co-navigator by aiming to solve the identified challenge of transitions between linguistic spaces to enhance professional practice, communication, and interpretations when working with Deaf and DeafBlind communities. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14438 Resource class dctype:Text Title A Trauma-Informed Approach to Teaching Art Creator Morgan Amerson Date 2024-12-23 Type Text Images; StillImages Identifier 20240801_ARP_a Language eng Abstract This action research project explores the implementation and outcomes of a trauma-informed approach to teaching art in a middle school setting. The study emphasizes the importance of creating a safe, supportive, and inclusive classroom environment that addresses the emotional and psychological well-being of students. Key strategies include establishing clear routines, providing calming sensory tools, incorporating mindfulness exercises, and using a reward system to reinforce positive behaviors. Data collected through informal student surveys, behavioral observations, and self-assessment sessions indicate a significant improvement in students' sense of security, trust, and engagement. The findings reveal that prioritizing safety, trust, empowerment, and cultural sensitivity not only enhances academic performance but also fosters a sense of community and emotional well-being among students. This research underscores the transformative potential of trauma-informed teaching practices in promoting a nurturing and equitable educational experience. Degree Master of Arts in Teaching (initial licensure) Key Words Trauma-Informed Pedagogy Art Education Social-Emotional Learning Note Lin Wu Marie LeJeune Type action_research -- Url https://wou.omeka.net/s/repository/item/14428 Title Interpreters and Educational Equity: Supporting Deaf and Hard-of-Hearing Learners with Attention Deficit Hyperactivity Disorder Creator Ryan Alan Page Date 2024-12-23 Type Text Identifier 20241223_Thesis_a Language eng Rights Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract I sought to elucidate interpreters’ contributions to fostering inclusive education for Deaf and Hard-of-Hearing (DHH) students with Attention Deficit/Hyperactivity Disorder (ADHD) through the lens of ecological systems theory. I surveyed interpreters to investigate how they adapt their practices in K-12 settings. I found that these interpreters engage in sophisticated dialogic practices to create an inclusive learning environment that considers the cognitive and socio-emotional needs of DHH students with ADHD. Although interpreters expressed mixed sentiments due to various workplace demands and a lack of preparation, they showed a strong sense of dedication and commitment to advancing equity. My research underscored the necessity for more practical approaches to integrating interpreters into the educational team, suggesting an interactive approach, which includes a feedback protocol between the interpreter-student dyad and a parallel exchange of communication within the interpreter-student-teacher triad. I advocated for universal design for learning (UDL) and response to intervention (RTI) as standard practices to empower interpreters to function as educational agents. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree Master of Arts in Interpreting Studies Key Words Deaf, interpreting, ADHD Note Elisa Maroney Emily Girardin Chloe Hughes Type thesis -- Url https://wou.omeka.net/s/repository/item/14427 Title Trauma-Informed Teaching Practice: An analysis of implementing practices in a middle school language arts classroom Creator Tarrah Meyer Date 2024-12-23 Type Text Identifier 20241223_ARP_a Language eng Rights Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This Action Research Project is an exploration of the author's motivation for researching trauma-informed teaching practices, a literature review of best practices for implementing a trauma-informed approach to teaching middle grade language arts, and actionable steps for implementation. License CC-BY-SA (attribution, share alike) Degree Master of Arts in Teaching (initial licensure) Key Words trauma-informed pedagogy, Trauma-informed teaching, middle school language arts Type action_research -- Url https://wou.omeka.net/s/repository/item/14426 Title Art Interaction Mapping: A Framework for Engaging Visual Art Students in Remote Learning Environments Creator Kat Costa Date 2024-12-23 Type Text Images; StillImages Identifier 20241223_PP_e Language eng Rights Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Designed for advanced visual art courses at the college level, this project outlines conceptual mapping as a teaching strategy for increasing student engagement in remote learning environments. By combining instructional design principles with constructivist learning theory, the author created a series of visualization templates and lesson prompts for use with project-based activities. Art Interaction Mapping is a creative inquiry model that guides students through an iterative process of artwork development and reflective self-assessment. The project outcome is an adaptable learning framework that instructors can utilize with a variety of art mediums, tools, or digital technologies. Degree Master of Science in Education: Educational Technology Key Words studio art, artistic research, art education Note Gregory Zobel Marcus Wenzel Weiwei Zhang Type professional_project -- Url https://wou.omeka.net/s/repository/item/14425 Title Separately Together: Independent Reading as an Act of Collaboration Creator Erin Roan Stanfill Date 2024-12-23 Type Text Images; StillImages Identifier 20241223_PP_d Language eng Rights Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract In secondary English language arts classrooms, teachers struggle to find opportunities among competing priorities to support students in developing complete literacy. Students have few opportunities to self-select what they read, and when they have those opportunities, reading can often be an isolating act. However, reading for pleasure can improve student learning outcomes as well as provide social-emotional learning opportunities. Collaborative learning opportunities allow students to learn with and from one another while developing literacy, communication, teamwork, and social skills. This project is designed to provide teachers with a guidebook to support the implementation of an independent reading practice in their classrooms as well as provide a collaborative learning element. My project includes a guidebook with recommendations for teachers who are interested in developing and maintaining a classroom library, suggestions for creating and maintaining collaborative learning groups, and best practices for ensuring longevity of this program. Additionally, this project includes lesson plans to support the initial weeks of a collaborative learning and independent reading program. My hope is that this project can support educators with limited time who desire to provide their students with opportunities to engage with one another as well as their own literacy. Degree Master of Science in Education: Literacy Education Key Words independent reading, small group, literacy Note Joshua Schulze Melanie Landon-Hayes Type professional_project -- Url https://wou.omeka.net/s/repository/item/14424 Resource class dctype:Text Title A New Generation of Coaching Education Creator Parker Clay Date 2024-12-23 Type Text Identifier 20241223_PP_c Language eng Rights Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The podcast that I am proposing is entitled “In the Arena”. The concept of this title was derived from a speech that Theodore Roosevelt gave at the Sorbonne in Paris in 1910 entitled "Man in the Arena". The "In the Arena" podcast looks to Teddy Roosevelt and the authors in it's literature review for guidance spanning educational spaces. In an effort to create an effective professional development tool for all coaches, it was necessary to look at all coaches and all professional development types. When it comes to coaching, many strive valiantly, many err, and many come short. As a young coach it may be easy to turn away and to leave the profession before victory or defeat is known. The goal of this podcast and the community that will surround it is to spur these young coaches on and to provide them a community of support that understands the strife while also reminding them of the worthy cause they have chosen to spend themselves on. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words podcast, coaching education, professional development Note Gregory Zobel Amber Deets Randall (Dana) Ulveland Type professional_project -- Url https://wou.omeka.net/s/repository/item/14423 Title Developing Peer-Tutor Training Materials for a Tutoring Program Creator David J. Solvedt Date 2024-12-23 Type Text Images; StillImages Identifier 20241223_PP_b Language eng Rights Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project paper overviews the process by which training materials were constructed for a college-level peer-tutoring program, as well as some of the theoretical and conceptual underpinnings identified within educational literature that support the use of specific training topics and instructional practices. The project also includes open-access discussions of training topics that may be adapted or directly applied to the context of peer-tutor training. This composition provides broadly applicable academic support materials and a useful synopsis of how others who wish to implement trainings for tutors may approach this subject in alignment with best-practice. License CC-BY-NC (attribution, non-commercial) Degree Master of Science in Education: Integrated Science Key Words Tutor training, Peer-tutoring, Tutoring Note Patricia Flatt Gregory Zobel Dana Ulveland Type professional_project -- Url https://wou.omeka.net/s/repository/item/14422 Title Pathways to Potential: Family STEM Nights: Embracing SEL and Multisensory Learning Creator Nichole Cantrell Date 2024-12-23 Type Text Images; StillImages Identifier 20241223_PP_a Language eng Rights Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The Family STEM Night project was designed to foster multisensory learning, family engagement, and the integration of social-emotional learning (SEL) principles with STEM education. The event featured eight interactive booths, each offering a hands-on activity to encourage collaboration among students, parents, and educators. Activities included a Glow Germ Handwashing demonstration, a Tower Building Challenge, a Line-Following Robot, Leaf Rubbing, Code Bracelet creation, and Impact Craters on the Moon, among others. These activities highlighted the importance of active participation, curiosity, and creativity in learning, while emphasizing SEL skills such as communication, teamwork, and problem-solving. This project prioritized family involvement to create a supportive learning environment that extends beyond the classroom, encouraging students to explore STEM concepts in an inclusive and engaging way. By addressing diverse learning styles and fostering a sense of community, the event underscored the vital role of family participation in academic success. Family STEM Night ultimately aimed to strengthen connections between families and schools while inspiring a passion for STEM disciplines. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words Family STEM Night, Multisensory Learning, STEM Note Xiaopeng Gong Mandy Olsen Marcus Wenzel Type professional_project -- Url https://wou.omeka.net/s/repository/item/14342 Resource class dctype:Text Title The Impact of Culturally Relevant Pedagogy in a High School Spanish Class Creator Ana Fox Date 2024-08-02 Type Text; Images; StillImages Identifier graduate_080224a Language eng spa Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explored the impact of culturally relevant pedagogy (CRP) on the academic engagement and performance of students of Color in a high school Spanish classroom. The study integrated CRP principles, particularly focusing on academic achievement and cultural competence, by incorporating students’ cultural backgrounds and personal experiences into lessons. Using a variety of culturally diverse materials, multimedia resources, and interactive activities, the research aimed to create a meaningful and engaging learning environment. Qualitative data, including student feedback, classroom observations, and reflective journals, along with quantitative measures like test scores, were collected to assess the effectiveness of this pedagogical approach. Findings indicated that CRP significantly enhanced student engagement, participation, and academic performance by validating and incorporating their cultural identities into the curriculum. The research underscored the necessity of a comprehensive application of all CRP tenets to maximize its benefits, suggesting that future studies should explore long-term impacts and adaptability across diverse educational settings. This study contributed to the growing body of evidence supporting CRP as a vital strategy for fostering an inclusive and equitable educational environment. Date Available 2024-08-02 Degree action_research Master of Arts in Teaching (initial licensure) Key Words Oregon, secondary education, world languages Note Marie LeJune Lin Wu -- Url https://wou.omeka.net/s/repository/item/14330 Title Increasing Engagement in Social Studies Classrooms Through Project-Based Learning Creator Paul Brody Date 8/2/2024 Type Text; Images; StillImages Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract An action research project to explore the effects of project-based learning (PBL) on student motivation and learning in social studies classrooms. Degree action_research Master of Arts in Teaching (initial licensure) Key Words project, social studies, inquiry Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/14329 Title Affirming the Mathematical Potential of All Students Through Warm Demander Pedagogy Creator Marc Hunter Date 8/2/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This study explored how the warm demander pedagogical approach can transform students’ negative self-perceptions regarding their ability to learn complex mathematics. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Warm Demander Note Marie LeJeune Lin Wu -- Url https://wou.omeka.net/s/repository/item/14328 Title A New Approach to Special Education Service Models Creator Jennifer Bunn Date 8/1/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Special education service delivery models are indispensable tools that ensure that all students receive the support necessary for effective specially designed instruction in a least restrictive environment. The central guiding question of this project is simply: how can middle schools navigate the complex task of meeting the diverse needs of special education students through targeted instruction and service model implementation? By delving into this question, this project seeks to shed light on the already existing evidence based practices and potential gaps in service delivery. This project explores the interplay between the resource room, self-contained, and co-taught service models of special education and how they can be utilized to provide a nexus of support for special education students. Ultimately, by combining these models and offering a three-pronged multi-faceted approach, educators and administrators can create a dynamic and responsive system that will address the individualized needs of special education students. Finally, by offering students a continuum of service delivery models to tailor instruction, student learning gains are more accessible and evident. Degree professional_project Master of Science in Education: Interdisciplinary Professional Studies Key Words Special Education, Service Models, Resource Room, Note Alicia Wenzel Darlene Zickefoose Autymn Galbraith -- Url https://wou.omeka.net/s/repository/item/14327 Title Common Core State Standard Proficiency-Based Assessment Curriculum Framework Creator Haley Vernon Date 8/1/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract A series of proficiency-based rubrics were developed in alignment with each of the Oregon Common Core state standards in language arts. These rubrics are intended to guide assessments in the core course of language arts. The development of these rubrics can be applied to a variety of assessment formats while keeping the same expectations of skill evaluation the same. The goal is to provide equity and student choice to the practice of classroom assessments. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words proficiency rubrics, common core, standards-based grading Note Joshua Schulze Alicia Wenzel Chrissy Shanks -- Url https://wou.omeka.net/s/repository/item/14326 Title Promoting Student Engagement in Science Through Culturally Relevant Teaching Creator Ellis Moore Date 8/1/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract I used culturally relevant pedagogy as a guiding framework to help increase student engagement in science. My findings indicate that culturally relevant pedagogy is a powerful framework for increasing student engagement in science. Degree action_research Master of Arts in Teaching (initial licensure) Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/14325 Title Examining Culturally Responsive Teaching in Music Education Creator Carlos D. Ramirez Date 8/3/2024 Type Text Language eng spa Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project dives into how culturally responsive teaching can be applied within an secondary instrumental music classroom. Culturally responsive teaching is a theory developed by Dr. Geneva gay which is constructed by five tenets that focus on utilizing students' cultural and ethnic background as conduits for learning. The researcher Carlos D. Ramirez, explores how to apply this theory within an instrumental music class and also looks for findings to how this theory can support students of Color. Ramirez used creative ways to include culturally responsive teaching elements into his lesson plans that resonated with the students. The findings conclude that culturally responsive teaching is effective and useful within an instrumental music class as Ramirez found that there were many useful musical skills and differentiated teaching practices that help to support students of Color. This research project is also another representation for why we need to include culturally responsive teaching practices into our pedagogy. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Cumbias, Note Marie Lejeune Lin Wu -- Url https://wou.omeka.net/s/repository/item/14324 Title Rhizomatic Learning in Practice: Facilitating Collaborative Learning in Middle School Art Creator Brianna Rigg Date 8/1/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This is an action research project investigating the impact of rhizomatic learning in collaborative projects in a middle school art classroom. Degree action_research Master of Arts in Teaching (initial licensure) Key Words art curriculum, middle school -- Url https://wou.omeka.net/s/repository/item/14323 Title Increasing Student Engagement in the Middle School Art Room Through Warm Demander Pedagogy Creator Anna Cottom Date 8/2/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project aimed to examine whether a shift in high expectations for students to diligently apply their time to sharpen their skills would increase the value they placed on pushing themselves to explore further what they can do with their art projects. Using a warm demander approach, I insisted that my students meet higher expectations, practice self-control, and deeply engage with the work they did in my class. Degree action_research Master of Arts in Teaching (initial licensure) Key Words warm demander, rural, secondary school Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/14322 Title The Art of Teaching: Combining Teaching Artistic Behaviors and Discipline-Based Arts Education Creator Alanna Volk Date 8/12/2024 Type Text; Images; StillImages Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This study explored the impact of integrating TAB (Teaching for Artistic Behavior) and DBAE (Discipline-Based Art Education) pedagogies on student performance and engagement in a secondary art classroom. By combining these two approaches, the study aimed to create a more effective and enjoyable learning environment. The TAB approach emphasized student well-being and personal expression, fostering a sense of autonomy and self-directed learning. Meanwhile, DBAE provided a structured framework for critique and technical skill development, ensuring high-quality artistic work. The study found that this hybrid pedagogy significantly enhanced students' ability to work independently and engage deeply with their art projects. The supportive setups and personal connections promoted by TAB, coupled with the clear expectations and structured feedback of DBAE, contributed to a balanced and enriched educational experience. This integration not only improved students’ artistic skills and overall satisfaction but also helped in nurturing their growth as future artists. Through this approach, the study demonstrated how combining structured skill development with creative freedom can lead to better artistic outcomes and greater student engagement. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree action_research Master of Arts in Teaching (initial licensure) Key Words Middle School, Arts Education, Inter-pedagogical, TAB, DBAE Note Marie LeJeune Lin Wu -- Url https://wou.omeka.net/s/repository/item/14321 Title Enhancing Engagement through Culturally Relevant Teaching in a Low-Income High School English Classroom Creator Aiden Littau Date 8/1/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Culturally relevant pedagogy is a prime framework for boosting student engagement in the classroom. This action research project displays how this pedagogical approach benefits Latinx students in a low-income high school. Through demanding academic excellence, developing cultural competence, and building a sociopolitical awareness among students, this project aims to signify just how powerful this framework can be. The research conducted takes place over a semester and discusses the findings of how these three tenets worked in practice. I use a range of data including unit and lesson plans, curricula, informal observations, and personal reflections to analyze the outcome of this pedagogy in action. While culturally relevant pedagogy is often related to the education of African American students, this research identifies the power it brings to Latinx students. Degree action_research Master of Arts in Teaching (initial licensure) Key Words culturally relevant pedagogy, Latinx students, English language arts Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/14320 Title Differentiated Instruction in the 12th -Grade Social Studies Classroom Creator Adrianna Davis Date 12/1/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This study highlights the importance of differentiated instruction in creating an inclusive and successful learning environment. The findings from this study show that differentiating based on student interests, learning profiles, strengths, and academic needs can significantly enhance academic achievement and engagement, particularly for students from marginalized backgrounds. Additionally, this study found that proactive planning, with readiness-based tiering, is crucial for addressing equity issues and ensuring all students succeed. Further, offering structured student choice can also boost motivation and achievement; however this strategy requires careful scaffolding to ensure all students benefit. Finally, while differentiated instruction has limitations, particularly in addressing the specific needs of racially and culturally diverse students, integrating additional educational philosophies can help overcome these challenges. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Differentiated Instruction, Social Studies Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/13757 Title Campus Gardens as an Answer to Food Insecurity and the Health and Well-being of College Students Creator Rick Tingle Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Food insecurity is a major concern on college campuses and has been known to affect student health and wellbeing and ultimately academic success. Campus Community Gardens (CCGs) have been found to be an answer to food insecurity by offering fresh vegetables and nutrition as well as healthy social connections. The purpose of this research is to explore successful methods of establishing a sustainable garden on a university campus. To find out what worked and did not work for these gardens, a review of successful working models from campus garden programs provided details on how that information might be applied to future garden programs. I used the Western Oregon University (WOU) Library database to find sources concerning food insecurity on campus relating to the health and wellbeing of students. These sources were reviewed and considered. The findings presented evidence explaining the ways in which CCGs can enhance student health and wellbeing by providing nutritious food at no cost. CCGs also offer an excellent opportunity for social interaction. Additionally, the importance of interdepartmental cooperation for program and social sustainability was identified, and the significance of community outreach and accessibility for garden activities was clarified. The results indicated that CCGs can be an effective medium for multidisciplinary cooperation, and therefore, program sustainability. The study is relevant because it offers insight into the elements necessary for the establishment of effective economic, environmental, and socially sustainable campus gardens so that Western Oregon University and other programs might benefit. This research offers significant findings relevant to the body of knowledge on this subject. Degree thesis Master of Science in Justice Studies Key Words campus community gardens, food banks, food insecurity Type thesis -- Url https://wou.omeka.net/s/repository/item/13756 Title A Collaborative Approach to Supporting Long Term English Learners: Implementing a Co-Teaching Model in Secondary Schools Creator Zachary Cole Date 8/1/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This professional project investigates the implementation and impact of a co-teaching model in supporting Long-Term English Learners (LTELs). The primary objective is to enhance students' content access and support and develop structures that bolster students' academic vocabulary and language skills. The project incorporates quantitative and qualitative data collection through a weekly progress monitoring checklist, student grade tracking, and observations of academic language usage. Results indicate that the co-teaching model effectively improved student outcomes. The findings underscore the value of collaborative teaching and explicit language instruction in enhancing LTELs' academic performance and engagement. These results suggest that incorporating co-teaching models more broadly could provide consistent and effective support for LTEL students across various content areas. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words Co-teaching in Multilingual Programs, LTELs, Action Research in ESOL Note Joshua Schulze Annie Delbridge Jessica Dougherty Type professional_project -- Url https://wou.omeka.net/s/repository/item/13755 Title Victims of Racism: Loneliness and Physical Health Creator Tandy Tillinghast Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Abstract Every year, one out of four or five marginalized adult Americans is insulted, intimidated, harassed, assaulted, or murdered due to bigotry (Ehrlich 2009). Specifically, hate crimes in Oregon (DOJ, 2023) and nationally continue increasing (Kena & Thompson, 2021). To complicate the issue, racism effects social isolation (Singh et al., 2022) and loneliness impacts physical health as much as obesity or smoking (Cacioppo, J.T. in Adams, 2016; Hawley & Cacioppo, 2010). However, no research has studied the effects of racism on loneliness and physical health, and if intercessions would mediate these effects. This study considers the effects of hate crimes on victims, investigating associations between the variables of racism, loneliness, and physical health, along with interventions like Restorative Justice. By analyzing existing research from the 2022 and 2021 Bias Crimes Reports (Kerodal, et al., 2023 and 2022), the Tableau Public data analysis tool, and recent 2023 qualitative data from reports to the Bias Response Hotline (BHR), the researcher employed mixed methods analyses. Consequently, the path model proposes racial hate crimes (n=1,168 reports to BRH) effect isolation and alienation (272), which harm physical health (158). Furthermore, interventions (142) advanced transformative strategies for victims. These results verify that Bias Crimes and Incidents involving race comprise the majority of hate crimes. This study is the first to examine qualitative data from the BRH from 2023 and address the research gap by investigating racism and its effects on social isolation and physical health concurrently. While limited, this analysis responds to the requests of experts in diverse fields, including ethnicity and race, social science, social neuroscience, psychology, biological psychiatry, and public health to scrutinize the effects of racism on loneliness, and the consequences of both on physical health. Therefore, the researcher recommends the following: agencies collect added data on victims of bias crimes and their recovery; that scholars conduct longitudinal research on the three variables, perhaps using path analyses; and further inquiry on less overt forms of racism and their effects. Given extensive research in wide-ranging fields on two of the three factors, future studies should advance the multidisciplinary theoretical framework proposed here for investigating correlations between isolation, physical health, and interventions like Restorative Justice, for survivors of racism. Keywords: hate crimes, bias crimes, racism, victim, loneliness, social isolation, physical health, intervention, Restorative Justice, and Multidisciplinary Theoretical Framework. Degree professional_project Master of Science in Justice Studies Type professional_project -- Url https://wou.omeka.net/s/repository/item/13754 Title Trauma Informed Practices: A Learning Module for educators of Children Birth Through age 5 Creator Tammy Frank Date 8/1/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Abstract This project explores resilience in individuals who have faced significant childhood adversity, driven by personal experiences and academic research at Western Oregon University. By examining why some overcome adverse childhood experiences (ACEs) with minimal long-term effects while others suffer severe consequences, the research identifies solid positive relationships as a key factor. To address the lack of resources for early childhood educators, the project develops a trauma-informed care (TIC) learning module that equips educators with the knowledge and skills to foster resilience and mitigate ACEs' effects. The project highlights the importance of understanding how a child's brain develops and emphasizes the importance of accessible, evidence-based strategies, nurturing relationships, and addressing educators' well-being. Personal reflections reveal significant growth in understanding trauma, enhancing empathy, and developing leadership skills, with future improvements aimed at enhancing module interactivity and resource integration to create more supportive educational environments for children facing adversity. Degree professional_project Master of Science in Education: Interdisciplinary Professional Studies Note Joshua Schulze Kathryn Morgan David Jenkins Type professional_project -- Url https://wou.omeka.net/s/repository/item/13753 Title Tier 2 Intervention and Differentiation in a Diverse Elementary Classroom Creator Samuel C. Connor Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project aims to lessen the achievement gap for upper elementary students in reading. Through evidence-based reading interventions and a blended learning model, students will receive the adequate knowledge and skills they need in order to make sufficient progress towards grade-level goals. Over a course of two years, the amount of students in the "low-risk" category increased, while the "some" and "high-risk" categories decreased. In addition to reading interventions, factors such as student attendance, the importance of a schoolwide approach, and effective classroom management are addressed. This project also notes the importance of early reading interventions for students in low-economic communities, and from diverse backgrounds. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words elementary, intervention, differentiation Note Joshua Schulze Melissa Frank Chelsea Lally Type professional_project -- Url https://wou.omeka.net/s/repository/item/13752 Title Hearts of Gaming Creator Nicholas Werner Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract I use a video game mod to help teach digital literacy and history. The game I would used as a basis for the mod is called Hearts of Iron IV. Modding is making alterations to the program code of a video game. This game is based on World War II (WWII) and the lead-up to the war. Students play as a nation and navigate it during this time frame. My goal is for students to also learn geography and major events like the Nazi German annexation of Czechoslovakia, and social skills like working on a team. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree professional_project Master of Science in Education: Interdisciplinary Professional Studies Key Words Digital Literacy, History, Video games Note Joshua Schulze Gregory Zobel Marcus Wenzel Type professional_project -- Url https://wou.omeka.net/s/repository/item/13751 Title How New Educators Are Incorporating Technology into Their Post Covid Classrooms Creator Nancy Morales Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project focuses on the use of technology within a classroom of a newer teacher who started their teaching post COVID. It looks at research that has already been done in the field in regards to teacher attitudes toward technology, student attitude towards technology, and ways in which students can benefit through the use of technology in the classroom. The teacher uses technology tools that she has not used before in order to through observations reflect in how these tools have been beneficial or not. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words technology tools, self-efficacy, student attitudes Note Joshua Schulze Gregory Zobel Marcus Wenzel Type professional_project -- Url https://wou.omeka.net/s/repository/item/13750 Title Examining the Impact of Arts-Based Programs as Intervention for At-Risk and System-Involved Juveniles Creator McKenzie E. Nickerson Date 6/1/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Hundreds of thousands of delinquent youths encounter the juvenile justice system every year. In 2021, the United States juvenile justice system dealt with 437,300 cases, indicating an 8% rise in juvenile delinquency cases since the year 1960 (Hockenberry & Puzzanchera, 2024). The juvenile justice system has its foundation built upon rehabilitation as opposed to punishment, and arts-based methods of rehabilitation are showing promise in helping delinquent participants. This study aims to explore the benefits that at-risk and system-involved juveniles may attain from participating in arts-based programs. This exploratory inquiry utilized a systematic literature review process. Literature was collected from various online databases and other sources. Inclusion and exclusion criteria were then applied to narrow down the selection of literature. A deductive content analysis method was then employed to identify common positive themes across the chosen studies. Findings of this project determined that three themes were discovered upon the deductive content analysis in the final sample of the literature, and they were (a) positive engagement with adult role models, peers, family, and the community; (b) improvement in self-esteem; and (c) emotional regulation. These findings emphasize the importance of upholding and further developing arts-based programs for the benefit of at-risk and system- involved juveniles who participate in them. Keywords: juveniles, at-risk, system-involved, arts-based programs, intervention, literature review Degree professional_project Master of Arts in Criminal Justice Key Words arts-based programs, juvenile justice, literature review Type professional_project -- Url https://wou.omeka.net/s/repository/item/13749 Title Effects of ELD Strategies and practice in mathematics Creator Marissa Hawk Date 6/1/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract I chose ELD strategies based on specific research and implemented these strategies into the area of mathematics in my own classroom. I collected data to determine effectiveness of strategies. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words ELD, Mathematics, ELD in mathematics Note Joshua Schulze Molly Griffo Noah Hall Type professional_project -- Url https://wou.omeka.net/s/repository/item/13748 Title Crafting a 12th-Grade Curriculum to Fill Diverse Literature Gaps in High School English Creator Mackenzee Collins Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This professional project outlines the creation of a comprehensive high school English curriculum focused on promoting diversity and inclusivity through literature. The curriculum features eight units, each addressing significant literary gaps by incorporating voices and perspectives traditionally marginalized in the literary canon: Native American Literature, Intersectional Feminist Literature, Travel Literature, Dystopian Literature Rooted in Non-Western Culture, LGBTQ+ Literature, Environmental Literature, Graphic Novels, and Spoken Word Poetry. The project emphasizes critical thinking, empathy, and cultural awareness, aiming to foster a deeper understanding of diverse experiences and social issues. Additionally, detailed lesson plans ensure that the curriculum meets diverse learning needs. Ultimately, this project reflects a commitment to creating dynamic and meaningful educational experiences that empower students and prepare them for an increasingly diverse and complex world. Degree professional_project Master of Science in Education: Literacy Education Key Words high school English, multicultural education, intersectionality Note Joshua Schulze Jacyln Caires-Hurley Kristin Simeone-Myhre Type professional_project -- Url https://wou.omeka.net/s/repository/item/13747 Title The Pre- and Post-release Impact of Religious Programming on Inmates in America Creator Kyla R. Riddle Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract With levels of religiosity declining among the American population, the impact and significance of religion within the American correctional system must be questioned. This study investigates the effect of inmate involvement in religious programming on the inmates’ behaviors, attitudes, and institutional relationships during incarceration and recidivism rate post-release. This allows for consideration into the worth and effectiveness of religious programming as a form of rehabilitative programming within the American correctional system. This was done through the compilation and analysis of online journal articles and published research containing secondary data relating to the variables. Articles were coded to allow for themes to be analyzed across the literature. Findings revealed that there is a negative relationship between religious programming and crime, delinquency, and institutional misconduct, and there is a positive relationship between religious programming and adjustment and coping as well as prosocial attitudes and behaviors. Recidivism was found to have a nuanced relationship with religious programming posited to be due to extraneous variables, but it was generally found to also have a negative relationship with the independent variable. This study presents a unique perspective regarding the topic of religion and crime, specifically, the impact of religious programming on the lives of inmates during and after release and offers suggestions for future research and application of findings to the operation and further support of religious programming within American correctional institutions. Keywords: religious programming, behaviors, attitudes, institutional relationships, recidivism, incarceration, rehabilitation, religion, crime, corrections Degree professional_project Master of Arts in Criminal Justice Note Omar Melchor-Ayala Mari Sakiyama Terry Gingerich Type professional_project -- Url https://wou.omeka.net/s/repository/item/13746 Title Teaching Social and Emotional Learning through a Children's Book Creator Kara Bartlett Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This is a children's book that was written to help teach social emotional learning skills. The story is about a young girl who discovers some components that make accessing the playground difficult for children based on their different needs. The story helps teach empathy, problem solving, relationship skills and decision making to young kids who are reading it. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words Social Emotional Learning, Children's story, SEL Note Joshua Schulze Kristen Pratt Charlene Herron Type professional_project -- Url https://wou.omeka.net/s/repository/item/13745 Title Restorative Justice in the U.S. Correctional System: Proposing an Integrated Model Creator Josefine M. Smith Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract High recidivism rates and harsh prison conditions in the United States (U.S.) led to an interest in exploring pathways to improve incarceration outcomes. As incarceration will continue to be utilized within the U.S., restorative justice (RJ), a practice focusing on repairing the harm caused by crime through conversations between offenders, victims, and communities, has rapidly grown in use within criminal justice systems. While researchers commonly discuss the positive impact RJ can have on incarceration outcomes, it remains unknown how specifically RJ could be used to improve correctional facilities. This study serves to provide an updated review of the literature on restorative justice within correctional facilities globally, to offer effective recommendations for the United States. Examining 177 secondary sources from a variety of academic databases, this professional paper extracted common themes and findings into a spreadsheet, to guide the structure of this study and its recommendations. The findings indicate that further integrating restorative justice within correctional facilities will, at the least, have no impact on incarceration outcomes. Current incarceration approaches are not benefitting or properly serving the United States, findings from this study call for a more standardized integration of restorative justice within correctional facilities and criminal justice systems. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree professional_project Master of Science in Education: Educational Technology Key Words Restorative Justice, Corrections, United States Note Omar Melchor-Ayala Mari Sakiyama Terry Gingerich Type professional_project -- Url https://wou.omeka.net/s/repository/item/13744 Title School Resource Officers: What is the Impact? Creator Jillian Harris Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract School resource officers (SROs) are a common presence in U.S public school systems today. The use of SROs is a perceived solution to safety threats and discipline for students. High numbers of SROs are integrated in public schools without extensive investigative research supporting their effectiveness and impact on students. To measure students’ feelings of safety and student outcomes as it intersects with SRO presence, public data from Oregon Department of Education is analyzed. Student offense data in 12 public school districts in Oregon is collected. Each school district is analyzed to identify current SRO presence, or if the SRO was removed during the school year 2021-2022. Student offense data is compared across the school years examined to synthesize any impacts SROs have on student offense and discipline data in the specific rural and urban school districts selected. Findings of the research conclude lower numbers of student offenses in school districts where SRO presence was removed in the 2021-2022 school year. The findings also show higher numbers of student offenses for non-white identifying students. These findings provide nuanced insight into the complex relationship between law enforcement in public schools and how it impacts the students. Measuring potential negative impacts to students who experience discipline and law enforcement contact is an essential part of determining how impactful SRO presence is for public school students. Degree professional_project Master of Science in Justice Studies Type professional_project -- Url https://wou.omeka.net/s/repository/item/13743 Title Creating a Framework For A Girls In STEM After School Club Creator Jenna Bowman Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract In this project I designed a framework for a Girls in STEM club. This club was designed with the intent to provide a space for female elementary students to collaborate and grow in their STEM practices. Degree professional_project Master of Science in Education: STEM Education Note Joshua Schulze Peter Henning Audrey Foley Type professional_project -- Url https://wou.omeka.net/s/repository/item/13742 Title Social Studies and Social-Emotional Learning in Alternative Education Creator Jaylene A. Vegas-Kentner Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project aims to create a social studies curriculum incorporating social-emotional learning principles for secondary students, particularly at an alternative school. After researching, I have found a few curriculum options for secondary teachers where social-emotional learning is embedded in their subject area. Most available social-emotional learning curriculums are their entities and are typically created for elementary students. This project can offer different strategies to develop a curriculum that combines content curriculum and social-emotional learning to support secondary educators and their students. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words SEL, Rural Education Note Joshua Schulze Margaret Nesbit Kenneth Carano Type professional_project -- Url https://wou.omeka.net/s/repository/item/13721 Title Navigating Culturally Relevant Writing Instruction in White Dominant Spaces Creator Heather Bellinger Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This professional project explores student-centered and culturally relevant writing instruction practices and implements such strategies into a semester-long writing curriculum. The writing curriculum is designed to be used by College Now high school teachers for college-credit awarded ELA courses and other educators who are in need of writing curriculum and/or instructional strategies. The second part of this professional project is a preliminary reflective research project. The author observes and reflects on their experiences teaching in a less diverse school, where the student population is primarily white, middle/high socioeconomic status, and culturally and ideologically similar. The author attempts to gather qualitative data from participants in a survey for faculty members at the same school, and reflects on what themes and patters emerged as well as next steps for future research. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words Culturally Relevant Teaching, SOAPSTone, Teaching in White Dominant Spaces Note Josh Schulze Melanie Landon-Hays Debra Radtke Type professional_project -- Url https://wou.omeka.net/s/repository/item/13720 Title The Impacts of COVID-19 on Domestic Violence & Sexual Assault Services, Survivors and Advocates Creator Erin A. Ritchie Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Domestic and sexual violence impact approximately one in four women and one in seven men in the United States. In response, community-based agencies dedicated to serve survivors of domestic violence and sexual assault provide confidential services including safety planning, emotional support, shelter, and resources. During the COVID-19 pandemic, calls to law enforcement and these agencies concerning domestic violence surged. Consequently, agencies had to adapt their services to address the COVID-19 social distancing policies and the increasing frequency and severity of violence faced by survivors. Through an analysis of research articles, key themes emerged regarding shifts in service provision and their effects on survivors and agency staff. Findings reveal that agencies transitioned to include remote service provision, reduced shelter capacity, and scaled back mobile advocacy services. Survivors encountered barriers in accessing services due to heightened monitoring by abusers, limited availability of emergency shelters, and decreased in-person mobile advocacy response to other service providers. Advocacy staff experienced unsustainable levels of stress, inadequate access to personal protective equipment, and high turnover rates. These findings underscore the urgent need for increased funding and capacity for domestic violence and sexual assault agencies, as well as improved policies for disaster and crisis response. License CC-BY (attribution) Degree professional_project Master of Science in Justice Studies Key Words gender-based violence, community-based advocacy, survivor-centered advocacy Type professional_project -- Url https://wou.omeka.net/s/repository/item/13719 Title Prosecutorial Discretion And Accountability Creator Ellyn House Date 6/1/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Prosecutors are the representatives of the state when a crime has been committed. They have substantial discretion to enforce the law with criminal penalties; it empowers prosecutors to determine whether to bring charges against individuals suspected of committing crimes, what charges to file, and whether to negotiate plea bargains, (Kremens, 2021). Current research and literature on prosecutorial discretion in the United States examine its pivotal function in the criminal justice system; while some studies emphasize its potential for ensuring efficiency and justice, others raise concerns about its potential for bias and inconsistency, underscoring the importance of oversight. There is a rich potential for growth in the literature surrounding prosecutorial discretion practices. This study aims to investigate prosecutorial discretion at the state level and answer the three research questions: what factors influence prosecutorial discretion, what laws limit discretion or what policy guides decision-making, and how do the factors that influence discretion impact plea-bargaining? This study used secondary data analysis, with a focus on state-level prosecution. The literature focused on state-level discretion was limited; federal studies were supplemented to make meaningful comparisons. Results indicate that discretion is primarily guided by legal factors; however, there is support showing social factors may play into the decision-making of prosecutors. There is also a limited amount of law and established policy to limit and guide discretionary decision-making. The implications of this study include the lack of transparency of prosecutorial policy, accountability, and reviewability of the decisions prosecutors make. Degree professional_project Master of Science in Justice Studies Key Words prosecutorial discretion, the Lucifer Effect, limitations Type professional_project -- Url https://wou.omeka.net/s/repository/item/13718 Title Welcome! ¡Bienvenidos! Chào mừng!: Using culturally inclusive language acquisition strategies to promote academic language use for when everyone in your classroom Creator Derek Daniel Date 9/1/2024 Type Text; Image; StillImage Language English, Spanish, Vietnamese Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract With this professional project, my goal is to create and use culturally inclusive language acquisition strategies to leverage the academic language proficiency levels for all students within a non-ELD high school classroom, specifically an AVID classroom. I will use research of best practices from language acquisition theory, language acquisition strategies, and cultural responsive teaching to influence my revision and creation of resources. Degree professional_project Master of Science in Education: ESOL Key Words Language acquisition, culturally responsive pedagogy, academic language Note Joshua Shulze Kristen Pratt Jessica Dougherty Type professional_project -- Url https://wou.omeka.net/s/repository/item/13717 Title Strategic Play: Advancing Teacher Professional Development in K-5 Digital Game-Based Learning Creator Connor Eyler Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project provides elementary school teachers with a comprehensive guide to incorporating Digital Game-Based Learning (DGBL) into their classrooms. The project addresses the evolving educational landscape by creating an accessible instructional booklet that covers the benefits and core principles of DGBL, digital game selection and alignment with Common Core State Standards, practical implementation techniques, and methods for assessing student learning through digital games. The booklet synthesizes current research and narrows down the best practices for DGBL implementation to offer actionable insights and strategies. This project aims to enhance professional development, promote innovative teaching methods, and prepare young learners for the digital age by equipping educators with the necessary tools and knowledge. License CC-BY-NC (attribution, non-commercial) Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words Instruction, elementary students, games Note Gregory Zobel Joshua Schulze Dana Ulveland Type professional_project -- Url https://wou.omeka.net/s/repository/item/13716 Title Belief in Meritocracy and Criminal Sentencing Decisions: Bias in Punitive Criminal Sentencing Attitudes Creator Cole Horning Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Criminal sentencing in the United States of America is a subjective process involving multiple parties contributing to decisions to convict, incarcerate, and determine the length of incarceration. Decisions regarding criminal sentencing have a substantial impact on individual and community welfare. The US has an issue with over incarceration particularly among minority communities, contributing to the US holding the largest incarcerated population in the world. The determinants of criminal sentencing decisions are researched to understand and rectify over incarceration and inequality in incarceration within the US. Individual biases and punitive attitudes are examined for their impact on criminal sentencing decisions. Hierarchy-legitimizing myths are related to individual bias and punitive attitudes to determine correlation. Bias within criminal sentencing is examined to determine prevalence of racial, socioeconomic, age, and gender bias therein. Hierarchy-legitimizing myths result in biases that impact individual perceptions regarding defendant culpability and risk of future crime. Punitive vengeance attitudes predispose individuals to prefer harsh and lengthy criminal sentencing decisions. Personal belief in hierarchy-legitimizing myths and punitive vengeance attitudes are correlated. The direct connections between hierarchy-legitimizing myths and criminal sentencing decisions are not well understood. Some studies suggest a potential bias against low-income individuals in the US criminal justice system. Findings suggest that varied personal attitudes have an outstanding impact on criminal sentencing decisions. To reduce the harm caused by unequal and harsh criminal sentencing decisions, the goals of criminal sentencing need to be systematized and the influence of bias reduced by removing considerations of future crime risk from these decisions. Degree professional_project Master of Science in Justice Studies Key Words criminal justice, punitive attitudes, meritocracy Note Misty Weitzel Type professional_project -- Url https://wou.omeka.net/s/repository/item/13715 Title Creating Engagement in a Secondary Mathematics Classroom Creator Cheyenne Gordon Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This professional project is an examination of how I, as a secondary mathematics educator, can create more engagement within my classroom. This project aims to present research and conclusions that will assist with increasing knowledge in the field of education to fill the persistent void of student engagement that continues to be referenced as a problem that many educators experience within their classrooms. Although this professional project is specifically examining the subject area of mathematics, the research and conclusions outlined in this project can be universally reviewed and utilized by any subject area teacher or educational professional. Degree professional_project Master of Science in Education Key Words engagement, mathematics, education Note Joshua Schulze Rachel Harrington Gregory Zobel Type professional_project -- Url https://wou.omeka.net/s/repository/item/13714 Title Rebuilding Teacher Morale: The Benefits of Integrating Social and Emotional Learning into Core Academics for Educators and their Students Creator Charly Sturgeon Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project examines the impact of situating Social Emotional Learning into the operational curriculum within the elementary school classroom. The context for this project is based in the rural community of the Morrow County School District and addresses the issues related to prioritizing academic standards over social and emotional learning competencies. The purpose of this study is to explore the positive effects of integrated SEL and academic curriculum on student academic performance, problem behaviors, and teachers’ feelings of demoralization. This project makes an effort to address the rising rate of teacher attrition through the implementation of an integrated curriculum that focuses on the education of the whole child. Keywords: Social/emotional learning (SEL), self-awareness, self-management, social awareness, relationship skills, responsible decision making, student engagement, demoralization, burnout, autonomy, integrated curriculum design License CC-BY-NC-ND (attribution, non-commercial, no derivatives) Degree professional_project Master of Science in Education: Early Childhood Education Key Words SEL, Demoralization, Integrated Curriculum Design Note Josh Schulze Rachel Harrington Cindy Ryan Type professional_project -- Url https://wou.omeka.net/s/repository/item/13713 Title Literacy Learning Through Playful Inquiry and Exploration Creator Carlee A. Quade Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract My professional project details the actions I took to create a new literacy practice in my first grade classroom. I used playful inquiry and exploration to guide my new practice- playful literacy. Students used play to incorporate their ideas into their learning as well as foster an imaginative environment. By using purposeful play, students were able to find many new topics to write and read about. I used many forms of research to determine what would be best for my students and how I could become a better literacy teacher. This project takes place a Title I school in a class of 24 first grade students in Beaverton School District. Degree professional_project Master of Science in Education: Reading Key Words early elementary, purposeful play, literacy in K-2 Note Joshua Schulze Andrea Emerson Ya-Fang Cheng Type professional_project -- Url https://wou.omeka.net/s/repository/item/13712 Title The Science of Reading in Small Groups: A Professional Development for Teachers Creator Callie Doerfler Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract As an elementary school teacher, I have noticed that myself and many of my colleagues do not have a firm understanding of how students learn to read. Student reading scores are below 40% on a national, state, and school scale. In response to this, I researched effective small group interventions, as well as the Science of Reading to see what the best practices are for teaching reading; particularly in a small group setting. I used that research to design a Professional Development for the teachers in my school that not only condensed the research, but gave practical strategies for each area of reading. Degree professional_project Master of Science in Education: Reading Key Words SOR, interventions, reading small groups Note Joshua Schulze Chloe Hughes Taylor Kramer Type professional_project -- Url https://wou.omeka.net/s/repository/item/13711 Title Using Culturally Diverse Children's Picture Books to Teach Social Emotional Literacy Creator Brandi Mitchell Date 6/12/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project consists of using Culturally Diverse Picture Books to teach Social Emotional Literacy as a contribution to educational reform. The need for Social Emotional Learning is exponential, but the amount of time to teach it is limited. This project demonstrates combining Social Emotional Learning into English Language Arts using Culturally Diverse Picture books to meet the needs of the whole child. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words Curriculum Note Joshua Schulze Cindy Ryan Anne Ittner Type professional_project -- Url https://wou.omeka.net/s/repository/item/13710 Title The Effectiveness of Gender-Specific Treatments for Incarcerated Males and Females with Mental Health Disorders Creator Bahnafsha Sherzai Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Gender-specific treatment is a type of treatment that is created or modified in response to a person’s gender, which, when used correctly, can have a positive impact on recidivism rates and reintegration into society for inmates in the criminal justice system. Research has shown that males and females are different in terms of how they experience mental health disorders (Stiawa, 2020) and that females are more agreeable to mental health treatment compared to males (Drapalski et al., 2009; Grella et al., 2009). The purpose of the current study was to examine gender-specific treatment programs for males and females and their effectiveness. A comparative analysis was conducted to show the different treatment programs, their outcomes if they were gender-specific, and the effectiveness of treatment. Ten programs were evaluated, and findings showed that three programs were more effective for female inmates in reducing mental health symptoms and recidivism rates, two programs were more effective for male inmates in reducing drug use, crime rates, and increased mental health stability and one program was equally effective for both males and females by reducing recidivism rates. The other four programs evaluated did not specify a gender-specific approach in their treatment; however, three out of the four programs were effective in reducing mental health symptoms, hospitalization, and community adjustment. These findings are significant because they show how gender-specific treatment should be accessible for both male and female inmates, as they deserve adequate treatment for their mental health disorders. However, more programs should take gender into consideration as the results showed that only six out of the ten programs recognized gender in their treatment. Degree professional_project Master of Arts in Criminal Justice Type professional_project -- Url https://wou.omeka.net/s/repository/item/13709 Title Availability of Sexuality Education Materials for Incarcerated Adults: Providing Recommendations for a Comprehensive Education Creator Amanda M. Mooney Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Sexual literacy is the understanding of sexuality in all areas, from sexual health to anatomy. Adults in custody (AIC) have historically been shown to have low rates of sexual literacy and an abundance of unhealthy sexual habits. Despite this, there is no targeted curriculum to improve the sexual literacy rates or sexual practices of AICs in the United States. This paper aimed to determine any resources that are accessible for AICs to address these concerns. The results showed that there are not many; however, there are targeted research articles discussing how AICs interact with various elements of human sexuality. This paper combined those research articles with human sexuality Open Educational Resources (OER) to create a Comprehensive Sexual Education (CSE) for AICs. This intervention is targeted at young, incarcerated males in the state of Oregon; however, there is abundant possibility to generalize this program to other incarcerated populations. The developed program consists of an informative lecture(s), activities, and discussion questions, all targeted at increasing sexual literacy, improving sexual health, and providing a strong foundation for participants to build strong intimate relationships. Based on the developed curriculum, possibilities for future research, limitations, and recommendations for other programs and policy changes are discussed. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree professional_project Master of Arts in Criminal Justice Note Omar Melchor-Ayala Terry Gingerich Mari Sakiyama Type professional_project -- Url https://wou.omeka.net/s/repository/item/13708 Title Implementation of Instructional Methods that Support Development of Reading Comprehension Strategies Creator Breanna M. Roberts Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract In this project is an application, analysis and critique of implementing multiple teaching methods in order to build students’ skills in reading comprehension strategies and the development of reading comprehension within my classroom. Decisions were informed based on the literature analyzing the effectiveness of Reciprocal Reading, reading comprehension strategies, explicit teaching, and group work. In the design methods of this project, is a creation of a curriculum that is based on the literature and is modeled after the multicomponent teaching method—Reciprocal Reading. In the application of this project, the curriculum was implemented and students learned and practiced reading strategies in small groups. After a review of the data collected, positive growth was shown in group teamwork, understanding of reading comprehension strategies, and reading comprehension. Degree professional_project Master of Science in Education: Reading Key Words reading comprehension, comprehension strategies, reciprocal reading Note Joshua Schulze Melanie Landon-Hays Annie Delbridge Type professional_project -- Url https://wou.omeka.net/s/repository/item/13707 Title Teaching Mathematics with A Citizenship Focus Creator Valeria Romero Prada Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This document is an action research project that studies a teacher’s growth during one year. The purpose of this document was to examine the use of citizenship education in the mathematics classroom to make learning mathematics relevant to students. The goal was to look at my current teaching practices and improve them to guarantee my students were having relevancy in the classroom. Two specific questions were analyzed through numerous data sources including lesson plans, personal journals, and university feedback. Looking at these data and understanding it was key to improve my teaching and answer my research questions: Why should I include citizenship education in my lessons? And how can I include citizenship education in the mathematics classroom to make it more relevant? Degree action_research Master of Arts in Teaching (initial licensure) Key Words relevant pedagogy, relevancy in mathematics Note Joshua Schulze Michael Jennings Type action_research -- Url https://wou.omeka.net/s/repository/item/13706 Title Promoting Student Agency and Engagement Through the Use of Inquiry Based Learning in the Science Classroom Creator Terry Marcey Date 6/1/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This Action Research Project seeks to determine ways that inquiry based instructional practices can benefit students in the science classroom. The specific research question of this study is: How can inquiry based instructional practices be used as a mechanism to increase student engagement and agency? In this study, I analyzed themes from a variety of artifacts of data that I collected from self-generated sources such as lesson plans and external data sources such as formal observation feedback from my mentors throughout this program. I used a literature search to conduct an analysis of the evidence of inquiry based practices promoting student engagement and learning and student sense of agency. After analyzing the literature I performed a data analysis of the artifacts I collected to determine key themes related to three scientific inquiry practices: asking questions and defining problems, planning and conducting investigations, and developing and using models. I also analyzed the data for themes related to two InTASC teaching standards: Learner Differences and Learning Environments. I sought to answer how I can better connect with my students individually, engage them in meaningful learning tasks that are relevant to their life experiences and cultural backgrounds, and facilitate a greater sense of student agency through providing more choice in the learning tasks that students engage in. Degree action_research Master of Arts in Teaching (initial licensure) Note Joshua Schulze Danny Ortiz Type action_research -- Url https://wou.omeka.net/s/repository/item/13705 Title What is Driving Student Motivation?: Improving Motivation in Physical Education Creator Sam DuPuis Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract My project aimed to determine how physical educators can help improve student motivation. Looking at motivational theories, student data and personal reflections, I was able to find information that supports theory and research to help students motivation and engagement during classes. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Physical education, Motivation, Engagement Note Amber Deets Joshua Schulze Gay Timken Type action_research -- Url https://wou.omeka.net/s/repository/item/13704 Title Inclusion of Students with Autism in Mainstream General Education Classrooms Creator Robert Michael Redfield Date 6/14/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This action research project sought to discover which pedagogical practices and strategies were best for students with autism in my sixth grade general education classroom. A review of the relevant literature failed to provide any actionable strategies beyond the generalized, yet ubiquitous, findings that inclusion of students with autism in a general education classroom with their typically developing peers is beneficial to all students in the classroom. In an effort to supplement the gap of knowledge in the extant literature, I subsequently embarked upon a data collection effort in my classroom that, in theory, would help elucidate the nature and efficacy of placing students with autism in a general education classroom. While some students with autism succeeded in a general education classroom, others did not. In order for students with autism to be successfully included in general education classrooms, teachers will need to utilize various pedagogical strategies and create detailed support plans that go beyond a student’s IEP. Likewise, school districts will need to cope with the gap between theory and practice by ensuring sufficient paraprofessional support for each student with autism, while providing teachers and paraprofessionals with the training and tools they need to create the inclusive classroom mandated by law. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Classroom, Autism, Inclusion Note Xiaopeng Gong Amy Bowden Type action_research -- Url https://wou.omeka.net/s/repository/item/13703 Title Game On: Boosting Student Engagement in Secondary Social Studies through Gamification Creator Ricardo Armadillo Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This action research project explores gamification in a secondary social studies environment. The author examines if adding games to classes increases levels of engagement and interest in the content area. Research has shown that with the appropriate games, engagement levels have substantially grew within the classroom. Degree action_research Master of Arts in Teaching (initial licensure) Key Words gamification, social studies, increased engagement Note Joshua Schulze Tatiana Jenson Type action_research -- Url https://wou.omeka.net/s/repository/item/13702 Title INCREASING STUDENT ENGAGEMENT BY SUPPORTING NEEDS Creator Raphael F. Concha Garcia Date 6/15/2024 Type Text; Image; StillImage Language English, Spanish Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project's primary goal was to prioritize students by giving them the resources they needed to assist their social and emotional development and encourage constructive behavior. The normal standards, which are appropriately drafted and governed in accordance with each state or school district, can help teachers achieve this. In order to help students learn Spanish and increase their engagement, this study project examined classroom techniques and procedures in detail while taking into account the students' social environments. Supporting students' behavioral, social, and emotional needs was positively correlated with higher levels of student involvement, according to a number of studies and research projects (Adamson & Lewis, 2017). My objective was to thoroughly examine the process of teaching English as a second language in my classrooms. I attentively took notes and gathered necessary data in order to do this. I used a range of resources, including Vygotsky scaffolding (Nordlof, 2014), to come to relevant findings. Furthermore, I gathered all the data and findings required to carry out an exhaustive analysis. I recorded students' work in groups, pairs, and individually to bolster my research. Lastly, in order to enable a thorough investigation and the formulation of critical conclusions that would benefit all students and teachers, I closely examined the efficacy of the various tactics used. My main objective was to ensure that this research would be of tremendous use to future educators in helping students and addressing behavioral issues related to social and emotional development in our classrooms. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Cajabamba, Paramonga, North Bend. Note Xiaopeng Gong Dustin Hood Type action_research -- Url https://wou.omeka.net/s/repository/item/13681 Title Exploring the Educational Benefits of Ocarina Instruction: A Focus on Musical Reading Comprehension in Elementary Students Creator Nikita Williams Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This research study examined the connection between students' growth in musical reading comprehension and their advancement through the skill set of playing the ocarina. The students involved were 24 fourth- and fifth-grade students in a blended class in a small rural K-8 school. For six weeks, students learned how to read and play nursery rhymes using their ocarinas to use as a tool to learn the staff notes on the treble clef. Students' other skills during the unit were rhythm reading skills, song recognition, and aural skills, such as repeating songs and scales. They performed a 15-bar melody using standard music notation and using color-coded fingering charts as reference for the notes. The music classes were taught in person, with 30-minute classes three days a week for six weeks. They started their songs during the fourth week and performed them during the last week of the study. Students were asked to submit exit tickets periodically during the study to assess their progress in learning to read notes on the staff and ocarina fingerings. We had several playtests and written tests during this time to help identify which skills the students had mastered. The findings of the study showed nearly 52% of students could pass a post-test of 80% or higher of just staff notes knowledge, 14% scored 50%-60%, and 33% scored under 60% on their final written assessment. Most students did score above 70% on all playtests, while 30% needed to retake a section of the playtests. The results of the study have important implications for music teachers. License CC-BY-NC (attribution, non-commercial) Degree action_research Master of Arts in Teaching (initial licensure) Key Words Ocarina, Classroom instruction Note Xiaopeng Gong Jean Elliot Type action_research -- Url https://wou.omeka.net/s/repository/item/13680 Title Increase Student Engagement in High School Business Classes Through Providing Real-Life Connections to Students Creator Nadia J. Ceballos McLeod Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This action research paper aims to “Increase Student Engagement in High School Business Classes Through Providing Real-Life Connections to Students” using bell hook’s engagement pedagogy theory. This study evaluates students' responses to different engagement strategies to promote learning and connect what they learn with their life environment. The data collected during the study show positive results using lesson plans, visuals, videos, games, pair-and-share, and group discussions. A student survey reflected an increase in the levels of positive engagement in classroom instruction, which was a great accomplishment. There was also a definite establishment of connectivity between concepts learned by the students and how they translated them to their real-life environment. As a teacher, I know there is always room for improvement, and we must continue to evolve and grow as our students keep evolving and changing. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Engagement, Business, Connections Note Xiaopeng Gong Jennifer Dixon Type action_research -- Url https://wou.omeka.net/s/repository/item/13679 Title A Study of Culturally Responsive Teaching Practices Creator Melanie Oakes Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This action research project explores the implementation and impact of culturally responsive teaching practices in a high school English Language Arts classroom. The purpose of this project is to study how relevant content and application and if it motivates students to connect and engage in class. The methodology of this project is reflecting on classroom artifacts such as observation data, personal journals, and instructional materials. The findings were a mix of positive student responses to content they could personally engage with and relate to, but it did not significantly affect student output or motivation for completion of work. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Culturally responsive teaching, culturally relevant teaching, motivation and engagement Note Joshua Schulze Brandis Piper Type action_research -- Url https://wou.omeka.net/s/repository/item/13678 Title Bravery in Teaching: Climate Science Reality Creator Mel Spring Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract In an era where the impacts of climate change are increasingly undeniable, the need to cultivate environmental stewardship and critical thinking among students has never been more pressing. This action research project, titled "Bravery in Teaching: Climate Science Reality," aims to explore and evaluate the integration of climate science into the middle school curriculum, with a specific focus on 7th-grade students. The project is driven by the hypothesis that a comprehensive understanding of climate science, when woven into the fabric of everyday learning, can empower students with the knowledge, skills, and attitudes necessary to navigate and address the complexities of the global climate crisis. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Climate change, integration with lessons, middle school Note Marie LeJeune Michael Jennings Joshua Schulze Type action_research -- Url https://wou.omeka.net/s/repository/item/13677 Title Using a Multi-Genre Approach to Teaching Literature: Enhancing Motivation and Engagement Creator Maya Hatton Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract (project does not require an abstract) This project was to learn more about how a multi-genre approach to teaching literature would influence student engagement and motivation. The results were that not all students are the same, nor do they have the same needs in the classroom. My conclusions from this project was that teacher reflection is essential for student growth, and that dynamic texts and points of view always need to be provided during learning segments to amplify the overll quality of learning in a classroom. Degree action_research Master of Arts in Teaching (initial licensure) Key Words multi-genre literature, motivating students, individualized education Note Joshua Schulze Tracy Velez Type action_research -- Url https://wou.omeka.net/s/repository/item/13676 Title Reading Motivation in Students Creator Mary Driskell Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract In my action research project, I will ask the following question: As a new teacher, how can I utilize book clubs for students who often have trouble reading any assigned books given out by their English Language Arts teachers? Book clubs consist of groups of 4 to 5 students who discuss what book they are reading by answering questions prepared by the teacher and any questions a student is curious about answering based off of the book they are reading. The purpose of this project is to examine the effectiveness of book clubs, and the goal is to help students discuss what they are reading with their book club groups. This goal ties to InTasc Standards #2 and #8, which will be discussed at length in this project. So, book clubs are a classroom technique I implemented to help meet the needs of all my students. I learned how book clubs are a great way to encourage collaboration amongst students. As a new teacher, I was able to utilize book clubs in my 8th grade English Language Arts class by helping students to work together to solve difficult or subjective questions on their discussion handouts. My project focuses on the novel Animal Farm written by George Orwell. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Reading Motivation, Motivation, Book Clubs Note Joshua Schulze Laura Kolodziejczak Type action_research -- Url https://wou.omeka.net/s/repository/item/13675 Title A Place for Everyone: Exploring Diversity, Inclusivity and Culturally Relevant Pedagogy in the Theatre Classroom Creator Madeline Williams Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This Action Research Project focuses on the year I spent as a teacher candidate in the theatre department that offered class to students in grades 9 through 12. I primarily explored the diversity in theatre curriculum and reflected on my own inclusive practices and implementation of Culturally Relevant Pedagogy. Through the analysis of collected artifacts I have been able to reflect on the initial design of my curriculum, lesson plans and activities and how they can be improved when implemented and taught in the classroom. I can conclude that the framework is present throughout my curriculum and lesson plans but only at an initial level. There are many missed opportunities that would have allowed for deeper connections to the student’s interests and ideas when looking at performance styles and patterns across them. I have to find the balance between fostering positive rapport with my students and asking them to engage with their outside interests in the classroom. I can also conclude that there is the opportunity for students to be exposed to diverse theatre practitioners but that as a leader in the classroom I need to make more intentional space to discuss their work and its importance in both historical and modern forms of theatre. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Theatre, Curriculum, Diversity Type action_research -- Url https://wou.omeka.net/s/repository/item/13674 Title Implementing Inquiry-Based Learning in Social Studies Creator Lindsey Shriner Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This research paper examines the instructional strategies and student outcomes of inquiry-based learning (IBL) in social studies. The desired student outcome is to increase student engagement in social studies. When considering my research question, I came to the conclusion that I would like to find how to implement inquiry-based learning to raise perceived value, or relevance, as a way to increase engagement, in my students’ relationship with social studies. In connection with the INTASC standards, this question responds to standard #8: Instructional Strategies. I often find that students do not enjoy social studies and I think that a large part of the disdain for it is that people find it irrelevant and removed from their lives. I find that social studies is the exact opposite; it is exactly the point, to study and learn about the historical events that led us to our current and future moments. In integrating more inquiry-based learning, students not only improve their awareness in life, but are allowed the option to dive into their own curiosities and make history and the world around them more relevant. Findings of the study showed there was an increase in student engagement in the content through the implementation of inquiry-based learning instruction. This was due to an increase in student responsibility and decision-making in their learning, as outlined in the principles of inquiry-based learning. Student engagement increased with less structure placed on the instruction and when students were asked to think more critically and engage with the content. Through integrating more inquiry-based learning, students not only improve their awareness in life, but are allowed the option to dive into their own curiosities and make history and the world around them more relevant. Degree action_research Master of Arts in Teaching (initial licensure) Key Words inquiry-based learning Note Xiaopeng Gong Tyler Bentley Type action_research -- Url https://wou.omeka.net/s/repository/item/13673 Title Breaking Barriers: A critical exploration of race, curriculum, and inclusivity Creator Lindsey Rivenes-Howard Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This action research project explores the intersection of teaching practices, inclusivity, and diverse perspectives within the classroom environment. Grounded in the standards outlined by the Council of Chief State School Officers' InTASC Model Core Teaching Standards and an in-depth analysis of Critical Race Theory, the project aims to evaluate and adjust instructional methods with the classroom to ensure equitable representation and foster inclusive learning environments. Through assessment and reflection, the project addresses implicit biases, promotes fair representation for all students, and integrates diverse perspectives into classroom discussions and learning materials. The findings from this research inform a comprehensive approach to teaching that prioritizes cultural responsiveness and empowers students to engage meaningfully with content and discourse, while presenting a path for continual growth and improvement. Ultimately, this project underscores the importance of continual reflection and adaptation in promoting student success and cultivating a positive and inclusive educational experience. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Critical Race Theory Note Joshua Schulze Mair LeJeune Type action_research -- Url https://wou.omeka.net/s/repository/item/13672 Title Critical Media Literacy Instruction in the Secondary Classroom Creator Lance Lilly Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This paper documents an action research project performed by the author in pursuit of a Master of Arts in Teaching. The purpose of this project was to provide data for analysis and reflection to help refine and improve the author’s teaching practice. The action research was conducted in a high school social studies course, and focused on evaluating the success of various critical media literacy instruction strategies in a secondary classroom. The project utilized scholarship and literature examining critical media literacy, specifically, as it pertains to adolescents and their education. Three questions were developed to analyze and evaluate the research data: (1) What tasks interest and engage the students? (2) Which tasks allow students to practice and demonstrate critical analysis? (3) How can the importance and relevance of critical media literacy be effectively communicated to students? The results of the analysis and evaluation of the data sources were used to develop specific recommendations and revisions for the author’s future instruction of critical media literacy. Degree action_research Master of Arts in Teaching (initial licensure) Key Words critical media literacy, critical analysis Note Joshua Schulze Amy Bowden Type action_research -- Url https://wou.omeka.net/s/repository/item/13671 Title Songwriters in the Round: Centering Student Voices and Decolonizing Curriculum in the Secondary Music Classroom Creator Kevin Fox Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Engaging students’ personal and cultural background and interests are crucial components of effective pedagogy and curriculum, especially as educators aim to improve the equity and accessibility of music courses. Utilizing the unique funds of knowledge students bring to the classroom has become a critical aspect of lesson planning and assessment for teachers across content areas. In this action research project, I aim to analyze how I engage student background and interests in traditional and non-traditional secondary music courses. My findings suggest that while I was successful in implementing student funds of knowledge and engaging both formal and informal content knowledge, the methods and purpose of each differed across traditional and non-traditional music courses. While a transformative approach to teaching inspired my planning and assessment, there is still more to be done for spreading more accessible forms of music education and teaching from unique cultural viewpoints. License CC-BY-NC (attribution, non-commercial) Degree action_research Master of Arts in Teaching (initial licensure) Key Words culturally relevant pedagogy, universal design of learning, music education Note Joshua Schulze Silas Hassrick Type action_research -- Url https://wou.omeka.net/s/repository/item/13670 Title An Investigation On The Effects Of Culturally Relevant Pedagogy On Low-Income Rural Students In The Science Classroom Creator Jesse McMillin Date 12/1/2023 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This action research investigates the effects of Gloria Ladson-Billings’ Culturally Relevant Pedagogy (CRP) framework on the academic outcomes of low-income rural students in a science classroom. CRP is a conceptualization of teaching that emphasizes three major themes: the commitment to student academic growth, the development of students cultural competence, and the cultivation of critical sociopolitical awareness. Through a four-week unit on the Sun-Earth-Moon system, this research examines how integrating CRP principles can enhance student engagement, promote academic growth, and connect key subject matter to students’ lives. This research was conducted in a Title 1 rural middle school in a classroom of sixteen 8th-grade students of diverse backgrounds academic needs and backgrounds. Findings from this research suggest that culturally relevant teaching strategies, such as incorporating indigenous storytelling and multimodal learning activities, significantly improve students’ interest and understanding of key scientific concepts. This research highlights the importance of CRP in addressing the unique challenges faced by low-income students and provides insight into how this framework translates from urban settings into a rural context. License CC-BY (attribution) Degree action_research Master of Arts in Teaching (initial licensure) Key Words Culturally Relevant Pedagogy, Science Teaching, Low-income Learners Note Xiaopeng Gong Tana Garcia Type action_research -- Url https://wou.omeka.net/s/repository/item/13669 Title The Use of Technology Guided by the SAMR Model in the World Language Classroom to Increase Student Engagement Creator Jenny Workman Date 6/14/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This research paper explores the implementation of technology in the Spanish classroom and if the use of technology increases student engagement. As I planned lessons, I used the SAMR Model developed by Rueben Puentedura to guide my decisions on when and what type of technology to use to deepen student learning and increase engagement. My research question guiding my study is: Does the appropriate use of technology increase student engagement in the high school world language classroom? What types of technology do the students benefit from the most? In my lessons, I used several forms of technology: Google Slides, Kahoot, Quizlet, Blooket, YouTube videos, Book Creator, recorded student interviews, Google Earth, and various websites like myspanishplans.org and Google images. I also explored ChatGPT to create several lessons. . As I collected data during the four-week period, I studied two groups of students in a Spanish 1 high school classroom. I measured three different types of engagement, behavioral, cognitive, and emotional. I also kept a teaching journal for observations, highlighted areas in my lesson plans where I used the SAMR Model to guide my planning, and at the conclusion of the study, I gave a student survey to obtain student feedback. The results showed that using technology in the classroom increases student engagement. Findings of the study should encourage other teachers to implement technology in the world language classroom. Keywords: world language, technology, SAMR Model, engagement Degree action_research Master of Arts in Teaching (initial licensure) Note Xioapeng Gong Dana Loso Type action_research -- Url https://wou.omeka.net/s/repository/item/13668 Title Traditional VS. Suzuki Method: Which Method Of Teaching Is More Effective for Beginning Strings Creator Gregory Eggleston Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This research paper dives into the differences between the Suzuki method, and the Traditional method of teaching beginning strings in a public school setting. The literature included professional insights on both teaching methods, as well as activities and strategies used within each teaching method that previous teachers have used to find success. The literature also covered building lesson plans and effective pacing for music instruction. Through reading the literature I discovered that the core of the Suzuki Method in the beginning stages is largely focused on teaching/learning by ear, and the core of the traditional method is learning through reading musical notation. Therefore, I crafted lesson sequences, exit tickets, and analysis documents to understand these two teaching methods and how they affected my classroom instruction, and the student’s education. My goal was to improve each student’s ear for intonation. It was found that using the Suzuki method that students were more likely to focus on the intonation and their finger placement rather than the notes they were playing. When learning using the Traditional method, students were less focused on intonation and more focused on the note names in the book. This resulted in less consistent intonation when using the traditional method. At the end students were also asked which style they preferred learning in, and 10/16 students stated that they would rather learn using the traditional method even though their intonation was not as strong. I recommend that all teachers start their beginning strings classes by teaching students by ear, before moving into the traditional method. This way, students get a stronger foundation of intonation before they get distracted while reading musical notation. Degree action_research Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Richard Greenwood Type action_research -- Url https://wou.omeka.net/s/repository/item/13667 Title BREAD AND ROSES: ON THE POWER OF CLASS STRUGGLE UNIONISM FOR TEACHERS AND STUDENTS IN THE 21ST CENTURY Creator Geovanny Tolentino Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This paper is an action research project that examines the efficacy of an English Language Development teacher’s strategies to promote class struggle unionism and socialist theory in the classroom. The study also explores the implications of pursuing such a pedagogy. Is it effective? Is it professional? Do other educators view it as worthwhile? Is this approach reconcilable with a standards-based, inquiry-oriented curriculum? The research focuses on the teacher’s instructional methods in one designated ELD class. The educator, who has been teaching for two and a half years on a restricted license, specifically hoped to explore the efficacy of strategies in regards to Multilingual Learners of English (MLEs), who he saw as among the most exploited groups in a capitalist organization of the economy. After teaching his lessons and reviewing data samples, the teacher concluded that students are capable of learning dense concepts derived from socialist theory, including class formation, class struggle, and class struggle unionism. The most effective ways to accomplish this include sheltered strategies, multicultural representation, and open-ended discussion. A full chronology of the paper includes a philosophy of education, literature review, research methods, the presentation of findings, and a conclusion. Degree action_research Master of Arts in Teaching (initial licensure) Key Words class struggle, pedagogy, unions, labor movement, Multilingual Learners of English, strikes Note Joshua Schulze Kenneth Carano Type action_research -- Url https://wou.omeka.net/s/repository/item/13666 Title Supporting Students Mental and Emotional Well-being through the Implementation of Social Emotional Learning Creator Garrett Netter Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract Social Emotional Learning is a strategy that has been at the forefront of new academic practices throughout the United States and the world. The inclusion of Social Emotional Learning into the classroom can greatly aid students in their lasting endeavors in many aspects such as students cognitive ability (Brackett and Rivers, 2014), many of the life skills needed for students' futures (Brush et al., 2021) and helps students develop and better understand their social, emotional and mental health (Domitrovich et al., 2022) . This research examined the effects of integrating SEL practices to social studies teaching in high school classrooms. Results showed that there was a slight difference between the class that had Social Emotional Learning implemented and the class that did not. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Social Emotional Learning Note Xiaopeng Gong Ryan McCormack Type action_research -- Url https://wou.omeka.net/s/repository/item/13665 Title Teaching with Culturally Sustaining Music in the Elementary Music Classroom Creator Elijah A. Thompson Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract In this project, I am investigating the impact of using repertoire and instruments from non-American countries to teach elementary music. I am exploring how students learn better or worse or differently by using materials from America versus from other countries. Some music or instruments will be from cultures the students are already familiar with or a part of, and others will be from cultures that they have not experienced much of before. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Culturally Sustaining, World Music Note Joshua Schulze Rich Hernández Type action_research -- Url https://wou.omeka.net/s/repository/item/13664 Title Fostering in the 21st Century Technology in the High School English Language Arts Classroom Creator Baylee Groom Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract My ARP is over using technology in the classroom. I focused on how much that technology is used in classrooms, who is more likely to use technology in their classroom and the different ways of providing students with access to technology. Technology isn't something that is going away. It is always going to be advancing for the better which means it is up to the teachers to help equip our students with those skills. The students who are born in this generation and generations to come are going to be expected to use this technology in their workspace when they graduate. If they are not taught how to use it now they will be behind where their employers want them to be. This is why it is up to the teachers and schools to reflect on their teaching and figure out new and innovative ways of bringing technology into the classroom. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Digital Natives, Infographic, InTASC Note Joshua Schulze Anna Grewe Davey Type action_research -- Url https://wou.omeka.net/s/repository/item/13663 Title Responsibly Performing Music From Diverse Cultures Creator Anna C. Smoll Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract ABSTRACT This Action Research Project explores culturally responsive teaching practices in secondary choral education. This capstone project explores my teaching philosophy and examines resources for responsibly performing diverse cultural music. Research methods include a survey of my choral music library and my last three years of choral music programming to analyze the diversity of countries, cultures, and languages represented. Findings reveal trends of overrepresented White and Western choral music with opportunities for inclusion in many areas. Keywords: Music Education, Diversity in Music Education, Culturally Responsive Music Education Degree action_research Master of Arts in Teaching (initial licensure) Key Words Music Education, Diversity in Education, Culturally Responsive Education Note Joshua Schulze Danika Locey Type action_research -- Url https://wou.omeka.net/s/repository/item/13662 Title Teaching Business Education and Career and Technical Education to Diverse Learners Creator Abraham Diaz Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract In this action research project, the topic will discuss teaching business education and other Career and Technical Education (CTE) fundamentals and literacy to diverse or multilinguistic students. The year-long research will divide the project into five chapters, an introduction, annotated bibliography, the project design, findings, and project reflection. The goal of the project is to discover the causes of diverse students not wanting to enroll in CTE coursework, such as business literacy courses. With the identified goal, it articulated three questions that will be answered. The first question will determine how I am going to provide instructional support for my diverse students choosing to participate in a business literacy or Career and Technical Education (CTE) fundamentals course? Another question will be what various methods would I offer in my culturally responsive classroom to my students? The last question will reveal where I have the ability to decrease the discontinuity existing for my diverse students in a business literacy class? The questions will be answered with scholarly articles by subject matter experts, data collections, and other evidence to support my claims. Degree action_research Master of Arts in Teaching (initial licensure) Key Words CTE, diverse students Note Joshua Schulze Jonathan Hohm Type action_research -- Url https://wou.omeka.net/s/repository/item/13638 Resource class dctype:Text Title Toward More Equitable Interpreter Training Creator Sara Pressler Yurkovic Subject American Sign Language diversity interpreting Date 3/22/2024 Type Text Image; StillImage Identifier grad_051324b Language eng Rights Western Oregon University Library has determined, as of 3/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The demographics of ASL-English interpreters in the U.S. do not align with those of the American deaf population or of the U.S. population in general, with most interpreters being White, cisgender women. This discrepancy can leave consumers of interpreting services without culturally or experientially appropriate interpreting services and means that the field of interpreting is not generally welcoming to those outside of the current norm. Former interpreting students were surveyed and interviewed regarding their experiences in interpreter training programs. Participants were asked about the resources, strategies, and topics they had access to or desired as a part of their education, as well as interactions or experiences that hindered their success. In this paper, the strategies noted as helpful to a marginalized interpreter’s development are identified. These methods are shared as suggestions to interpreting faculty and staff as they seek to make their interpreting programs more equitable for all students. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Grace Casanova-Artl Royce Carpenter Type thesis -- Url https://wou.omeka.net/s/repository/item/13636 Resource class dctype:Text Title Imposter Syndrome, Confidence, Self-Talk, Oh My! The Benefits of Positive Self-Talk for Interpreters Creator Jenna M. Vascimini Protheroe Subject American Sign Language interpreting imposter syndrome Date 3/1/2024 Type Text Image; StillImage Identifier grad_051324a Language eng Rights Western Oregon University Library has determined, as of 3/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract During my journey toward becoming an interpreter, I have discovered the complex relationship between confidence and imposter syndrome. This connection has had a strong impact on my short history as an American Sign Language (ASL)/English interpreter. In this action research project, I collected and analyzed data on the effects of positive self-talk before, during, and after interpreting jobs, and how this mindfulness can boost confidence, thereby decreasing imposter syndrome symptoms among interpreters. These data were collected via my personal journal over the course of nine months. Additionally, I discovered the effects of negative self-talk, and how that has impact as well. The goal of this action research was to shed light on the importance of positive self-talk for increasing confidence and self-esteem and for reducing imposter syndrome among interpreters. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/13490 Resource class dctype:Text Title Walking to Reduce Stress Among VRS Interpreters Creator Mychal J. Hadrich Subject Video Relay Service Occupational Stress Job Demands - Resource Date 12/1/2023 Type Text Language eng Abstract Video relay service (VRS) interpreters experience many unique stressors not found in other interpreting settings. These stressors include long hours of sitting in front of a computer screen, managing high call volumes, interpreting difficult or emotionally charged conversations, and serving in dual roles of interpreter and customer service representative. Research has shown that high stress levels can lead to increased risks of heart disease, stroke, and burnout. Additionally, burnout can cause decreased job satisfaction, increased absenteeism, and attrition within the VRS industry. Despite the unique dynamics VRS interpreters confront, the Federal Communications Commission (FCC) and VRS providers continue to operate with standards that contradict the code of professional conduct, a set of ethical standards set forth by the Registry of Interpreters for the Deaf (RID). In this paper, the job demands-resources model (Demerouti et al., 2001) was applied to identify specific stressors in the VRS industry. The frequency and perceived efficacy of various break-time activities interpreters often engage in to reduce stress was analyzed. Finally, I discuss recommendations on the findings about the effect walking breaks had on VRS interpreters’ stress levels using self-reported data and the Work Stress Questionnaire. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Laura Ellington-Sayen Marlee Dyce Type Thesis -- Url https://wou.omeka.net/s/repository/item/13475 Title Investigating the Work of ASL Interpreters in Postsecondary Settings Creator Andrew Weaver Subject Deaf college students interpreting work profile Date 12/8/2023 Type Thesis Text Language eng sgn-US Abstract When talking about educational interpreting, the conversation most often refers to interpreting in the K-12 setting. Due to the demands of interpreting for school-age deaf consumers, there is a lot of research dedicated to interpreting in K-12. Not as much research has been dedicated to interpreting in colleges and universities, yet many challenges faced by deaf students and interpreters remain in this setting. Some challenges include the availability of interpreters, the experience of interpreters, and the demands of various postsecondary settings (from community college to university to vocational schools to pre-college). The findings of this research support demarcating postsecondary as a unique subfield based on the advanced linguistic demands, diverse consumer populations, and the institutional structure of higher education that outline the interpreter’s role and process. Note Amanda Smith Stacey Rainey Deloris Piper Type Master of Arts in Interpreting Studies -- Url https://wou.omeka.net/s/repository/item/13474 Title Self-Efficacy Among Students in Professional Development Creator Aidan Mack Subject Self-Efficacy Interpreting students Interpreter education Program Date 12/6/2023 Type Thesis Text Images; StillImages Language eng Abstract Many developing ASL-English interpreting students enter the workforce with limited bilingual proficiency, cultural and linguistic competence, experience, network or community connections, or interpreting skills. Yet, most interpreting jobs require extensive bilingualism, decision-making abilities, high-demand cognitive processes, and interpreting skills. Moreover, Deaf consumers often express dissatisfaction with entry-level interpreters who do not meet these requirements. Interpreter educators need more time to cover all the necessary skills for interpreting students to gain bilingual fluency and interpreting skills before they graduate. However, an interpreter education program cannot hold back interpreting students indefinitely until they are fully prepared for the workforce. As a result, newly graduated interpreters must continue to develop their bilingual proficiency, cultural and linguistic competencies, and interpreting abilities independently. In this study, I investigated whether prioritizing strengthening students’ self-efficacy for continuous skill-building is more effective for interpreting educators, given limited teaching time. Based on mixed methods research, this study gathered data through pre/post surveys using Likert scales and reflection papers based on observation and pattern analysis. Qualitative and quantitative data were collected. The aim of this study is to answer two research questions: How will students use their self-efficacy in terms of confidence, effort, and resiliency—in addition to their fear and anxiety—to navigate the transition from developing to highly qualified interpreters? Moreover, how important is it for interpreting educators to help students develop their self-efficacy to successfully transition from developing to highly qualified interpreters? License CC-BY (attribution) Note Amanda Smith Elisa Maroney Stephanie Clark Type Master of Arts in Teaching (initial licensure) -- Url https://wou.omeka.net/s/repository/item/13473 Title Courage as Vulnerability: An Autoethnographic Action Research Project of a Novice Interpreter Creator Malia Wong Subject interpersonal self-efficacy demand-control schema Date 12/1/2023 Type Action Research Project Text Language eng Abstract There is a significant gap in the literature on the concept of “courage” in the translation and interpreting field. The goal of this auto-ethnographic action research project was to begin the discussion on courage in interpreting from the lived experience of a novice interpreter. Novice interpreters face low levels of confidence (Moore, 2020) and personal distress can lead to burnout, a common factor for interpreters leaving the profession early (Schwenke, 2015). This research is based on Dean and Pollard's Demand-Control Schema (DC-S; 2013), specifically focusing on intrapersonal demands and liberal controls. For six months, I used qualitative data methods to 1) journal my experiences post-assignment during internship, and 2) journal general thoughts about my professional development journey. My results indicated that courage showed up as vulnerability, while the opposite of courage included coping mechanisms such as freezing and inauthenticity. I hope this study sparks future research on courage and vulnerability to combat the high burnout rate in the translation and interpreting profession. Note Elisa Maroney Amanda Smith Type Master of Arts in Interpreting Studies -- Url https://wou.omeka.net/s/repository/item/13472 Title Learning on the Job: A Professional and Ethical Profile of Washington State Interpreters Creator Emily J. Sielen Subject moral development community interpreting occupational profile Date 12/1/2023 Type Thesis Text Images; StillImages Language eng Abstract Spoken language community interpreters in Washington State represent a diverse occupational group, and yet, little is known about their educational and training background as a whole. National trends to advance the standing of the profession through increased foundational training and certification have an attenuated impact for Washington’s occupational group due to the legislative landscape in which these professionals operate. This study sought to examine the professional and ethical decision-making skills of interpreters through a mixed-methods design: foundational (bedrock) decision-making schemas as measured by the Defining Issues Test (DIT; n=6), and decision making within the context of the interpreted encounter (intermediate concepts and surface-level concepts) with think-aloud interviews using interpreting vignettes (n=5). This information was analyzed in the greater occupational context, as described by responses to the Professional Profile and Demographics survey (n=115), to provide targeted recommendations for continued training in professional decision-making and ethics, particularly for those interpreters who fall into the profile of a “self-trained interpreter.” The DIT results showed that some self-trained and minimally trained interpreters develop advanced moral reasoning skills, while others do not. Interpreter interviews demonstrated that interpreters of all training backgrounds apply interpreting values to the context of interpreting, while also using normative messaging to describe their role. Note Amanda Smith Kathleen Connolly Jennifer Flamboe Type Master of Arts in Interpreting Studies -- Url https://wou.omeka.net/s/repository/item/13471 Title The Comeback: A Reflection on My Interpreting Journey Creator Orlando Nunez Subject Court Interpreting Spanish Date 12/8/2023 Type Action Research Project Text Language eng Abstract Court interpreters are needed in the state of Oregon. The issue is the number of people passing the court certification examination process is not enough to combat the demand; the Oregon Judicial Department reports an overall 18% pass rate. As a heritage Spanish speaker I believed that being raised with the ability to speak two languages would be an advantage and a guarantee to passing the court certification exams. I was wrong, this is a documentation of that process from September 1, 2022 when I was first introduced to the idea to November 1, 2023 when I received the results of my oral exam the second time. Two timelines are included: my first attempt and second attempt to become court certified. Relevant literature of key legislation for the right to have an interpreter, the court certification process, skills and knowledge needed to be an effective interpreter, and mental fatigue and motivation have been documented. Themes were collected from reflections done after key events of the process. Recommendations are included at the end of this paper. The final goal of this research is to provide information and personal perspective to better prepare interpreters like me to take and pass the court interpreting certification process. Note Amanda R. Smith Elisa M. Maroney Type Master of Arts in Interpreting Studies -- Url https://wou.omeka.net/s/repository/item/13451 Title Organically Grown: A Profile of Stephanie Clark Creator Elizabeth Adler Subject leadership interpreting Deaf community interpreter education American Sign Language Date 11/22/2023 Type Text Image; MovingImage Identifier maiscasestudies_2023_2 Language eng sgn-US Rights Western Oregon University Library has determined, as of 11/22/2023, 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/ Abstract Born and raised by Deaf parents, Stephanie Clark is a stalwart of the Massachusetts’ Deaf community. As a Deaf interpreter, she has contributed to the field through teaching, mentoring, program development, and civil engagement. Interpreters in Massachusetts and beyond have benefitted from Clark’s leadership and commitment to raising standards of access and equity. She was raised by the Deaf community, and in return, she continues to give back through her involvement with statewide and national Deaf organizational government. In all the ways that she supports the betterment of the profession and access to quality interpreting, it is always with the Deaf community in her heart and mind. This piece is part of a collaborative project at Western Oregon University that highlights leaders in the ASL/English Interpreting field -- Url https://wou.omeka.net/s/repository/item/13450 Title A Little Goes a Long Way: Incremental Growth Through Community Fostered Leadership Creator Elizabeth Adler Pamela Bernkrant ShaCarol Stewart Date 11/22/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 11/22/2023, 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/ -- Url https://wou.omeka.net/s/repository/item/13449 Title A Leader Like Me: Resourceful Raven Creator ShaCarol Stewart Subject Leadership teaching interpreting Date 11/22/2023 Type Text Identifier maiscasestudies_2023_3 Language eng Rights Western Oregon University Library has determined, as of 11/22/2023, 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/ Abstract Raven Sheridan is just one of many leaders that “doesn’t consider themselves a leader.” However, she has been such to this author as her past journey has paralleled my current journey. Throughout Raven’s journey in the profession of interpreting, there have been highs, lows, accomplishments, setbacks, and pivots. Nonetheless, through it all, she is in a position of wide-ranging influence within her career. This case study will look at her challenges and how through initiative and resourcefulness, Raven managed to become a leader, ten-fold, without even realizing it. -- Url https://wou.omeka.net/s/repository/item/13448 Title Shannon Simon: What "Little" I've Contributed Creator Pamela Bernkrant Subject Deaf education interpreter training Educational Interpreter Project American Sign Language interpreter education Date 11/22/2023 Type Text Identifier maiscasestudies_2023_4 Language eng Rights Western Oregon University Library has determined, as of 11/22/2023, 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/ Abstract Shannon Simon has dedicated her life to Deaf education and educational interpreter professional development in Florida. She was present for many groundbreaking developments in interpreting history such as the legitimization of American Sign Language (ASL) and the surge of interpreter demand in the 1970s. Her years of experience have given her a valuable perspective that avoids the fleeting debates around which communication philosophy is superior and instead promotes the inclusion and implementation of what provides the most success on an individual level. Her humble but determined approach aligns beautifully with the collectivist values of the Deaf community she has served for fifty years. -- Url https://wou.omeka.net/s/repository/item/13447 Title Sarah Houston: The Roots of a Leader Creator Megan Seipke-Dame Subject leadership mentoring CODA interpreting Date 11/22/2023 Type Text Identifier maiscasestudies_2023_5 Language eng Rights Western Oregon University Library has determined, as of 11/22/2023, 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/ Abstract Sarah Houston is a mentor and leader who comes from humble beginnings and chooses to give back to her communities through service and dedication. Working to elevate oppressed communities, she has come to embody the characteristics of an effective leader while inspiring others to do the same. Her grassroots approach to leadership is paving the way to supporting members of oppressed populations as they seek entry into, and advancement within, the field of signed language interpreting. -- Url https://wou.omeka.net/s/repository/item/13446 Title Helene Stankus: Leading by Example Creator Erin Seipke-Brown Subject interpreting Deaf community growth mindset leadership American Sign Language Date 11/22/2023 Type Text Identifier maiscasestudies_2023_6 Language eng Rights Western Oregon University Library has determined, as of 11/22/2023, 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/ Abstract Helene Stankus does not consider herself a leader, yet throughout her career, she has unwittingly exemplified leadership across all aspects of her practice. She has spent the past three decades embodying the traits of growth mindset, perseverance, and teamwork within her education and her practice. She has cultivated a reputation of integrity and high standards that are well regarded among students and colleagues alike. Helene is leading by example, personifying professional practice within the field of interpreting. -- Url https://wou.omeka.net/s/repository/item/13445 Title Kendra Keller: Trailblazer of self-care in interpreting field Creator Daniel Gough Subject interpreting mentoring demand control schema advocacy Date 11/22/2023 Type Text Identifier maiscasestudies_2023_7 Language eng Rights Western Oregon University Library has determined, as of 11/22/2023, 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/ Abstract This article is part of a project which aims to recognize and honor leaders in the interpreting and interpreter education fields. I chose to recognize interpreter and teacher Kendra Keller. She is visible around my community in various ways. She serves numerous interpreters through interpreting, workshops, mentoring, and teaching. Self-care in interpreting is a priority for Kendra. She is one of the trailblazers in self-care in the interpreting field. She still actively practices, studies, and encourages other interpreters to do the same with a positive growth mindset. -- Url https://wou.omeka.net/s/repository/item/13444 Title Educational Not Unqualified Creator Caren Carr Subject Alabama interpreting Date 11/22/2023 Type Text Identifier maiscasestudies_2023_8 Language eng Rights Western Oregon University Library has determined, as of 11/22/2023, 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/ Abstract Interpreters can have twenty years of experience or twenty iterations of one year of experience. The most incredible interpreters create true dynamic equivalence across languages, cultures, and settings. The ability to create a seamless flow of communication stems from a drive to never stop learning. This article recognizes the long lasting impact of Pat Smartt’s interpreting career. Smartt is a paragon of educational interpreting in the state of Alabama. Smartt’s fervent diligence models the commitment to interpreting excellence that all interpreters should seek to emulate. -- Url https://wou.omeka.net/s/repository/item/13334 Title Fourth Grade Reading Intervention Plan Creator Crystal Krahmer Subject Intervention Reading Learning loss Date 8/1/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Due to the rising number of students who are falling more and more behind in reading since Covid-19, this project looks into the research behind that. It examines the learning loss and gaps that we are seeing among elementary age students. It highlights common themes that arise from the research, while shedding light on what districts are doing to try to overcome these learning losses and gaps. The main part of this Professional Project was to create an intervention plan for my own fourth grade students that I have noticed are having a lot of struggles when it comes to their reading. I provide data on what I have seen in the previous years working with them, as well as an intervention plan that I feel will best fit their needs for the upcoming school year. My hope for this project is that it can provide motivation and insight for other educators who may be noticing these same issues among their elementary students, and give them an example of how they can go about creating their own plan. Degree Master of Science in Education: Reading Note Joshua Schulze Marie LeJeune Cindy Ryan Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13333 Title Implementing Culturally Relevant Pedagogy in a Rural Classroom Creator Ryan J Kildea Subject cultrually relevant pedagogy science education junior high Date 8/4/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project seeks to understand how culturally relevant pedagogy can be implemented in a rural classroom. The goal of the research project is to find ways to connect with rural students' cultures and real lives while also helping them develop cultural competency. The research setting takes place in a 7th grade classroom in a rural Oregon town of about 10,000 residents. The topic for this study was chosen based on two factors. First, many students at the junior high school exhibit many racist behaviors and frequently engage in racist language. Second, many students express a lack of connection between their real lives and the curriculum. This project was developed to work towards connecting curriculum with students' real lives while simultaneously teaching them the benefits of a diverse society to reduce racist behaviors at the school. Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays Joshua Schulze Lin Wu Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13332 Title School-Wide English Learning Middle School Professional Development Creator Amanda Maddux Subject ELD SWEL PD Date 8/4/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract I have created a professional development for the middle school level of how to implement a new English Language Development Program. Degree Master of Science in Education Note Joshua Shulze Carmen Caceda Marie LeJune Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13331 Title Using American Sign Language (ASL) as an Inclusive Teaching Strategy within the Preschool Setting Creator Grace Meacham Subject Transitions Program Structure Inclusivity Date 8/4/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract My paper discusses the use of ASL within the preschool classroom. I begin by explaining the history of ASL and connecting it to teaching practices. Then I examine the literature surrounding the use of ASL, reflect on my own teaching practices, and present my project findings. Degree Master of Science in Education: Early Childhood Education Note Andrea Emerson Cindy Ryan Erin Trine Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13330 Title Is Art the Answer?: The Effects of Burnout and Art as Therapy for Interpreters Creator Libby Byrne Subject burnout stress art as therapy Date 8/1/2023 Type Text Language eng Abstract This action research will explore the use of art as therapy and the theoretical framework of metacognitive practice in relation to stress and burnout. As a novice interpreter, I understand that the demands and stress can take a toll on interpreters. Copious amounts of stress on the body can lead to underperformance, lack of motivation, and draining of one’s physical, emotional, and mental well-being. My goal was to examine and analyze my symptoms of stress and burnout in correlation to art as therapy. The action research covers burnout among interpreters and how self-care methods, particularly art as therapy, can help prevent and reduce burnout symptoms.This study was conducted through reflective journaling and perceived stress surveys after completing art as therapy activities. It includes the effects of burnout, what art as therapy is, its different forms, and how utilizing this self-care technique can be a beneficial tool to reduce stress and prevent burnout. This action research documents results indicating lowered stress and burnout symptoms after engaging in art as therapy activities. License CC-BY-NC (attribution, non-commercial) Degree Master of Arts in Interpreting Studies Note Amanda Smith Elisa Maroney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13329 Title Evaluating Equity: An Analysis of the Community Music Center's After School Program Creator Carly D'Amato Subject Equity SEL Music Date 8/4/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract During this project, entitled "Evaluating Equity: An Analysis of the Community Music Center's After-School Program, I will be analyzing the practices and policies of an afterschool music program, called the Community Music Center (the CMC), created in partnership with my local school district. I created an Equity Rubric to determine whether the CMC was operating a successful and equitable program for students. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schultze Allison Boles Carmen Caceda Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13328 Title Empowering Emergent Bilingual Learners through Scaffolded Critical Thinking Classroom Activities Creator Carolyn Lipnick Subject critical thinking emergent bilinguals middle school Date 8/1/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project focuses on increasing engagement and achievement among emergent bilingual students by teaching critical thinking skills. The teacher created five lessons using a high challenge, high support framework and tracked students' progress through work samples, grades, and observation notes. Degree Master of Science in Education: ESOL Note Joshua Schulze Maria Dantas-Whitney Lin Wu Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13327 Title “What is going on up there?”: A self-study on the long-term effects of mild traumatic brain injury and the cognitive processing for sign language interpreting Creator Alexis Ferdig Date 8/4/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Research suggests that the long-term effects of mild traumatic brain injury (mTBI) can disrupt one’s ability to perform cognitive tasks effectively. As a recent graduate entering the professional field of interpreting, I sought to discover how a history of mTBI and the long-term effects influence the cognitive processing required for interpreting. As I progressed and improved my technical skills, I began interpreting as an intern with interpreter mentors. This self-study on my interpreting work collected data through multiple data sets. Self-reported data were collected outside the interpreted assignment through self-guided journaling, think-aloud protocols, and spreadsheet symptom logging. An additional source of data, in the form of written notes taken during the interpreted assignment, confirmed what was revealed in other data analyses. Data were organized and analyzed manually using qualitative analysis software to identify themes, patterns, and relationships among the findings. The findings reveal that aspects of my cognitive process is impacted by the long-term effects of mTBI and can be mitigated through various action steps. Control options were discovered and/or incorporated into my practice with the goal of discovering ways to combat the long-term effects of mTBI that impact my cognitive process. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13326 Title Literature Circle Curriculum Creator Natalie Shreve Subject Literature Circle High School ELA Lesson Plans Date 8/4/2023 Type Text Language eng Abstract In the current post-COVID19 high school English classroom, students are struggling with several things; there is a lack of engagement in reading, students struggle to collaborate and discuss with each other, and many have limited empathy and perspective for identities different than their own. Many educators are struggling with supporting students within these areas, and while there is limited research on the recent experience of teaching throughout a pandemic, teachers and students alike know that this is a tough time in education. As a high school English teacher myself, I hope to address this unique set of challenges through curriculum design and instructional choices; literature circles, which are centered on building students’ collaborative and communicative skills as well as bringing in diverse young adult text sets, can help students in these areas. My project includes a curriculum map for a literature circle unit within a high school English classroom, relevant Common Core State Standards, detailed lesson plans for a 40-day unit, linked materials and descriptions, and a list of novel suggestions. My hope is that my project will help teachers feel confident in implementing literature circles within their teaching, and that my materials and curriculum map and lessons can support teachers and students in a post-pandemic world. License CC-BY (attribution) Degree Master of Science in Education: Curriculum and Instruction Note Marie LeJeune Joshua Schulze Erika Fitzyounger Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13325 Title Taking the first step: Working and studying as an interpreter experiencing executive dysfunction Creator Emmerson Preuss Subject Executive Dysfunction Neurodivergence ASL Interpreting Date 8/1/2023 Type Text Language eng Abstract I am an interpreter with multiple invisible disabilities–namely anxiety, autism, and ADHD–which include executive dysfunction as a part of their diagnosis. This action research project follows my experiences throughout my time in Western Oregon’s MAIS program, including both academic work and fieldwork. During that time, evidence of executive dysfunction was recorded along with my thoughts and feelings about my ability to tackle various personal and professional tasks. Motivations are examined based on the results of my study under the main categories of internal versus external and level of identification with those tasks. Effects of executive dysfunction were identified in my interpreting work with both emotional and cognitive elements. License CC-BY-NC (attribution, non-commercial) Degree Master of Arts in Interpreting Studies Note Elisa Maroney Erin Trine Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13324 Title The Next Steps: Transitioning from Student to Practicing Professional in ASL/English Interpreting Creator Mara F. Isaacson Subject interpreting American Sign Language school-to-work gap Date 8/1/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract As recent graduates begin their journey from newly established interpreters to qualified practicing professionals within the field of American Sign Language (ASL) - English Interpreting, the professional requirements can often feel uncertain and overwhelming. Moreover, having a comprehensive understanding of the crucial checkpoints that lead to achieving field-ready status is simply a single component within the school-to-work gap for new interpreters. Additionally, knowing where to search for the tools and resources that are available supports to graduates in this position is another disparity within the interpreting realm. These core responsibilities and duties for success as a field-ready interpreter are the most common struggles that newly graduated interpreters face after graduation. The purpose of this action research study is to explore the impact of mentorship on my ability to combat these core issues as I navigate the school-to-work gap, in addition to its effects on the growth of my required technical skills in becoming career ready. Degree Master of Arts in Interpreting Studies Note Amanda R. Smith Elisa M. Maroney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13323 Title "Will I Ever Feel Ready?" How to Prepare for the ASL Interpreting Field Creator Ashlynne M Setness Subject readiness interpreting confidence Date 8/4/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract During my time in graduate school at Western Oregon University, I received plenty of opportunities for gaining professional field experience to improve my skills with the support of my professors and other interpreters. Nevertheless, I found myself asking the question “Will I ever feel ready?” regarding working as an interpreting professional. In this action research project, I ask the following research question: How did practices of self-care, paired with technical skill development, impact my sense of readiness in entering the field of signed language interpreting? In this project, I will look at activities that students, recent graduates, and novice interpreters entering the profession can utilize to feel more confident in their abilities and feel “ready”. The results may help students and novice interpreters find strategies for readiness. At the same time, it will demonstrate more ways to feel more prepared and confident to enter the profession with improved skills. Degree Master of Arts in Interpreting Studies: Theory and Practice Note Amanda Smith Elisa Maroney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13322 Title I'm a Failure: Identifying, Challenging, and Reframing Cognitive Distortions in the Interpreting Profession Creator Terricka D. Cabrera Subject ASL interpreting self-talk self-doubt Date 8/12/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project investigates the effects of identifying, challenging, and reframing cognitive distortions (negative self-talk) on interpreter anxiety and self-doubt. Previous literature on the subject have discussed interpreters’ well-being, the implications of workplace anxiety and self-doubt, the barriers in the field as an interpreter of color, and how negative self-talk can manifest itself in interpreting. Data was collected and analyzed for eleven weeks from November to June 2023 using a modified version of Beck’s (1970, as cited in Burns, 1980) Daily Record of Dysfunctional Thoughts. The results showed that identifying, challenging, and reframing cognitive distortions did mitigate feelings of self-doubt and anxiety whenever there was a triggering event. Overall, this action research project pinpointed the roots of my self-doubt and anxiety as well as techniques to challenge and reframe my way of thinking. This finding indicates that incorporating self-talk into my self-care routine can lead to a long, successful, and fulfilling career. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Audrey Ramirez-Loudenback Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13321 Title Hip Hop Mind in the Music Classroom Creator Tamara Maximovich Subject Hip Hop Pedagogy Action Research Music Education Date 11/19/2023 Type Text Image;StillImage Language eng Abstract This essay is an action research project intended to answer the following research questions: How can each tenet of Hip Hop Pedagogy be effectively used as a framework in my classroom to help students enjoy school and take deep interest in their own development? And Music classrooms are sometimes viewed by students as “old fashioned”. So how can Hip Hop Pedagogy bring music education into the future and rekindle student excitement in their own musical growth? Literature on music education is reviewed and used to inform this project. Data was collected from a middle school choir classroom and analyzed to answer these questions and help me become a better teacher. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong James Reddan Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13320 Title Increasing Opportunities for Integrating Makerspaces into Rural Elementary Schools Professional Project Creator Edward M Nichols Subject makerspace professional development engagement Date 6/1/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This professional project explores the potential benefits and challenges of integrating makerspaces into rural elementary schools. Makerspaces offer experiential learning opportunities beyond worksheets and screen time, a more student-driven approach supported by both the tenets of constructivism and constructionism. This learning style can deepen students' understanding of core concepts and engagement in STEM and other academic subjects. School-based makerspaces also benefit students by introducing 21st-century skills such as communication, collaboration, and problem-solving in elementary schools. The maker movement, which began in the early 2000s, encourages participants to design, build, and experiment with various materials and tools. Adopting a school setting provides an integrated education option for schools and their teachers. While makerspaces have become increasingly popular in urban and suburban areas, rural schools face unique challenges when implementing them. Drawing on existing literature and information collected from rural school educators allows the identification of critical strategies for overcoming these challenges and increasing opportunities for integrating makerspaces into rural elementary schools. Creating a dynamic website to support educators in bringing maker education to their schools is outlined. This site contains resources for funding, lessons, projects, and research to support implementation. Educators are also encouraged to have a voice by asking questions and posting resources themselves. In addition, I have also facilitated multiple professional development sessions designed to familiarize rural teachers with the implementation of makerspaces. Through careful planning, collaboration, and creative use of resources, makerspaces can be integrated into rural schools. When successful, this integration provides students with engaging and enriching learning experiences that prepare them for success in a rapidly changing world. Degree Master of Science in Education: STEM Education Note Joshua Schulze Gregory Zobel Cristina Trecha Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13319 Title Supporting Students’ and Educators’ Mental Health and Emotional Needs Using Culturally Responsive Pedagogy Creator Jessica Anne Lane Subject culturally responsive pedagogy mental health language arts Date 6/16/2023 Type Text Language eng Abstract The use of focused relationship-building exercises can be of benefit to all students, regardless of background or situation, as it helps promote a sense of community in the classroom and provides a space where students feel seen and heard, beyond just the academic. Language arts classrooms are uniquely positioned to foster these environments, as students explore different facets of the human experience through literature. The core philosophical goal of assisting students’ in the development of strong and stable mental health in the context of the English language arts classroom is supported by culturally responsive pedagogy, as affirming and supporting students while creating bonds and building relationships is shown to increase their connection to their educational community. With the implementation of relationship-building exercises in the classroom, it would be of benefit to ascertain whether such exercises have a measurable impact on students’ classroom engagement, both socially and academically. Exploring and analyzing this activity can help inform future classroom methods wherein educators use an expanded awareness of the impact of such actions to develop teaching and relational methods to benefit students. License CC-BY-NC-ND (attribution, non-commercial, no derivatives) Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Lin Wu Hillary Fouts Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13318 Title Factors Contributing to Educational Interpreter Turnover Creator Miranda Mayeux Subject : educational interpreting employment turnover Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this study was to identify the contributing factors of employee turnover among a specialized group within the field of education: sign language interpreters. More aptly named educational interpreters, these professionals work to provide sign language interpretation services to D/deaf and Hard-of-Hearing students within a mainstream K–12 setting. In this study, why interpreters previously employed as educational interpreters or sign language facilitators within the Dallas-Fort Worth geographical area left their jobs was explored. The study sought connections between potential burnout and educational interpreter turnover, as well as specific factors related to their separation from school districts. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Jordan Ward Type Thesis -- Url https://wou.omeka.net/s/repository/item/13317 Title Equity begins by owning what is ugly: discussing race, culture, and identity through storytelling and culturally sustaining pedagogy Creator Tobias Z. King Subject Culturally sustaining pedagogy critical self-reflection autoethnographic literary inquiry Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This professional project is about the application of culturally sustaining pedagogy upon my own teaching practice for the benefit of a more inclusive and culturally congruent educational experience. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Carmen Caceda Ryan Topper Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13316 Title Culturally Responsive Pedagogy and Teaching Literacy Skills in Math Class Creator Robert A Krause Jr Date 6/1/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of the action research project was to determine Culturally Responsive teaching strategies in the classroom as well as what strategies best support students developing literacy skills in a mathematics classroom. Through a literature review, I was able to gain a better understanding of these strategies and how to use them in my classroom. I focus on the following three research questions: 1) What Culturally responsive pedagogy will help create a Culturally responsive environment in my classroom? 2) What Culturally responsive teaching strategies will I implement in my teaching to better support all students? 3) What strategies are the most effective in developing students' literacy skills in my mathematics classroom? To answer these questions, I analyzed my lesson plans, observations, and personal journals. The goal was through answering these questions was to gain a better understanding of which strategies students responded well to and which allowed them to grow in their mathematical and literacy knowledge. Degree Master of Arts in Teaching (initial licensure) Note Joshua Shulze Tara Heikila Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13315 Title Using Culturally Relevant Teaching to Develop Critical Thinking in Secondary Chemistry Creator Emily Hamel Subject culturally relevant pedagogy culturally relevant science instruction culturally relevant chemistry instruction Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research was conducted in order to enhance student engagement and critical thinking skills in a rural, secondary chemistry classroom. Culturally relevant pedagogy was used as a framework for designing curriculum and incorporating new practices into teaching an inquiry unit about chemical reactions and environmental pollution. After a literature review was conducted to gather evidence of culturally relevant practices in the science classroom, three types of qualitative data were gathered during the teaching of the unit designed around culturally relevant framework. A qualitative analysis was conducted on the three sources of data (journal entries, formal observation feedback, and student artifacts). The results expressed three themes: Lived experiences and real-world applications in student engagement; Genuine critical thinking opportunities in inquiry; and Counter-narratives and perspectives in the solutions aspect of inquiry. It was discovered that student engagement increased when the science content surrounded one common theme for the unit, and when content is contextualized with students' experiences and background knowledge. Further, supporting student responses with feedback that encourages critical thinking engaged students in developing their critical thinking skills, which were then applied when considering other perspectives and scientific thinking from other cultures in the formation of solutions in inquiry. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Jennifer Hampel Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13314 Title Self-Reported Readiness to Work and Self-Assessed Fluency in Hearing, Emergent, Second Modality-Second Language (M2L2) American Sign Language (ASL)-English Interpreters Creator Crystal Rojas Subject M2L2 ASL interpreter fluency ASL interpreter work readiness ASL interpreter education Date 6/1/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract The largest group of American Sign Language (ASL) interpreters are working into their second modality-second language (M2L2). They are working into a language they most likely did not grow up with and were first exposed to in college. This population is not likely to be fluent upon graduation and are most likely to face a gap in their skills. There is ample research on ASL interpreters and the gap. This group has been researched and spoken about, however, there is little to no information on their perspective regarding their own fluency and readiness. A survey was conducted to see how this group rated their ASL fluency and work readiness. Most of the 55 M2L2 ASL-English interpreters surveyed felt they were not fluent when they entered the field, however more than half felt they were ready and cited positive feedback from their professors, mentors, peers, and the deaf community as reasons they felt ready. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Audrey Ramirez-Loudenback Type Thesis -- Url https://wou.omeka.net/s/repository/item/13313 Title Promoting Self-Efficacy in Writing: A Middle School Narrative Writing Unit Creator Mary Katelyn Lowman Subject writing anxiety narrative writing self efficacy Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Students who demonstrate self-efficacy in writing are more likely to persevere through challenging writing assignments, revise and edit their work, and set writing goals. They are motivated to learn and improve. Students who lack self-efficacy in writing lack these intrinsic skills. When assigned a writing piece, they often complain or simply stare blankly at their papers, unsure of how to even begin. These students’ issues do not stem solely from a fear of poor grades in writing but rather from a number of practical writing deficiencies: difficulties organizing thoughts, hand cramps while writing, or difficulties envisioning the audience. These issues, and many more, can often lead to procrastination, stress, and writer's block. Writing anxiety and apprehension are particularly prevalent in Emergent Bilingual learners because they may lack both writing and linguistic skills to confidently complete a writing task. This writing unit aims to address these issues by having students complete short writing assignments, targeting narrative writing skills, culminating in a final fictional narrative, building in peer feedback, revision, and reflection. The unit uses the process-genre approach to teaching writing as the framework and includes explicit strategy instruction to build students’ writing confidence. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Valerie Brooks Julia Drizin Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13312 Title Culturally Relevant Teaching, From Theory to Practice in a Secondary Health Class Creator Kristine Rosentrater Subject Culturally Relevant Teaching Secondary Health Education Date 6/1/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Culturally Relevant Teaching is a theory driven by the teachers' ability to relate the content of their classroom to the cultural backgrounds of their students. As a health teacher, I set out to discover if I could make Culturally Relevant Teaching more than a theory. Through the use of the cycle of effective teaching: Lesson planning, teaching methods, and assessments, I examine if CRT will go from theory to actionable practice in my secondary health classroom. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Loren Wisniewski Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13311 Title Teaching Academic Writing to High School English Language Learners Using a Genre Based Pedagogy Creator Lory Cruz-Esquivel Subject Genre Based Pedagogy Writing Instruction Academic Language Date 6/17/2023 Type Text Image;StillImage Language sgn-US eng Abstract Analyzing a text, identifying key ideas, and connecting ideas with transitions… These are just a few of the writing tasks students are given that without the proper support can be difficult to achieve. Many students including English Language Learners (ELLs) experience a lack of access to mastering the kinds of academic language needed to succeed in and out of the classroom. This professional project set out to investigate the effectiveness of an instructional guide created in response to the academic writing needs of ELLs. The instructional guide was implemented in a stand alone high school English Language Development classroom over the course of 10 weeks. Throughout the instructional period, students engaged in academic writing tasks using a genre based approach to demystify the genre features of informative texts in order to create their own informative magazine article. Results from the implementation were used to inform not only the instructional development of the guide, but also to voice and advocate for access to meaningful writing instruction that is culturally and linguistically responsive to ELLs. License CC-BY-NC (attribution, non-commercial) Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Maria Dantas-Whitney Amy Bowden Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13310 Title Classroom Libraries and Instructional Strategies Creator Kaitlynn Cantu Subject classroom libraries instructional strategies Date 6/16/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project is for an educator to create, implement, and analyze a project within a classroom setting. This project was to explore the effectiveness and engagement of a library within classroom instruction. Specifically, this research examined the instructional strategies of including the library’s contents within instruction. The research also examined the creation and organization of the classroom library. My work will be reviewed and critiqued to use better instructional strategies and engagements to create an effective classroom library. Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Carmen Deol Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13309 Title How Social Emotional Learning and Restorative Justice Practices Cultivate an Inclusive Drama Classroom Creator Delaney Barbour Subject theatre restorative justice middle school Date 6/1/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract During the course of this Action Research Project, or ARP, I studied the relationship of restorative justice practices and the community, inclusivity, and social emotional learning of a middle school drama classroom. My classes began every day in an intentional restorative justice circle over the research period, answered a predetermined check-in question, and wrote reflections in a personal journal. In order to gather data on the effect of the morning circles, I had them make journal entries, I answered daily journal entries, and recorded supervising teachers’ observations. In addition to those data points, I collected two anonymous surveys, one at the beginning of the research period and one at the end. These various forms of data collected revealed an overall positive trend towards students’ feelings of belonging, community, and inclusivity from the introduction of the restorative justice circles to the end of the data collection period. Limitations I encountered included disruptions in class time for mandatory state testing and lockdowns in response to various threats. However, even with those limitations in mind, the overall effect that restorative circles had on students’ sense of belonging and community was positive. Degree Master of Arts in Teaching (initial licensure) Note Marie LeJeune Joshua Shulze Nicole Accuardi Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13308 Title Building Curriculum from OER: An Online US History Unit Creator MaKaila Hiddleston Subject K-12 Curriculum UDL Date 5/17/2023 Type Text Image;StillImage Language eng Abstract My project explores the uses of Open Educational Resources (OER) in the K-12 Educational Landscape. Upon discovering the gaps in education that OER could cover and bridge, I decided to create a cohesive unit comprised entirely of OER. The purpose of this project was to create a resource for teachers to utilize when searching for online content for instruction, clear up any confusion about OER, and show that OER can be used within the Universal Design for Learning framework. I created a website for teachers to access in order to learn more about OER and utilize the unit I created from OER. License CC-BY-NC (attribution, non-commercial) Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Marie LeJeune Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13307 Title Addressing Disruptive and Aggressive Tendencies in Elementary Education: Effective Behavioral Interventions for Students Creator Sydney LaMont Subject Behavioral interventions elementary behavior classroom management Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This professional project discusses the effectiveness of behavioral interventions within the scope of elementary education. The author goes through to describe previous interventions that have been studied and their success rate. She also describes her professional experience with a select few interventions in accordance with her own students. Degree Master of Science in Education: Early Childhood Education Note Joshua Schulze Ya-Fang Cheng Katrina Hovey Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13306 Title Middle School Emergent Bilinguals and their Classmates use Storytelling in the Social Studies Classroom to Promote Learning and an Inclusive Learning Environment Creator Hayden Tedrow Subject emergent bilinguals storytelling Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Emergent bilinguals are an underserved population in many middle school social studies classrooms. They encounter the double-demands of understanding the content of social studies while also developing English language skills. Storytelling serves as a universally-human pedagogical strategy that teachers can use to ensure equitable teaching strategies within their classrooms. In this professional project, students used narrative writing as well as dramatic performance as a means to make meaning of complex social studies texts. Language lessons were embedded throughout the course of the social studies instruction. The results of this project were shared with other social studies teachers within the local PLC to better equip these teachers for meeting the needs of emergent bilinguals. Degree Master of Science in Education: Reading Note Joshua Schulze Chloe Hughes Marcus Wenzel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13305 Title Effects of Proper Intervention on Elementary Aged Students Creator Shelby Faherty Subject literacy intervention RTI Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project showcases the importance of literacy education within a rural school district. This project takes you through the process in which was followed to bring an intervention system into a school that lacked a complete one. Degree Master of Science in Education: Literacy Education Note Joshua Schulze Marie LeJeune Amy Bowden Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13304 Title Teacher Mentoring and Retention Creator Brittany Kauffman Subject Teacher Mentoring Retention Date 6/17/0023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract A look at the correlation between quality teacher mentor programs and their effect on teacher retention. This project focuses on shifting our current mentor program to a more beneficial program for new teachers and also providing resources and support for new teachers. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Dana Ulveland Stephanie Waters Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13303 Title Increasing Student Ownership in the General Music Classroom Creator Christiana Zollner Date 6/1/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract How can a teacher increase student ownership in the music curriculum? This is the essential question guiding the action research in this paper. The elementary general music classroom can be uncomfortable when not all students feel musically inclined yet they are still required to attend class, participate, and be graded in their musical ability. On top of music class, many schools require the music teacher to put on a community performance where students sing for their families. While music can be one of the purest forms of self-expression, such conditions could cause students to feel forced into unwanted activities that do not express who they are. Through using critical pedagogical techniques such as inviting students to form different aspects of their own music program, teachers can create a curriculum with their students that better represents who they are. Research has shown that when music is taught in more communal ways where students are given more choice as to how to participate or at what level, they are more successful in the music classroom. For my research I invited students to contribute to their upcoming music program in a multitude of open-ended ways and journaled my classroom observations as well as collected data surrounding how many students elected to speak or solo at the concert, data on the varied ways that students contributed to the program, data on how students were feeling and what they were looking forward to, and how and when students were engaged. The data I collected will be a firm foundation from which to continue the work or continually getting ideas and feedback from students and implementing them into the curriculum to create a program that comes from the students. Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13302 Title How Inclusion Can Benefit General and SPED Students Creator Miykayah Risseeuw Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Struggling students isn’t something new. In fact, I would say that high school students today are struggling more so today than they have in decades. After political turmoil, a pandemic, war, and overall unrest in our country and the world, it’s no surprise that school isn’t the first thing students put effort and energy into. With many students with mental health issues, a struggling home life, and/or issues in understanding the lessons, I wanted to see if some of the resources and accommodations those with IEPs and 504s needed in my class could help other students as well. This research centered around creating a safe and inclusive environment while allowing students to demonstrate their learning in diverse ways. The data collected consisted of journal entries, informal and formal assessments, observations, and feedback. Degree Master of Arts in Teaching (initial licensure) Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13301 Title The Effects of Video Demonstrations in Education Creator Emily Hickman Tarbell Subject Video Demonstrations Virtual learning Technology in the classroom Date 6/16/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This professional project explores the benefits of video demonstrations towards English Language Learners (ELLs), students with disabilities, absent students, and colleagues. It explains how these videos can make instruction easier and provide a leadership opportunity between content PLCs. Degree Master of Science in Education: STEM Education Note Joshua Schulze Michael Hofmann Melada Reichman Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13300 Title Teaching Music in Today's Classrooms: Issues of Equity, Inclusion, and Classroom Climate Creator Drew E Medak Subject Music Equity Jazz Education Classroom Climate Retention Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this study is to critically examine the issues of equity, retention, and motivation in today’s music classrooms, and also examine my own teaching practices in order to ask myself these questions: Am I fostering a life-long love and curiosity for music for all my students as well as giving them relevant skills to enter the ever-changing job market if they choose to do so? Or am I still resorting to the methods my former music teachers used to develop unhealthy attitudes about music and holding unrealistic expectations about their future as a musician? As you read this study, you will see my research questions addressed throughout: How will I navigate through being a music educator when all of these “old-school” achievement-based expectations are still put in place by many school districts? How can I teach my kids healthy competition in conjunction with learning how to love music and create a healthy learning environment? What are better ways I can advocate, help, and support all my students that really need it while still maintaining a steady momentum in the classroom and goals that every student can feel great about achieving? Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Patrick Limbert Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13299 Title It’s Not Just About the Art: Helping Students Become Active Learners Through a Culturally Responsive Arts Curriculum Creator Teresa L. Hire Subject culturally responsive teaching middle school visual art participatory pedagogy Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Culturally responsive arts curriculum research in a racially/ethnically diverse Title I middle school arts classroom found that student engagement and participation increased after implementing lessons that connected to various cultural funds of knowledge. Connections to student background experiences included exploratory lessons on: planting seeds and visually documenting growth and transplanting seedlings to school garden; exploring Pacific Islander culture, patterns, and symbolism in Samoan tapa cloth designs with a survey of personal student identity; and hands-on exploration of form by using generational familiarity with Lego toys to create the illusion of 3D form on paper and digitally, as well as inventing and modeling new Lego pieces in clay. Increased engagement was documented in student sketchbooks, artistic projects, exit tickets, student reflections, and teacher observations. Literature in the field of culturally responsive teaching outlined by Geneva Gay (2000), and her five tenets, was used as the pedagogical framework to provide novel examples for teachers to implement in a middle school visual art classroom. In the closing reflection of the action research project, teachers will discover that a meaningful arts curriculum “is not just about the art”. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Paula Booth Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13298 Title Increasing Academic Engagement Using Universal Design for Learning in a High School English Language Arts Classroom Creator Alisha Jordan Subject Integrating UDL Multiple means of representation engagement strategies Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Everyone learns differently. In a classroom of 37 students, the range of learning styles and preferences is large. Engaging each and every student within an English Language Arts classroom can be challenging, especially when considering a post-pandemic demographic. These students are quick to understand difficult concepts, but also quick to lose interest in academic settings. Engagement is the key to having a successful and fulfilling educational experience. Without academic engagement, students are left without motivation to pursue higher degrees of understanding within any given content area. Using Universal Design for Learning, a framework designed to engage all students in methods that capture the abilities of each individual, can increase academic engagement among high school students, thus increasing academic successes. In this study, a variety of data sources were analyzed to determine the effectiveness of Universal Design for Learning as an engagement framework strategy. Critical analysis about the formatting of lesson and unit plans, analytic memos, and student feedback provided the basis of the effectiveness of Universal Design for Learning within an 11th grade English Language Arts classroom. Degree Master of Arts in Teaching (initial licensure) Note Marie LeJeune Melanie Landon-Hayes Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13297 Title Language Focused Professional Development for Educators Serving Emerging Bilingual Students Creator Maribel Ortiz Subject Bilingual Education Emerging Bilinguals Professional Development Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Language-Focused Professional Development for Educators Serving Emerging Bilingual Students - A project that looks into the importance of bilingual educators receiving professional development in Spanish and about Spanish so that emerging bilingual learners receive high-quality instruction. Degree Master of Science in Education: Reading Note Joshua Schulze Chloë Hughes Verónica Montes Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13296 Title EMPOWER: Orientation Modules for Pre-Education Freshmen at Western Oregon University Creator Kolbie Kopp Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract The transition from high school to college is a challenging time for many. According to the literature, one of the greatest barriers students face during this time is college preparedness, which results in various academic, social, and psychological needs. To add to that, the transition and adjustment experience is increasingly more complex for those who are a Student of Color, low-income, or first-generation. Fortunately, research suggests that new student orientations are a means of meeting students’ needs and positively impacting their transition and adjustment experience. Therefore, this professional project aims to better meet the needs of incoming Pre-Education freshmen at Western Oregon University by revamping our current orientation system. With personal observations and the observations of others, research performed in the literature review, and knowledge of learning, motivation, and instructional design theories as the guiding light, over the course of five weeks I developed an asynchronous orientation with various modules. While feedback supporting the effectiveness of the orientation was not able to be gathered due to time constraints, a system to collect feedback has been implemented. As students begin to complete the orientation, feedback collected will be used to update the modules each year to ensure we are successfully meeting students' diverse needs and in turn, aiding in their successful transition and adjustment experience. Degree Master of Science in Education: Interdisciplinary Professional Studies Note Joshua Schulze Olivia Flores Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13295 Title Incorporating Music, Movement, and Activity Based Methodology into a Traditional Science Lecture Creator Travis Torgerson Subject Music Movement and Activity Based Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract I teach biology, fish and wildlife science, agriculture science, and social dance. What I would like to focus on for my project is how music, interactions, and physical activity (such as dance) help people with trouble focusing. I will look at how music and physical activity cannot only help people focus but can increase the power of belief in themselves that allows them to focus. What I would like to do for my project is to pick a science-related project in the realm of my expertise like fish and wildlife, agriculture, etc., and figure out how to make a lesson plan that is designed to teach about the subject incorporating music and dance to help one’s focus and learning about the subject along with their motivation and self-belief. I think it could be a useful tool to tie music and social interactions such as dance into learning a serious subject such as wildlife education and or agriculture education. The lesson will be an eight-lesson series that incorporates music and movement/physical activity into learning about physical science for a unit about motion. Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Lila Reid Randall Dana Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13294 Title Revising a Fourth-Grade Math Unit Using Self-Paced and Blended Learning Strategies Creator Arriel Robinson Subject Modern Classroom Modern Classroom Instruction Date 6/16/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract The COVID-19 Pandemic highlighted the learning gaps between students and their academic needs. It also widened the gap between student abilities and has pushed for teaching and learning to adjust. Research has shown that, in most cases, implementing a self-paced and blended learning model within various content areas helps to improve student scores and attitudes. However, much of this research is focused on grade levels above the elementary level. In this Professional Project, I revise and implement my district's adopted math curriculum to fit this style of teaching and learning better within a 4th-grade classroom setting. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Randall (Dana) Ulveland Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13293 Title Utilizing Direct Phonemic Awareness Instruction to Support Intervention in a Title Ⅰ First- Grade Classroom Creator Sapphire Dorfman Subject Phonemic awareness phoneme-graphing mapping intervention Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project follows my journey as an early-years educator and my experience implementing direct phonemic awareness instruction into my classroom. For many years, research has supported the use of direct and explicit phonemic awareness instruction into the classroom setting to support reading acquisition in beginning readers. To accomplish this, the Heggerty (2022) and the UFLI (2022) curriculums were implemented in a first grade classroom setting. Growth and literacy development for the students and myself were highlighted by the use of vignettes and supporting images. Reflections on the project showed a positive correlation between direct phonemic awareness instruction and overall literacy development. Advocacy and professional development opportunities are proposed as future endeavors to educate others about the importance of phonemic awareness instruction. Degree Master of Science in Education: Reading Note Joshua Schulze Marie LeJeune Chloe Hughes Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13292 Title Creating and Implementing a Website to Enhance the Socialization and Participation within a High School Anime Club Creator Jessica N. Patty Subject effects of COVID-19 after school clubs social-emotional skills and technology Date 6/17/2023 Type Text Image;StillImage Language eng Abstract As a club advisor at Reynolds High School, I created an Anime Club website which was introduced to students to enhance their in-person participation during our weekly club meetings, as well as increase social-emotional learning by bringing high interest topics to students virtually, that they then discussed face-to-face with their peers. I chose creating a website for the Anime Club as my project because I want to help my students to socialize with one another in person, by implementing discussions and activities during club meetings and referring to the club website as an anchor to something we all have access to, as well as sharpen my skills in educational technology. License CC-BY (attribution) Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Madeline Hunt Kevin Helfman Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13291 Title Exploring Co-Teaching in an Integrated ELA/ELD Secondary Classroom Creator Cierra M. La Bounty Subject Co-Teaching Collaborative Teaching Emergent-Bilinguals Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Co-teaching refers to a model in which two educators work together to teach students in the classroom setting. Co-teaching has been found to benefit both educators and students, however co-teaching can also present a variety of challenges. The research and analysis in this project focuses on the impacts of co-teaching on a new career teacher’s experiences, and on what co-teaching looks like in a 6th grade integrated English Language Arts and English Language Development class. Additionally, the project explores the potential impacts of co-teaching on student learning, particularly students who are Emergent Bilinguals. The findings highlight how co-teaching has benefited me as a new teacher, how co-teaching is implemented in my school setting, and how it impacts students. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Alicia Wenzel Jessica Dougherty Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13290 Title Are ITPs all that they’re cracked up to be? Evaluating the Role of Formal Education for Signed Language Interpreters in Brazil Creator Elizabeth Lundquist Subject Interpreter training Brazil Libras Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This research aims to examine the history of interpreter education in Brazil and evaluate the importance of having formal training as a standard practice for interpreters. The intent of this research is to understand how beneficial formal education is in teaching the interpreting process by analyzing the quality of interpreting, the type of training, and the amount of training received by each interpreter. In this study, the type of interpreter education feasible in the Brazilian context is described, the process or phases of implementing this training is explored, and the practical steps necessary for a formal training program to be established in Brazil is discussed. This study used a mixed-method approach to survey and follow-up interviews. Degree Master of Arts in Interpreting Studies Note Amanda Smith Elisa Maroney Colleen Jones Type Thesis -- Url https://wou.omeka.net/s/repository/item/13289 Title Where is the Power to Change the World? Using Storytelling to Achieve Quality Learning Creator E James Omelina Subject Storytelling business education Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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? Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Andrew Spellman Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13288 Title Creating Meaningful-Culturally Responsive Art Learning Experiences for Secondary Students Creator Kimberley Tzung Mei Vu Subject Visual Art Class Pacific Northwest CRT Date 6/16/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research documents my growth as a teacher during my teacher preparation program with a focus on how I can adjust the existing lesson plans to be more choice-driven and culturally responsive. With an increasing population of culturally and linguistically diverse students, there is a need to implement instruction that is responsive and meaningful to all students, and for students to gain exposure to different cultures so they can navigate socially, develop empathy, and be culturally competent in working with an increasingly diverse population. Providing an enriching curriculum in which differences can be celebrated in a classroom environment can be achieved by using a culturally responsive framework which will serve as a guide to my action research study. Modifications that I will use to determine the effectiveness of my teaching and to find patterns to engage students' learning are choices for students, simplification of the instruction and project, providing additional language support, and infusing equity into my art lessons. Although these modifications have helped increase engagement within my classroom, there were areas in which can be greatly improved upon in my teaching practices. As a whole, this research has helped me to see which areas were lacking or could be further explored. Degree Master of Arts in Teaching (initial licensure) Note Marie LeJeune Marie Zens Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13287 Title The Converse Podcast: A Podcast By Teachers, For Teachers Creator Rhyan G. Shultis Subject podcast teaching education Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract My project was the development and creation of a podcast geared for teachers to get advice to support their day-to-day tasks teaching. The episodes are backed by research and are conversational in nature, making it easy to listen and gain ideas/advice from. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Mandy Olsen Marcus Wenzel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13286 Title Mind the Gap: A Survey and Critical Analysis of Diversity-Related Competencies and Standards Within ASL/English Interpreter Education Creator Nathan Brown Subject Signed Language Interpreting Adult Education and Teaching Anti-Racism Date 6/1/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this thesis, American Sign Language/English interpreter educators were surveyed to better understand the institutions where they work and their self-perceived abilities and knowledge as related to their ability to prepare interpreters, with special emphasis on meeting the needs of a diverse student population and preparing them to work in a diverse world. This information was then examined through a framework of Critical Social Theory to review the current situation and where interpreter education needs to continue to develop. The conclusion and results from the examination of survey data were then compared against other research to create a snapshot of progress made and potential for growth. The results show that interpreter educators have identified broad concepts of gaps in their instruction and that there are some available course materials and institutional support for progress in preparing interpreters to meet the needs of a diverse population. Yet looking critically at the self-assessed competencies, interpreter educators seem to broadly be overestimating their abilities based on incongruency in responses within this study and across other recent research. Educators and institutions should engage in further self-assessment and training to develop knowledge and awareness of gaps and to develop new skills, new materials, and new approaches for interpreter education. The success of diverse student populations, and of students in general, to be able to meet the needs of a diverse work environment relies on further improvement from educators and institutions. Degree Master of Arts in Interpreting Studies Note Elisa M. Maroney Amanda R. Smith Erica West Oyedele Type Thesis -- Url https://wou.omeka.net/s/repository/item/13285 Title Use of Engaged Pedagogy in Health Education Creator Joseph Luco Subject engaged pedagogy holistic engagement Date 6/16/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This research study takes a look at teaching students in a high school health education from the lens of engaged pedagogy. It examines how students respond to taking a holistic approach to teaching and relationship building. Examined within the research are strategies and techniques used to explore the effectiveness of engaging learning and participation. Data was collected and analyzed to determine if my approach accomplished what I set out to do. I highlight what worked and what did not. As a teacher the importance of being introspective and self-critical are vital to growing one’s own practice and mastery of instruction. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Loren Wisniewski Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13284 Title Using Engaged Pedagogy to Foster Holistic Growth in a Physical Education Classroom Creator McKenzie M. Hunt Subject engaged pedagogy physical education elementary Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This research paper explores the implementation of engaged pedagogy, a teaching framework developed by bell Hooks, in the context of physical education (PE) to promote holistic growth among elementary school students. The study aims to create an environment that actively involves students in the learning process and connects classroom education to real-world issues. The three tenets of engaged pedagogy—holistic growth, embodied vulnerability, and connecting theory with practice—are examined through a literature review, focusing on their impact on student-teacher relationships and holistic development. The research question guiding this study is: "How can I create an environment that promotes holistic growth in elementary physical education while using engaged pedagogy?" To investigate this question, the study adopts action research principles and employs various data collection methods, including self-study aligned with professional teacher standards, teacher artifacts, clinical teacher observation, and supervisor feedback. Additionally, data collection involves student journal entries, observation feedback from the clinical and supervisor teachers, and reflection notes by the researcher. The journal entries focus on students' emotions during lessons, their impact on classmates, and their perceived strengths. The observation feedback and reflection notes provide additional insights into the effectiveness of engaged pedagogy practices in promoting holistic growth Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Corrine McGinnis Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13283 Title Helping Students Develop Agency in Secondary English Language Arts Creator Erin Worley Subject education English Language Arts agency Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Charlotte Riester Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13282 Title Critical pedagogy and physical education Creator Ben Bauman Subject physical education critical pedagogy Date 6/16/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research project is to examine my own teaching practices and look at how I can improve those practices and make a learning environment that is both inclusive and challenging for all students. I specifically looked at how I can use the teachings and philosophies of Paolo Freire to improve the learning environment. Before collecting and analyzing data I took a deep dive into the workings of Freire and tried to find ways to incorporate those philosophies into my teaching. Some of the big takeaways that I found from the research were that the learning environment needs to be more student-centered and allow for discourse among students and teachers. I collected data through field notes, observations, and document analysis. I analyzed that data and found some interesting results and found some great ways to implement them into my teaching. Overall this process provided me with some great techniques and improved me as an educator. Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Kyla Van Voorst Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13281 Title Applying Humanistic Theory to a Secondary Mathematics Classroom Creator Timothy R. Hartley Subject Humanistic Theory Secondary Mathematics Self Efficacy Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Engaging students in a mathematics classroom can be a challenging process. With the variety of challenges students face daily, these challenges are factors that influence a student’s behavior and performance within the classroom. Humanistic Theory in the mathematics classroom allows teachers a framework with which to support their students through encouragement and building students’ motivation while continuing to teach mathematics on a daily basis. The research I conducted focused on how I planned for the lessons I taught, the observational feedback given back to me from my university supervisor and two cooperating teachers, and my daily reflections from teaching days in my focus classroom. These observations are used as I use both quantitative and qualitative analysis to analyze my teaching practice, in my hope to become a better mathematics teacher. Degree Master of Arts in Teaching (initial licensure) Note Marie LeJeune Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13280 Title Employing Culturally Responsive Teaching and Student-Led Inquiry in Diverse Classrooms to Increase Engagement and Student Success Creator Brian Bohannon Subject Culturally Responsive Teaching Student-led Inquiry Date 6/17/2023 Type Text Image;StillImage Language eng Abstract The classroom is in all ways a diverse environment which is hard to adapt and control. Traditional educational models take that difficulty and ignore it – they do not adapt to the needs of their students. These systems reach fewer students, and inevitably the first students who are lost come from diverse backgrounds. Culturally Responsive Teaching (Gay, 2000) is a philosophical framework for learning environments that turns traditional systems on their heads. The goal of Culturally Responsive Teaching, as is the goal of this study, is to diversify the various curricula that students interact with in the school building. When done right, students engage at a higher rate, they identify more closely with the content, and are more likely to view themselves in a positive manner. This research is a self-study in Culturally Responsive Teaching. Students will interact with a semester curriculum designed entirely around their own choice. Students will choose a topic and conduct subsequent research, eventually producing an argumentative essay. The curriculum design satisfies all parts of the learning environment’s English 12 standards map, while introducing elements of student choice that are otherwise impossible. Students have the opportunity to investigate their own backgrounds, cultures, hobbies, and interests in a new way, and the impacts this has on engagement will be measured in this study. License CC-BY-ND (attribution, no derivatives) Degree Master of Arts in Teaching (initial licensure) Note Marie Lejeune Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13279 Title Fostering Engagement Through Critical Literacy and Academic Literacy Creator Taylor Mead Subject Critical Literacy Engagement Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this action research project, I aim to enhance student engagement in my classroom by utilizing the Academic and Critical Literacy strategies I have learned throughout this process. To create a conducive environment for my students' meaningful learning experiences, I must ensure their active participation in learning. If I want my students to become individuals who challenge the world and advocate for justice, I must build their trust and establish a community that promotes student engagement. My personal teaching goal is to use my knowledge of Critical and cross-curricular academic literacy gained from this action research to boost student engagement and foster critically literate thinkers. This is where my journey to develop students into individuals who think critically and analytically begins. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Jessica Dowdy Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13278 Title Promoting Student Engagement Through Culturally Relevant Lens in Secondary Mathematics Classrooms Creator James Kelson Subject Mathematics Engagement Culturally Relevant Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract In secondary mathematics classes, students lack engagement. In other fields, research shows that using a Culturally Relevant Pedagogy tends to increase student engagement rates from different cultural backgrounds. This action research is to determine the effectiveness of Culturally Relevant Pedagogy in secondary mathematics classrooms on student engagement. This compared a classroom that mirrored a classroom teaching method typically observed on the Western Coast. In my clinical experience, data was collected to determine which pedagogical approach displayed higher levels of engagement. Data collected was from informal and formal observations from my students, cooperating teacher, field supervisor, and my own reflections. This study found classrooms that use Culturally Relevant Pedagogies and more traditional classrooms have the same level of academic success and engagement. However, there is a slight increase in students feeling invited into the classroom and level of ownership and responsibility in the Culturally Relevant Classroom. This is shown in the openness of communication between the students and educators in the Culturally Relevant classroom compared to the traditional classroom where students’ communication is individualized. Planning and practicing Culturally Relevant Pedagogy also allows educators to understand their students and create meaningful, engaging, lessons and assessments. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Michael Jennings Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13277 Title Cultural Paradigms in Music Education Creator Ashley Wilson Date 6/17/0023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Band is a highly differentiated subject in its nature and can become easily overwhelming to students who lack knowledge and skills to participate in activities in class. This can result in difficulty getting students to participate in activities and engage in manners that will make them successful. Cultural paradigms, the most important determinant of behaviors, dictate how a student may think and act in the classroom. Using culturally relevant pedagogy as a framework for understanding student learning patterns, this action research project sought to use culturally relevant strategies to promote higher levels of engagement and participation from all students in the music classroom. The belief is that students will have achieved academic success when engaged because their assets will have been used to connect prior knowledge to new knowledge, enabling them to make decisions and problem solve with little guidance. This research included an investigation of my lesson plans and instructional strategies in order to increase participation and engagement in the music classroom. Using reflective journaling and observation methods, this analysis was compared to student learning patterns represented by behaviors exhibited in class. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Danny Hunt Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13276 Title Feedback in the Classroom: How and Why? Creator Shea White-Toney Date 6/17/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this professional project, I examine the importance of feedback in the classroom and outline the best practices as deemed by the relevant literature. In addition, I discuss the numerous challenges associated with giving feedback. For my study, I assigned a one-page paper to two different classes; in one class, I return feedback that is noted effective by the literature (i.e. timely, specific, non-judgemental, etc.), and in the other class, I give feedback that is deemed ineffective by the literature. One week later, I assigned a similar assignment and noted the differences in improvement between the two classes. These results are then analyzed and challenged. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Jessica Dougherty Dana Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13275 Title Implementing Multimodal Learning into Teachings and Assessments Creator Brianna Mautner Subject VARK UDL learning modalities Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract Take a moment and reflect on a personal experience where you had to learn how to do something and/or process new information. Think about how the material was presented to you. Was it given verbally, or did it include information to read? When the material was provided, was there a moment when you thought, “I still do not get it.” Every learner deserves an equitable opportunity in their learning environment, and this project shows how to support diverse learners, including visual, auditory, read/write, and kinesthetic learners. This professional project was developed to include multimodal learning and UDL strategies in teachings and assessments. The project consists of a unit plan for a 3rd-grade class that incorporates VARK theory and UDL throughout the five lessons. The unit explains how to differentiate instruction to meet all students' needs and provide opportunities for learners to succeed in the classroom. Degree Master of Science in Education Note Joshua Schulze Gregory Zobel Randall Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13274 Title Engaging and Collaborative Learning in a 4th Grade Orchestra Classroom Creator Kit Abrahamson Subject classroom management improvisation composition Date 6/17/2023 Type Text Image;StillImage Language eng Abstract Beginning string orchestra instruction often focuses on learning concert music; therefore time for creative and collaborative projects can get minimized. However, creative instruction through lessons in basic improvisation can enhance student engagement and collaborative learning opportunities even at the earliest level of instruction. This allows students to feel connected to creating music on a more personal level. This project explores the benefits of and preconditions for including improvisation and composition lessons in a beginning orchestra classroom. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze James Reddan Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13273 Title Examining Literacy in Social Studies Classrooms: the Impact of Scaffolding Strategies and Relevant Narratives of People and Place Creator Josey Koehn Subject content area literacy social studies relevant narratives of place Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract My Action Research Project originated from my interest in addressing the need for increased literacy skills in secondary students within the social studies content area. Throughout my clinical practice, I studied the impact of scaffolded literacy instruction and incorporating narratives of figures with identities relevant to students' lives. I found that specifically targeting reading and writing skills through scaffolding help develop my classes' ability to achieve literacy learning goals. Furthermore, my research indicated that focusing on local and diverse figures helped enhance students' interest and engagement in complex social studies texts. I will utilize the findings from this action research to improve my future instructional practices in order to be an effective interdisciplinary educator. Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze June Morris Hillary Fouts Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13272 Title The Importance of Literacy Based After School Clubs Creator Marisa Eaton Subject Creative writing after school club literacy Date 6/16/2023 Type Text Image;StillImage ata (charts, tables, raw data files, etc.) Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project features the creation and implementation of an after school creative writing club. The club took place over a 12 week period and featured an array of writing activities and projects. This projects focuses on the importance of literacy based after school enrichment, clubs as safe spaces for students, and the power of learning to write creatively. The purpose of this project is to express the need for further opportunities for students to grow as both academics and people. This project walks through the creation of the club, from start to finish, and reflects on the impact the club had on students. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Alicia Wenzel Randall Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/12702 Title Inclusive approach for marginalized groups in the interpreting field Creator Kristeena Martinez Subject Education Other Languages Societies and Cultures deaf interpreters marginalized groups people of color cultural brokering intersectionality ethics Date 5/26/2017 Type Image; Moving Image; Text Identifier theses/35 Language sgn-US eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 5/26/2017 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Erica West Oyedele, Rosemary Wanis Type thesis -- Url https://wou.omeka.net/s/repository/item/12701 Title Accessibility of static materials: A case study of a web-based examination Creator Sarah C Hafer Subject Language Interpretation and Translation Date 1/1/2018 Type Image;Moving Image;Text Identifier theses/50 Language sgn-US eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract A written abstract is unavailable for this video thesis. Date Available 4/9/2018 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Kara Gournais, Berle E. Ross Type professional_project -- Url https://wou.omeka.net/s/repository/item/6879 Title Recognizing Trailblazers, Leaders, and Mentors (full download) Date 11/10/2021 Type text Identifier maiscasestudies/vol2/iss1/9 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Full text of case studies v2.1 -- Url https://wou.omeka.net/s/repository/item/6878 Title Sarah Wheeler: Engage, Practice, Learn Creator Brittany LeGal Date 10/18/2021 Type text Identifier maiscasestudies/vol2/iss1/8 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Sarah Wheeler -- Url https://wou.omeka.net/s/repository/item/6877 Title Nicole Shambourger: Why Not? Creator Kiarah E. Moore Date 10/18/2021 Type text Identifier maiscasestudies/vol2/iss1/7 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Nicole Shambourger -- Url https://wou.omeka.net/s/repository/item/6876 Title Michelle Montelongo: Working With the Next Generation Creator Krystle Chambers Date 10/18/2021 Type text Identifier maiscasestudies/vol2/iss1/6 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Michelle Montelongo -- Url https://wou.omeka.net/s/repository/item/6875 Title Laura E. Metcalf: Agent for Change Creator Chevon Nicole Ramey Date 10/18/2021 Type text Identifier maiscasestudies/vol2/iss1/5 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Laura E. Metcalf -- Url https://wou.omeka.net/s/repository/item/6874 Title Colleen Jones: The Journey to Big Girl Jobs Creator Stephanie K. Ehrlich Date 10/18/2021 Type text Identifier maiscasestudies/vol2/iss1/4 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Colleen Jones -- Url https://wou.omeka.net/s/repository/item/6873 Title Sharon Hill: Getting Off of the Bus Creator Kiarah E. Moore Date 10/18/2021 Type text Identifier maiscasestudies/vol2/iss1/3 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Sharon Hill -- Url https://wou.omeka.net/s/repository/item/6872 Title Royce Carpenter: Trailblazer Creator Chevon Nicole Ramey Date 10/18/2021 Type text Identifier maiscasestudies/vol2/iss1/2 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Royce Carpenter -- Url https://wou.omeka.net/s/repository/item/6871 Title Collaboration in the Face of Emergencies: The Birth of the First Emergency Response Interpreter Credential in the United States Creator Cameo Hunsaker Date 10/18/2021 Type text Identifier maiscasestudies/vol2/iss1/1 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Collaboration in the Face of Emergencies -- Url https://wou.omeka.net/s/repository/item/6870 Title A Spirit of Service Creator Ali Ann Artis Subject Xenia Woods Leadership American Sign Language (ASL)/English Interpreter Date 7/6/2017 Type text Identifier maiscasestudies/vol1/iss1/12 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title A Spirit of Service Abstract From 2005 to 2010 Xenia Woods served as a leader and mentor in my rural community of Humboldt County, CA, and has paved the way for many interpreters to gain the skills they need in the profession. Her contributions to the community have been long-lasting and have had a huge impact on me personally. Her long term commitment to reach out and assist newer interpreters in the profession is impressive. Xenia has a giving spirit and is generous with her time and energy. Her passion to support the students she teaches, the profession of interpreting, and the Deaf community is exemplary, as I have witnessed first-hand and as her record demonstrates. -- Url https://wou.omeka.net/s/repository/item/6869 Title Chuck Gramly: Heart, Commitment, Respect Creator Grace B Artl Subject Chuck Gramly American Sign Language (ASL) Education Silent Weekend American Sign Language (ASL)/English Interpreter Date 7/6/2017 Type text Identifier maiscasestudies/vol1/iss1/11 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Chuck Gramly Abstract Chuck Gramly has been an inspiration to several generations of American Sign Language (ASL)/English interpreters in the Central Ohio community. His leadership, guidance, and passion for ASL and the Deaf community lives in the hearts of all whom have had the pleasure of knowing him. As an interpreter and interpreter educator, Chuck made his mark on the budding profession of interpreting that has come to be what it is today. Through his teaching, involvement in the local community as well as state and national organizations, Chuck’s life work has ignited a passion in others that boils down to three things: respect for language and community, respect for the profession, and respect for one another. -- Url https://wou.omeka.net/s/repository/item/6868 Title Always Look on the Sunny Side Creator Cari Carter Subject Marilyn Mitchell American Sign Language and Interpreting Education – ASLIE American Sign Language (ASL)/English Interpreter Date 7/6/2017 Type text Identifier maiscasestudies/vol1/iss1/10 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Always Look on the Sunny Side Abstract This paper is a look into the life and accomplishments of Marilyn Mitchell. She has used role models to exemplify what it means to be a leader in an emerging profession. Through her involvement she has helped to shape the face of interpreting education and services to allow it to become what it is today. -- Url https://wou.omeka.net/s/repository/item/6867 Title Debra Russell: A Leader for All Occasions Creator Christopher Grooms Subject Debra Russell AVLIC Interpreter Certification American Sign Language (ASL)/English Interpreter Date 7/6/2017 Type text Identifier maiscasestudies/vol1/iss1/9 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Debra Russell Abstract This article is part of a collaborative project by students and faculty in the Master of Arts in Interpreting Studies program, class of 2014, at Western Oregon University. The goal of the project is to recognize and honor leaders in the interpreting and interpreter education fields. Debra (Deb) Russell has a long history of serving in leadership roles in varying capacities from local communities to the international stage. She is known as a person of integrity and humanity with a passion for building and connecting communities at home and across the globe. I had the privilege of meeting with Deb to find out where her passion stems from and where she finds inspiration and the motivation to serve. What follows is an inspirational tale of one person’s unselfish determination to engage in and foster collaborations across communities that serve to uphold the linguistic, cultural, and human rights of what have long been an underserved, underrepresented, and oppressed people. -- Url https://wou.omeka.net/s/repository/item/6866 Title The Quiet Leader Creator Sandra L. Maloney Subject Marian Lage Leadership American Sign Language (ASL)/English Interpreter Date 7/6/2017 Type text Identifier maiscasestudies/vol1/iss1/8 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title The Quiet Leader Abstract Leaders are thought to be the ones who are bold, do big things, and make big changes. We have made leaders into individuals who ‘change the world’ (Dudley, 2010). The reality is that there are leaders who do not live to have their names in the headlines or seek to do extraordinary, heroic acts. They are those who live in our community with humility. They impact the lives of others by being themselves, fulfilling the task at hand, and showing respect to others. In the field of sign language interpreting, Marian Lage is a leader. -- Url https://wou.omeka.net/s/repository/item/6865 Title Doing Leadership: Caring for Our Communities Creator Erica West Oyedele Subject Jeannette Ocampo Welch JO Welch American Sign Language (ASL)/English/Spanish Interpreter Trilingual Interpreting Interpreters of Color Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/7 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Doing Leadership Abstract This is the story of one interpreter’s pathway into the field of interpreting. During an interview that took place on July 24, 2014, she shared her concerns for the community of signed language interpreters and her aspirations for us to do more. She demonstrates for us that leadership may take a variety of forms; It can happen behind the scenes, in service positions, or through the encouragement and support of others. We learn that personal growth happens just by virtue of being present and open to the people and opportunities that surround us. Always fueled by a desire to do, give, and love more, Jeannette Ocampo “JO” Welch teaches us how to be compassionate practitioners and leaders in the field of signed language interpreting. -- Url https://wou.omeka.net/s/repository/item/6864 Title Renaissance Man Creator Laurie Reese Reinhardt Subject Daniel B. Veltri American Sign Language (ASL)/English Interpreter Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/6 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Renaissance Man Abstract This chapter chronicles the career of Daniel B. Veltri, certified American Sign Language (ASL) interpreter for over thirty-five years. A maverick that upholds language accessibility and authenticity, he was an early adopter of video production as a tool to assist in developing signed language interpreters. Significant as Dan’s video work continues to be, his contribution to mental health interpreting shaped how practitioners view therapeutic triad relationships. -- Url https://wou.omeka.net/s/repository/item/6863 Title A Passion that Leads to Destiny Creator Nicole Shambourger Subject Dr. Jacqueline Bruce Jackie Bruce Activism African American/Black Deaf Community American Sign Language (ASL)/English Interpreter Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/5 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title A Passion that Leads to Destiny Abstract In an effort to bring recognition to leaders in the field of interpreting and interpreter education, graduate students pursuing a Master of Arts in Interpreting Studies selected a local community leader to spotlight. Dr. Jacqueline Bruce, affectionately known as Jackie Bruce was selected for interview because of her commitment to the field of signed language interpreting and her passion for educating and mentoring interpreters. Dr. Bruce’s educational opportunities served as a springboard for her successful journey. Although she never thought of herself as a leader, she exhibits leadership qualities recognized by everyone she comes in contact with. Her path to becoming a leader has been paved with a colorful patchwork of opportunities filled with twists and turns that have allowed her to settle into a comfortable place that serves the community who supported her along the way. -- Url https://wou.omeka.net/s/repository/item/6862 Title As Much As Air: Integrating Spirit Into Our Work Creator Audrey W. Ulloa Subject Gina Gonzalez Activism Deaf Community American Sign Language (ASL)/Spanish/English Interpreter Trilingual Interpreting Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/4 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title As Much as Air Abstract As the field of interpreting has become more professionalized, there are those who feel a disconnect between the work and the spirit of the profession. Gina Gonzalez is a trilingual interpreter and grass roots activist who seeks a return to the roots of the profession: serving the Deaf community with spirit. She proposes a new integrative model of interpreting that challenges the current paradigm. Her activism and pursuit of authentic dialogue puts her at the forefront of change in her community. -- Url https://wou.omeka.net/s/repository/item/6861 Title Activist = Interpreter = Activist Creator Amy C. Williamson Subject Lianne Moccia Activism American Sign Language (ASL)/English Interpreter Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/3 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Activist = Interpreter = Activist Abstract Lianne Moccia has served as an activist within the interpreting community for many years. She has been a constant force in the interpreting communities of Vermont and New Hampshire throughout her career. Her roles have been both formal and informal in moving the profession forward through her thought provoking questioning of the status quo and her commitment to seeking solutions. Lianne has been committed to change within the system of structured formality of certification under the Registry of Interpreters for the Deaf, but more importantly, through remaining curious and questioning of the services being provided by colleagues on a day-to-day basis. This chapter is part of a collaborative project of the students and faculty of Western Oregon University’s Master of Arts in Interpreting Studies. This chapter chronicles Lianne Moccia’s path from curious student to change agent within the northern New England interpreting community. -- Url https://wou.omeka.net/s/repository/item/6860 Title Celebrating Leadership: Turning Passion into Action (full issue) Subject American Sign Language interpreters Deaf professionals Master of Arts in Interpreting Studies Western Oregon University Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/2 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Celebrating Leadership (full issue) Abstract This volume was created by the cohort of students that began the Master of Arts in Interpreting Studies at Western Oregon University in June 2013. -- Url https://wou.omeka.net/s/repository/item/4622 Title مترجمة : a case study of an Arabic/Jordanian sign language (liu) interpreter in Jordan Creator Erin Trine Subject Applied Linguistics Disability and Equity in Education Other International and Area Studies Social and Behavioral Sciences Special Education and Teaching signed language interpreting Jordan interpreting collectivist culture Arabic Date 6/6/2013 Type Text Identifier theses/10 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Signed languages have received increased recognition in recent years. Profound misconceptions about signed languages and signed language interpreting continue to be pervasive. Organizations such as the World Association of Sign Language Interpreters and the World Federation of the Deaf are working to advance the training of interpreters around the globe. The same resources are not available in every region. In this study the author reports on the experiences of an Arabic/Jordanian Sign Language (LIU) interpreter through a single case study exploring her reported experiences. The participant is an adult woman and experienced interpreter. Data regarding the participant’s experiences were gathered through a questionnaire, an interview, and notes taken during the interview. The data were classified into three categories: Interpersonal Relations, Interpreting Paradigms, and Professional Standards. Findings suggest multiple ways in which Arabic/LIU interpreting in Jordan is paralleling the course taken by American Sign Language (ASL)/English interpreting when developing as a profession in the United States. For example, very little education or training is currently available to LIU interpreters, though there is evidence of improvement underway, and most interpreters enter the field because of language fluency gained through a Deaf family member rather than through formal training. The author contends that additional research on the topic should be conducted to determine if the experiences reported here are common to interpreters throughout Jordan and recommendations are made for future research directions relating to Arabic/LIU interpreting and the Deaf community within Jordan. Date Available 6/10/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Marie Lejeune Type thesis -- Url https://wou.omeka.net/s/repository/item/4621 Title Writing with Purpose and Intent Creator Carmen Deol Subject Education scaffolding differentiation writing Date 6/7/2022 Type Text Identifier theses/186 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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 Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Joseph Gomba Type action_research -- Url https://wou.omeka.net/s/repository/item/4620 Title Whole Child Philosophy Creator Bryce Peila Subject Education Health and Physical Education Education Physical Education Differentiation Whole Child Date 6/11/2021 Type Text; Image; StillImage Identifier theses/97 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Whole child philosophy in physical education Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Tim Mowery Type action_research -- Url https://wou.omeka.net/s/repository/item/4619 Title When there are no words: ASL/English interpreter practices with alingual and semi-lingual deaf immigrant children Creator Roselia M. Fichera-Lening Subject Education Other Languages Societies and Cultures Alingual children immigrants interpreting semilingual deaf Date 8/1/2016 Type Text Identifier theses/32 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 10/16/2016 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Erin Trine, Patrick Graham Type thesis -- Url https://wou.omeka.net/s/repository/item/4618 Title What’s missing? Mentee training seminars for students of interpreter training programs Creator Samantha J. Paradise Subject Curriculum and Instruction Special Education and Teaching Mentorship Mentoring Mentor Mentee Training Date 7/30/2013 Type Text Identifier theses/12 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this professional project was to identify what current practicum students of Interpreter Training Programs know and understand about the Mentorship process. This study aimed to collect information regarding their current knowledge of the terms Mentorship, Mentor, and Mentee, and what their experiences with mentorship were like. The larger and overarching question that led to this research study was, Would a training session on Mentorship be beneficial for our students prior to beginning a mentored relationship? An online survey was sent to two ITPs and had a total of 21 participants. The findings show that students receive little to no training about the mentorship process, and the majority of participants do believe that prior training would have been helpful. The findings also show that mentorship is viewed as a relationship between the mentor (experienced interpreter) and the mentee (less experienced interpreter, student). Embedded in the data are a variety of factors that promote and hinder the success of the mentorship. This research was then used to develop a training seminar designed specifically for interpreting students about to enter their practicum or internship courses. Mentorship is a way to bridge the gap between student and professional status, and ease the transition into the interpreting field (RID, 2007). The goal of this training is that with a full understanding of what and how the relationship between mentor and mentee is developed and fostered, both the student and the professional interpreter are able to engage in the mentorship process effectively. Date Available 8/1/2013 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Pamela Cancel Type professional_project -- Url https://wou.omeka.net/s/repository/item/4617 Title What is available for potential deaf interpreting students? Obtaining a snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies Creator Tiffany Green Subject Education Other Languages Societies and Cultures Interpreting Interpreter Interpreter Education Deaf Interpreter Date 4/28/2017 Type Text Identifier theses/36 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 4/28/2017 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Marie LeJeune Type thesis -- Url https://wou.omeka.net/s/repository/item/4616 Title We are what we eat: Gauging the effects of nutritional choices on the cognitive performance of an educational interpreter Creator Nicole Larson Subject Interpreting nutrition intake alertness emotion self-care Date 11/5/2020 Type Text Identifier theses/144 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research specifically relates to new educational interpreters working with Deaf or hard of hearing (DHH) students. This study provides information about American Sign Language (ASL)/English Educational Interpreting professionals’ practice in self-care to reduce role strain, increase alertness, emotional wellbeing, and cognitive performance. Nutritional intake of my own was documented, analyzed and used to describe how that has had a perceived impact on my work in interpreting. The results of this data provide comparisons between recommended amounts of specific nutrients (e.g., calories and carbs), actual consumption, alertness, and identified emotions from an educational interpreter. The analyzed data includes a phone app called MyFitnessPal that had been used to document a nutritional intake log of an educational interpreter, documented perceived alertness during the interpretation by use of a Likert Scale as well as the Junto Institution’s Emotion Wheel (Chadha, 2020) to track perceived effectiveness, satisfaction, and overall feeling during the end of each work day. Further studies would benefit future and current interpreters as this research indicates a need to experiment with an adequate use of self-care by healthier intake of nutrition in our bodies, and note what kind of impact specific nutritional intake has on our ability to focus and interpreter’s note whether they interpret with a higher perceived efficacy rate compared to inadequate self-care and poor nutrition. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4615 Title We Are All Students: Finding Success in Teaching with Empathy and Humanity Creator Arilla Utley Subject Education Date 6/11/2022 Type Text Identifier theses/197 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research was to examine the use of empathy and unconditional positive regard in teachers. I wanted to look at my current teaching practices and better them so that I could see where I needed to be more empathetic towards students, differentiate my teaching, and overall consider the diversity of high school classrooms. Understanding these elements would help me be a better teacher and would answer this research question: “How do I demonstrate empathy and unconditional positive regard to teach my students as real people, rather than subjects in a study?” 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. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Dana Ulveland Type action_research -- Url https://wou.omeka.net/s/repository/item/4614 Title Voices from the Islands: Culturally Responsive Pedagogical Practice and Reflections in Pacific Rim World History Creator Kenneth Roundy Subject Educational Methods Secondary Education culturally responsive pedagogy teaching action research planning instruction Date 6/11/2021 Type Text; Image; StillImage Identifier theses/92 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract When considering successful teaching strategies in the context of modern social studies classrooms, it becomes imperative to consider the weight and responsibility of balancing the socio-cultural needs and knowledge of our students with voices and perspectives often left out of our collective understanding of the past. In this brief project, I endeavored to explore the potential of using culturally responsive pedagogical teaching and learning strategies during my student teaching placement in a 9th through 12th grade world history classroom in an alternative education environment. Throughout the targeted 6 week term that this project centered on, I employed varied CRP strategies and recorded my observations, student input, and professional feedback from my mentor teacher and university supervisor. My research focus for this project sought to analyze the possible benefits and difficulties associated with teaching strategies like CRP in the context of social studies instruction specifically designed with culturally diverse voices, context, and perspectives in mind. While this would present potential challenges for my students given their traditional academic experiences, my focus on CRP strategies would also actively incorporate their perspectives and experiential knowledge to help shape our shared class content and connect more meaningfully with voices from the past. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Mark Wolfe Type action_research -- Url https://wou.omeka.net/s/repository/item/4613 Title Video relay service interpreting: interpreters’ authority, agency, and autonomy in the process of ethical decision making Creator Kathleen C. Holcombe Subject Education Other Languages Societies and Cultures ASL American Sign Language video relay service demand control schema ethical decision making interpreting Date 12/12/2014 Type Text Identifier theses/16 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/12/2014 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Campbell McDermid Type thesis -- Url https://wou.omeka.net/s/repository/item/4612 Title Using Social Media As a Marketing Tool for Businesses Creator Junfen Zeng Subject Management Information Systems social media companies marketing API Date 3/21/2017 Type Text; Image; StillImage Identifier theses/126 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Businesses turn to social media to increase market share and profits. Many social media platforms provide a unique customer experience between the company and social media. The analysis discusses how businesses to use social media platforms as one of the marketing strategies. It includes about four businesses cases, which includes two big companies Starbucks and Nike, two small local companies Coava Coffee Roaster and Portland Gear. When using social media, a company needs to be aware of the safety concerns of its customers, to the best of their ability, that they are protected. Two examples of Facebook “Like” button and YouTube recommendation system shows the information exchange between social media platforms and businesses. With the comparison between Facebook APIs and Twitter APIs, businesses can know how to send advertising to the target customers and get more new customers by using the APIs. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, Mark Elton Type professional_project -- Url https://wou.omeka.net/s/repository/item/4611 Title Using Multisensory Components to Teach Letter and Sound Knowledge Creator Ally Miller Subject Muiltisensory letter and sound knowledge dyslexia Date 7/27/2022 Type Text Identifier theses/217 Language Eng Rights Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The focus of this study is to investigate if using multisensory components can increase students' letter and sound knowledge. Specifically this study probes how effective these multisensory components may be to students learning who have dyslexia or symptoms of dyslexia. This study also investigates if using these multisensory components increases students' engagement during intervention. To investigate this study I selected three focus students, two who were flagged as having dyslexia and one who had symptoms of dyslexia. These students would receive reading intervention to continue learning their letters and sounds only this time using multisensory components. Students would receive two weeks of intervention learning digraphs and consonant blends and taking progress monitoring assessments to analyze their development. In addition, I would observe students during intervention to collect field notes about their engagement during each lesson. Students would also complete an end of intervention engagement survey to collect their own thoughts about multisensory components and their engagement during intervention. After analyzing the data, it was evident that after two weeks of intervention with the three focus students there was not a clear indication that using multisensory components increased students' letter and sound knowledge. However, there was evidence to provide reason that using the multisensory components helped increase students' engagement during intervention. Date Available 7/14/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Anne Ittner, Amanda Olsen, Joshua Schulze Type professional_project -- Url https://wou.omeka.net/s/repository/item/4610 Title Using Culturally Responsive Pedagogy, Universal Design for Learning, and Alternative Teaching Practices to Engage Learners: An Action Research Project Creator Jeneveve Winchell Subject Education culturally responsive pedagogy universal design alternative teaching practices Date 6/11/2022 Type Text Identifier theses/188 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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 Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden, Jodi Howell, Type action_research -- Url https://wou.omeka.net/s/repository/item/4589 Title Using Culturally Relevant Mentor and Authentic Texts To Promote Socioemotional & Academic Development Creator Rachael Jones Subject Educational Methods Educational Psychology Language and Literacy Education Secondary Education Date 6/11/2022 Type Text Identifier theses/172 Language eng Rights http://creativecommons.org/licenses/by-nc-nd/4.0/ Abstract To be a responsive language arts teacher is to continuously assess the availability and variety of choice books in the classroom to support literacy development. When our students are able to read and explore topics of their own interests, educators not only foster a safe environment for students to learn about challenging topics, but also a space where educators are able to learn from their students' interests to bring into their education. This project's purpose is to identify and put into practice how language arts educators can bring students' interests into the classroom to support development in core content alongside socio-emotional skills. Date Available 6/7/2022 Degree Master of Science in Education: Literacy Education Note Joshua Schulze, Marcus Wenzel, Mandy Olsen Type professional_project -- Url https://wou.omeka.net/s/repository/item/4588 Title Use What We Have : Ways to Contextualize and Improvise in the Classroom Creator Todd Fadel Subject Education improvisation play collaboration collaborative trauma trauma-informed Date 6/12/2021 Type Text; Image; StillImage Identifier theses/96 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Dianne Nelson Type action_research -- Url https://wou.omeka.net/s/repository/item/4587 Title Unlocking the Mysteries of DeafBlind Interpreting Creator Krystle A. Chambers Subject Education Other Languages Societies and Cultures DeafBlind interpreting Protactile ASL communication Date 11/19/2019 Type Text Identifier theses/55 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/11/2019 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Sandra Amundsen, Angelica Martinez Type thesis -- Url https://wou.omeka.net/s/repository/item/4586 Title Two’s Company: Two-year Programs, Four-year Programs, and Two Plus Two Agreements in Interpreter Education Creator Pamela Bernkrant Subject Language Interpretation and Translation ASL Interpreter Education Interpreter Education Program Interpreter Program Configuration two-year program four-year program two plus two agreement Date 12/6/2022 Type Text Identifier theses/222 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract ABSTRACT Two’s Company: Two-year Programs, Four-year Programs, and Two Plus Two Agreements in Interpreter Education By Pamela Bernkrant Master of Arts in Interpreting Studies Western Oregon University December 2022 American Signed Language (ASL) interpreting has been in constant flux as accessibility laws were created and certification requirements changed. Interpreter Education Programs (IEPs) have had to adapt to fulfill credentialing and legal requirements. The result is a mixture of IEP configurations. There are two-year and four-year programs, along with two plus two agreements that aim to preserve existing two-year programs while allowing for a continuation of schooling toward a bachelor’s degree. Most interpreter educators agree that language acquisition and interpreter training are being rushed in rigid academic timeframes. This case study intends to analyze three different program configurations from two local IEPs in Jacksonville, Florida: a two-year program, a four-year program, and a two plus two agreement between schools. Surveys were collected and analyzed to identify the efficacy of each IEP configuration. Efficacy was defined by interpreters’ credentialing, the rate of interpreter retention, and the interpreters’ attitudes toward lifelong learning. Date Available 12/6/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Suzanne Ehrlich, Windell Wink Smith Jr Type thesis -- Url https://wou.omeka.net/s/repository/item/4585 Title Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs Creator David M Rice Subject 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 Date 1/22/2020 Type Text Identifier theses/59 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 1/24/2020 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Diana Gorman Jamrozik Type thesis -- Url https://wou.omeka.net/s/repository/item/4584 Title Trauma Informed Practices a Professional Development Series Creator Emily Kanelis Subject Education Date 7/31/2022 Type Text; Image; StillImage Identifier theses/207 Language eng Rights Western Oregon University Library has determined, as of 6/21/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Trauma Informed Practices a Professional Development Series Date Available 6/16/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Cindy Ryan, Andrea Emerson Type professional_project -- Url https://wou.omeka.net/s/repository/item/4583 Title Transition Shock: Do Words Impact My Work? Creator Stephanie L Bessinger Subject American Sign Language Interpersonal and Small Group Communication Language Interpretation and Translation Transition Shock Demand Control Schema Interpersonal Intrapersonal Date 6/7/2021 Type Text Identifier theses/145 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this action research, I looked at the interpersonal and intrapersonal aspects of the Demand Control Schema (DC-S) (Dean & Pollard, 2013) and how these aspects can play a role in my work as an interpreter, focusing on transition shock and colleague interactions. When interacting with coworkers, I have experienced comments that have scared me from taking the next steps in my career. These interactions can, at times, bring up unsettling feelings and in turn impact my work throughout the day. The goal of the research is to give a better understanding to myself about how we talk about our work with our colleagues and how it can have an impact on our work performance. I will also look at how major life events and comfort levels impact these interactions. Three experiences are at the forefront of focus in my mind when I think about transition shock; senior year undergraduate internship, my first job post-undergraduate degree, and moving to a new state in the middle of graduate school. Each posed their own challenges for me interpersonally and intrapersonally. Throughout my research I kept a journal, logs, and other forms of notes, to keep a record of my experiences. My goal, although more of a marathon than a sprint, is to find a way to discover proper self-care/coping strategies due to the effects of transition shock, ultimately embracing the change and learning to find ways to continue growing in my endeavors. The prediction was that, at the end of all of this, a direct relationship will be found between how we talk about the work and the negative impact that talk has on my work performance. I also look at ways to analyze these interpersonal and intrapersonal aspects to improve my quality of life in the interpreting field. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4582 Title Too many voices: Effects of mental health diagnoses on self-efficacy and interpreting Creator Sabrina Spansel Subject interpretation self-efficacy mental health well being schizoaffective disorder American Sign Language Date 12/11/2020 Type Text Identifier theses/141 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this action research paper, I will explore the effects of mental health diagnoses that impact my work as an interpreter as well as a discussion of my own sense of well being. A goal of this paper is to bring light to how these diagnoses affect my work as an American Sign Language/English Interpreter and how my overall mental health also affects my work. A secondary goal of this paper is to identify patterns within relations of emotions, when symptoms of my diagnoses act up and to find coping mechanisms I can employ. By identifying patterns, I also hope that they may assist others working in the interpreting field who experience similar emotions and challenges. Data collection for this action research paper consists of an emotion log during days I am interpreting, noting when a symptom flare has happened accompanied by a small journal of how it changed my interpretation. I also tallied when symptom flare-ups occurred outside of work. The purpose of this action research project is to share vulnerability and experiences relating to mental health and interpreting because, in my experience, interpreters who are able to openly discuss their mental health disabilities may be a better fit to serve those in the Deaf community who may experience the same kinds of mental health related issues. Shared experiences may result in a deeper understanding of a specific mental health illness, stigma reduction, and clearer interpretation. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4581 Title Time To Heal: a critical analysis of American Sign Language Interpreters' occupational culture in the United States Creator Sarah Comerford Subject Language Interpretation and Translation Sign Languages Occupational culture sign language interpreters horizontal violence power privilege Date 3/21/2023 Type Text Identifier theses/239 Language eng Rights 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/ Abstract Horizontal violence, otherwise known as mobbing, lateral aggression, or bullying (Browne & Smith 2008; Dellasega, 2007; Heim & Murphy, 2001) has been previously documented in the field of sign language interpreting as well as in other human services professions such as nursing and teaching (Ott, 2012). Interpersonal workplace hostility can have devastating personal and professional consequences regardless of the field of practice, particularly when attacks are repeated and severe (Leymann & Gustafsson, 1996, as cited in Browne & Smith, 2008). In addition to the long-term effects of horizontal violence, a study by Hewlett (2013) found that negative interactions between interpreters during an interpreting situation causes emotional and mental strain, which in turn can impact the interpreter’s performance. The cumulative effect of sign language interpreters’ occupational culture of horizontal violence, therefore, is an additional ableist oppressive force that sign language interpreters collectively perpetrate against our community of service, the D/ deaf. In this thesis study, the principal researcher explores features related to occupational cultures of horizontal violence and seeks to assess the current state of the field through anonymous surveys of sign language interpreters in the United States. Evidence from psychosocial research on the effects of workplace hostility provides insight into the ramifications of repeated peer-to-peer traumatization in the workplace. A thorough review of the literature identifies the factors unique to interpreting which provide optimal conditions for horizontal violence to thrive. Data collected nationwide via electronic survey over the course of an eight-week long period of time elicited 59 unique responses for the experiential survey including a qualitative self-identity inventory and personal narratives on their experiences, perceptions, and observations of horizontal violence. The horizontal violence experiential survey gathered quantitative data of respondents' lived experiences and observations of ten horizontal violence related behaviors. For seven of the described behaviors (non-verbal innuendo, verbal affront, undermining service provision, bickering, backstabbing, gossiping, and microaggressions) a majority of participants (over 50%) positively identified these behaviors with experiences they have had in their professional communities. Utilizing Interpretative Phenomenological Analysis and the social network theory, the qualitative data was analyzed manually and coded for themes related to the literature on horizontal violence, the sociolinguistic framework for sign language interpreters, and a Black feminist pedagogy (hooks, 2003; Krieger & Belliger, 2017; Roy & Metzger, 2014). Five major themes were revealed through this analysis to have casual ties to the culture of horizontal violence that sign language interpreters experience. Finally, the author discusses several possible solutions for individual practitioners and communities of interpreters experiencing horizontal violence based on current literature and personal praxis. Date Available 3/22/2023 Degree Master of Arts in Interpreting Studies Note Elisa M. Maroney, Suzanne Ehrlich, Tie Burcham Type thesis -- Url https://wou.omeka.net/s/repository/item/4580 Title The transition from participation to facilitation of supervision: an autoethnography Creator Daniel V. Maffia Subject Other Education Other Educational Administration and Supervision Other Languages Societies and Cultures Other Linguistics Other Teacher Education and Professional Development Supervision Demand Control Schema Interpreting Reflective Practice Autoethnography Facilitation Date 6/11/2014 Type Text Identifier theses/13 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This autoethnography examines the journey from being a participant of supervision to a facilitator of supervision. The researcher documents his journey using journals to express his experiences facilitating supervision for a group of medical interpreters working in the hospital setting. The purpose of this study is to gather data that could guide future trainings for facilitators of supervision. The supervision group consisted of both American Sign Language/English and Spanish/English medical interpreters. As a newer interpreter to the field with limited medical interpreting experience, it was expected that the researcher might face difficulties successfully facilitating supervision sessions for that staff. It was found that limited experience in the setting and being a newer interpreter did not have any impact on the facilitating process. The findings from this study can be used as one potential guide for future individuals interested in becoming a supervision facilitator and can also be used for those interested in developing materials to train facilitator. Date Available 6/11/2014 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Robyn Dean, Elisa Maroney Type thesis -- Url https://wou.omeka.net/s/repository/item/4579 Title The stories interpreters tell Creator Peter Flora Subject Industrial and Organizational Psychology Interpersonal and Small Group Communication Organizational Communication Social Psychology Interpreting Folklore Occupational Folklore Date 5/23/2013 Type Text Identifier theses/5 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this study was to start a collection of folklore of the American Sign Language interpreting community and to initiate a conversation about the role these stories play within the community. The initial hypothesis was that there are folklore stories which circulate among the members of the interpreter occupational folk group. Since there had been no other study of this kind done in the ASL interpreting community, a single story was chosen as a starting point for research on the topic. The chosen tale for the focus of this research was about the students/new interpreter told by the seasoned interpreter. The working hypothesis was that these stories reinforced a specific structure within the field and represent unease toward perceived changes to the field. No research into the folklore of the American Signed Language interpreting community had been done at the time of this research, therefore the majority of literature reviewed was on the topic of folklore studies to provide a foundation for inquiry. Face- to-face interviews, conducted with three experienced interpreters, were used to collect the stories and gather the impressions. The data revealed that seasoned interpreters do indeed circulate stories about the students/new interpreters living and working in the Pacific Northwest. The informants’ perceptions of how the stories function differed, however all agreed the stories exist and influence the field. Further research on the American Signed Language interpreting community’s folklore, as well as further expansion on the specific stories investigated for this research, is recommended. Date Available 5/28/2013 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Curtis Yehnert, Elisa Maroney Type thesis -- Url https://wou.omeka.net/s/repository/item/4578 Title The Start of Something New Creator Leslie Ann McCuan Subject Education Other Languages Societies and Cultures Interpreting ASL ITP Date 3/1/2022 Type Text; Image; StillImage Identifier theses/149 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 1/14/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Stacy Lugo, Kiarah Moore Type professional_project -- Url https://wou.omeka.net/s/repository/item/4577 Title The rural interpreter: perspectives on professional development and professional partnerships Creator Erin Trimble Subject Other Teacher Education and Professional Development interpreter rural professional development obstacles Date 12/10/2014 Type Text Identifier theses/15 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract There currently exists a limited body of knowledge on rural interpreters. What little research has been done has looked at rural interpreters based in educational settings. This study is an opening look at interpreters who maintain a community based practice in a rural county, and is an initial appraisal of the professional development needs of rural interpreters. I examine if current trainings are designed with rural interpreters in mind, and if rural interpreters are able to acquire new skills, techniques, and knowledge that are applicable to their communities. This study sought to answer the question: How can the implementation of a structured interprofessional learning community aid the professional development of a rural sign language interpreter? I collected data on three categories: the general background of my participants, how rural sign language interpreters access and perceive current professional development opportunities, and the role of the rural interpreter in their local professional community. Looking at these three topics allowed me to consider if the current professional development system is meeting the needs of rural sign language interpreters and the communities they serve. Lastly, this study sought to examine if the implementation of an interprofessional learning community would be a viable option for rural communities. Date Available 12/10/2014 Degree Master of Arts in Interpreting Studies Note Pamela Cancel, Alan Yankus, Sarah Hewlett Type thesis -- Url https://wou.omeka.net/s/repository/item/4576 Title The role of emotional intelligence in signed language interpreting Creator Brenda Puhlman Subject Education Other Languages Societies and Cultures Emotional Intelligence Signed Language Interpreting Supervision Date 12/7/2017 Type Text Identifier theses/40 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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). Date Available 1/31/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Vicki Darden, Sarah Hewlett Type thesis -- Url https://wou.omeka.net/s/repository/item/4575 Title The Role of Access: Interpreting for Deaf and Hard of Hearing Immigrant Students Creator Anna Jacobs Subject Language Interpretation and Translation Sign Languages deaf immigrant interpreter trauma Date 12/8/2021 Type Text Identifier theses/147 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract As immigrant and refugee populations in American schools continue to increase, the education system has opted for changes to better accommodate these students. The impact schools are experiencing requires careful reflection and analysis. Considering the number of deaf individuals who are included within the immigration numbers, it seems incumbent upon American Sign Language (ASL) interpreters as professionals to also prepare themselves in order to provide accessible interpretations for students. This research will highlight the progression and change within the educational interpreter’s landscape and attempt to provide temporary strategies that ASL interpreters can utilize while the student is in the process of learning ASL and English. This work will be viewed through the lens of trauma informed care while specifically addressing trauma derived from both the migration process and language deprivation. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4574 Title The Reading Habits of High School Former English Language Learners Creator Jay M. Gipson-King Subject Secondary Education Reading ELL Hispanic secondary adolescent literacy Date 6/1/2021 Type Text; Image; StillImage Identifier theses/88 Language eng Rights http://creativecommons.org/licenses/by-nc-nd/4.0/ Abstract In this action research project, I set out to investigate the reading habits of Hispanic and current- or former English Language Learners in high school. Research questions included: Do Hispanic and ELL students read for pleasure, and if so, how much? What are they reading? Are they reading in English or Spanish, or both? How important is it to these readers that they have characters and authors that look like them? What are their obstacles to reading? And what would encourage them to read more? To answer these questions, I conducted a survey in one northeast Salem school. Nine students participated, and two were interviewed. Results indicated that Hispanic and former ELL students read with the same range of frequency, amount, and complexity as their peers, following national trends. Seventy-five percent of former ELL students continue to read in their first languages. Surprisingly, students showed little to no interest in reading books by authors of color, while they preferred modern books with “relatable” characters. I speculate on these results and discuss implications for teaching. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Joshua Schulze Type action_research -- Url https://wou.omeka.net/s/repository/item/4573 Title The Pandemic of Online Teaching Creator Steven Swanson Subject Secondary Education Date 6/11/2021 Type Text Identifier theses/113 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project was to take a look at how my own actions towards students, and their own actions towards myself, compare and contrast between an online environment and a physical classroom environment. With the corona virus pandemic, students were transitioned from going to a classroom physically in person, to working remotely from their own houses online. When beginning this project, I wanted to put a specific focus on how the interactions between students and their educators change from an online environment to a physical classroom environment. Alongside of that, there is also a focus on whether or not student interactions change when interacting within an online environment or an in person environment. Through this analysis of classroom interaction with students in both an online an in-person environment, as well as example lessons and journal reflections, it has become apparent that student academic experiences are vastly different between the two environments. While both can be successful and efficient in what students learn and accomplish in their academics, the personal relations and the connections made between classmates that are made within a physical classroom can be replicated in an online environment. This project looks at the different aspects of differentiating instructional material, the various styles of creating presentations between online and in person learning, and how students interact with one another and with their educator depending on whether their online or in person. These interactions that I encountered and handled throughout my teaching experience in this program shaped how I want to act as an educator for my future students. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays Type action_research -- Url https://wou.omeka.net/s/repository/item/4572 Title The Online Classroom: Best Practices for Teaching in a Pandemic Creator Rachel Foote Allen Subject 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 Date 7/31/2021 Type Text Identifier theses/119 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Dianne Nelson Type action_research -- Url https://wou.omeka.net/s/repository/item/4571 Title The Integration and Application of Experiential Learning, While Focusing on Culturally Relevant Pedagogy. Creator Anthony Whipple Subject Education Date 6/11/2021 Type Text Identifier theses/87 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Geoff Thoma Type action_research -- Url https://wou.omeka.net/s/repository/item/4570 Title The Importance of Voice and the Power of Narrative: Developing a Workshop for Sign Language Interpreters Creator Ali Ann Artis Subject Education Other Languages Societies and Cultures transformative learning interpreting asl deaf perspective voice Date 6/11/2019 Type Text Identifier theses/54 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/11/2019 Note Amanda Smith, Erin Trine, Sarah Hewlett Type professional_project -- Url https://wou.omeka.net/s/repository/item/4549 Title The good, the bad, and the ugly: Students report on experiences with instructors in interpreter education programs Creator Ann Adamiak Subject 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 Date 3/7/2018 Type Text Identifier theses/46 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 3/14/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Catherine Calen Type thesis -- Url https://wou.omeka.net/s/repository/item/4548 Title The Emergence of Artificial Intelligence in the Home: Products, Services, and Broader Developments of Consumer Oriented AI Creator Bingqing Tang Subject Management Information Systems smart home home automation artificial intelligence virtual assistant machine learning. Date 3/8/2017 Type Text; Image; StillImage Identifier theses/122 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Current home automation system merges a family's lifestyle with the latest technology & energy management tools to simplify people's lives. It allows users to easily manipulate a variety of home systems, including appliances, security systems, and environmental systems. Setting up a home automation system confuses many consumers. Multiple product lines and platforms make choosing the best system difficult. Basic requirements of setting up a home automation system and the comparison between different platforms are explained. An intelligent home automation system makes intelligent decisions to control a home. This type system might use a weather report to adjust a home's lawn watering schedule, as well as adjust the thermostat for temperature control in the home. Traditional home automation systems require human decision making to control the home system. The future intelligent home will require less human interactions, that can do things automatically after it learns patterns from us. A new generation requires more developed AI to control the smart home automation. Based on the technology we have now, the possible consumer-oriented AI technology is predicted in this paper. When the market is growing rapidly, companies are supposed to have better opportunities to make money. Due to the increasing popularity of home automation systems, the competition is very intense. Companies try the best to take the first mover advantage. Three suggestions are made to help those companies to build their strategies. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, John Leadley, Scot Morse Type professional_project -- Url https://wou.omeka.net/s/repository/item/4547 Title The Effects of Exercise and Human Relationships on Interpreting Creator Makenna Caccavo Subject American Sign Language Language Interpretation and Translation exercise/workout human connection human relationship and self-care Date 3/18/2020 Type Text Identifier theses/138 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this action research project, I analyzed the impact exercise and human relationships had on my interpreting work. It is well known that exercise and human relationships and connection do influence our actions and behavior in a manner. In this current research, I explore exercise and human relationship, in its own entity and then compare the two to each other, and see their influence towards interpreting. The aim of this study is to contribute to the field of American Sign Language/English interpreting by adding knowledge of what I found through this research about exercise, human relationships and the extent they impact my interpreting. Providing more facts to show the implications of applying self-care to one’s daily routine, in hope to promote improvement in interpreter’s work. The method conducted for this action research project is through the mode of journaling, logs, and a recording of a work sample. I would make note of my day considering what I observed in my work, my workouts, the interactions I had with people, and when and if these two self-care approaches were implemented. I used the qualitative method approach to analysis the data. Through this, I focus on myself and interpreting by making alterations to the amount of exercise and human relationships and/or connections I incorporate into my self-care (before and after work). The results of the study show that human relationships and connections have a bigger impact on my interpreting work than exercise and the two together are stronger and more influential. By exploring exercise and human connection, I get to investigate self-care, its importance, and benefits while interpreting. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4546 Title The COVID-19 Pandemic: Its Economic Impact on New Jersey and New York Freelance Interpreters Creator Linda Gueye Subject Language Interpretation and Translation COVID-19 economic freelance interpreter remote interpreting resilience Date 12/2/2022 Type Text Identifier theses/227 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract Since early 2020, the COVID-19 pandemic has disrupted the U.S. economy, affecting all professions, including freelance interpreters. From losing job opportunities to transitioning to remote interpreting among other changes, freelance interpreters have been impacted by the pandemic. New Jersey and New York were two of the worst affected states at the outset of the pandemic; therefore, the impact of COVID-19 on the economic condition of New Jersey and New York freelance interpreters was the focus of this investigation. Since the topic is still recent, there is limited research on the impact of the pandemic on interpreters. Research conducted by CSA Research (formerly known as Common Sense Advisory) on the impact of COVID-19 on freelance linguists worldwide provides a global overview of its economic effect; however, U.S. national and regional studies are lacking. An electronic questionnaire was prepared and sent out to New Jersey and New York freelance interpreters to explore some key questions: How has COVID-19 affected freelance interpreters’ work? Has COVID-19 affected freelance interpreters indiscriminately? Were they full-time freelancers? If not, were they able to rely on other jobs during the pandemic? What adjustments (if any) did interpreters have to make to continue working during the pandemic? What are the lessons learned from their experiences (if any)? The results of the questionnaire provide some insight on what New Jersey and New York freelance interpreters had to do to survive economically during the pandemic and highlight some lessons learned on how interpreters can become resilient in the face of crisis. Date Available 12/7/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Sosthene Mikala, Amanda Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4545 Title The business of interpreting: The ins and outs of independent contracting as a freelance interpreter Creator Andrea Rehkopf Subject Education freelance interpreting independent contract interpreting self-employed sign language interpreting sign language interpreting business sign language interpreting taxes Date 7/31/2018 Type Text Identifier theses/57 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 7/24/2018 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Vicki Darden, Stacy Marsala Type professional_project -- Url https://wou.omeka.net/s/repository/item/4544 Title The Black Perspective: A Need for Representation and Inclusion in ASL/English Interpreter Training Programs Creator Jordyn Beal Subject American Sign Language Education Language Interpretation and Translation Other Languages Societies and Cultures American Sign Language Black interpreter educators ITP professional identity social identity Date 6/9/2021 Type Text Identifier theses/67 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/9/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Royce Carpenter Type thesis -- Url https://wou.omeka.net/s/repository/item/4543 Title The Benefits of SEL and Why it Should Be Added to the Everyday Curriculum Creator Ashtin Fawcett Subject Education Date 12/9/2022 Type Text Identifier theses/228 Language Eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/7/2022 Degree Master of Science in Education: ESOL Note Joshua Schulze, Alicia Wenzel, Xiaopeng Gong Type professional_project -- Url https://wou.omeka.net/s/repository/item/4542 Title The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom Creator Ryan Bell Subject Bilingual Multilingual and Multicultural Education Civic and Community Engagement Community-Based Learning Community-Based Research Educational Sociology Language and Literacy Education Race and Ethnicity Sociology of Culture Scaffolding Sheltered Instruction Literacy Development ESOL Culture Diversity Date 6/10/2021 Type Text Identifier theses/115 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract ABSTRACT Imbedding literacy and critical thinking skill development into content while embracing culture and diversity in the classroom By Ryan Bell By teaching the Socratic Method for discussion and debate, and classroom instruction that relies on skill-building critical thinking skills and literacy development can have a profound impact on creating deeper learning connections. By using sheltered instruction and scaffolding tools taken from the ELD framework, my Action Research shows that not only can I teach students how to break down primary and secondary sources, but also develop literacy skills, while creating a culturally inclusive and diverse classroom. The methods used for this action research include evidence that allowed students to develop deeper literacy and critical thinking skills. Students were able to learn using my philosophy of teaching method of Social Constructivist. I believe in the Social Constructivist theory that students make deeper connections by learning and observing the experiences or opinions of others. I found this theory to be profound in my own learning and decided to employ it in my teaching practice. I believe that to create a classroom that embraces culture and diversity the Social Constructivist classroom-style curriculum must be present. This way, students are growing and evolving by learning and collaborating with each other. This action research argues that not only can a social studies teacher implement literacy development within their content area, but also while skill building the content areas core focuses on analysis and examination of issues from the past, present, or future using primary and secondary sources. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Kenneth Carano, Kenneth Ball, Zigmond Derochowski Type action_research -- Url https://wou.omeka.net/s/repository/item/4541 Title Teaching: An Exploration of Best Practices Creator Timothy Pickle Subject Education Date 8/13/2022 Type Text Identifier theses/218 Language eng Rights Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project as part of the fulfillment of my Master of Arts in Teaching degree is to become aware of my teaching practices and to explore options and avenues to better improve my teaching practices. To build a foundation of understanding of teaching practices I first began researching three major themes: effective teaching, evidence-based practices, and developing stronger readers in an ELA classroom; I also sought examples of how I could implement them into my practice . The research begins with an examination of what differentiation is and how it can be modeled. Three sub-themes emerged: designing differentiation, supporting English Language Learners, and how to create inclusive classrooms. Second, my research focuses on identifying the major theme of evidence-based practices by focusing on three sub-themes: high leverage practices, effective instruction in the ELA classroom, and how to create student-centered classrooms. Lastly, because I know that reading is usually a strong indicator for student ability in an ELA classroom, I sought out ways to help develop students into stronger readers. The three sub-themes that arose from this research were using literature circles, technology, and reading identity. I gathered data from my year of student teaching including my teaching journals, lesson plans, lesson materials such as slides or assignments and directions, and teaching observation summaries. Using this data, I analyzed my teaching practices, noting where I had room for growth or had met some of my goals. Date Available 7/26/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Amy Bowden Type action_research -- Url https://wou.omeka.net/s/repository/item/4540 Title Teaching with Differentiation: Students Searching for Joy and Justice Creator Jay Wylie Subject differentiation instructional strategies technology social studies science engineering Date 6/12/2022 Identifier theses/206 Language eng Rights Western Oregon University Library has determined, as of 6/21/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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 social studies classes, environmental science classes, and teacher of record for engineering classes, the primary researcher wanted to ensure that he was continually improving his teaching skills and best practices. His experiences in the classroom led him to the questions listed below in his research to improve his 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: (1) How and why has my incorporation of differentiation strategies changed since I started teaching last school year, (2) how and why has my use of instructional strategies changed since I started teaching last school year, and (3) how and why has my incorporation of technology changed since I started teaching engineering last school year and social studies and science this year? Date Available 6/15/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Larkin Foley Type action_research -- Url https://wou.omeka.net/s/repository/item/4539 Title Teaching Students in Modern Day Physical Education Classrooms Creator James Leach Subject Education Date 6/10/2022 Type Text Identifier theses/196 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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 Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Destiny Kuehl Type action_research -- Url https://wou.omeka.net/s/repository/item/4538 Title Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students Creator Erik Anderson Subject Bilingual Multilingual and Multicultural Education Online and Distance Education Classroom Management in an online environment Teaching to Equity and Social Justice ELLs Social Studies Date 6/10/2021 Type Text Identifier theses/103 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This research project was designed to discover new and unique teaching strategies and classroom management techniques that would improve my teaching Social Studies to English Language Learners through a lens of equity and social justice. By researching and learning new and unique teaching strategies for both online and in-person instruction, I was able to use my research to broaden my experiences and knowledge as well as gain a better understanding of the historical inequities and lack of social justice that has been the norm in most education systems. By educating myself of these injustices and inequalities, I was able to identify and correct any deficiencies in my teaching in regard to teaching to equity and social justice, using my newfound awareness to adjust and correct teaching errors. The study illuminated the many areas of teaching where I may have gone wrong had I not been made aware of the inequities and lack of social justice in my teaching. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon Hays, Jacklyn Caires Hurley Type action_research -- Url https://wou.omeka.net/s/repository/item/4537 Title Teaching Secondary Art in the Time of the Covid-19 Pandemic: Art applications that create a reflective curriculum online and in-person Creator Tara Preston Subject Art Education Secondary Education Flow art secondary activist art lower anxiety pandemic Date 6/1/2021 Type Text; Image; StillImage Identifier theses/108 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project examines my experience teaching and learning how to teach more effectively to secondary school art students learning online and in-person during the Covid-19 pandemic. The following questions were asked and answered: What tools am I able to apply to support activist art in the classroom? How can I use drawing activities to lower student anxiety levels in-person and online and provide continuity across face-to-face and online class meetings? In what ways can I differentiate drawing activities to provide access for diverse learners? While using qualitative research for my methodology, and journaling, interviews, and comparisons as my data collection, I discovered the following themes while examining my data: subject matter, critical thinking, connection, grace, interaction, multiple-pathways, and meeting them where they are. More research should be conducted to find ways to differentiate art education to have more opportunities for flow in the classroom. Along with more research about how important art education is for assisting students in their learning of other subjects. And finally, more research should be conducted to discover how to create a more effective online learning environment. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jacklyn Caires-Hurley, Trish Thomas-Henley Type action_research -- Url https://wou.omeka.net/s/repository/item/4536 Title Teaching New Generations the Language of Mathematics Creator Nicholas Kolta Subject Education Date 12/1/2022 Type Text Identifier theses/210 Language eng Rights Western Oregon University Library has determined, as of 6/21/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In the beginning of the school year, many 9th grade students dread having to walk into a mathematics classroom and try to understand all those incomprehensible symbols. This action research is an attempt to delve into how we can make mathematical language more relevant, meaningful, and valuable in our students’ lives. The research shows that reasoning and understanding is equally important as procedural skills. In fact, giving students time to explore and make sense of mathematical language and its’ purposes is necessary to engage in math fluency skills in meaningful, informed, and flexible ways. The research also demonstrates that to give students the resources they need to explore and interact productively with mathematical language, teachers need to frequently provide contextual examples that students can understand and relate to. Additionally, teachers need to carefully design materials and activities that will help reduce students’ cognitive load and help students organize everything they are learning in meaningful ways. Date Available 6/15/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Michael Jennings Type action_research -- Url https://wou.omeka.net/s/repository/item/4535 Title Teaching in the Dark: Increasing Student Engagement in Comprehensive Distance Learning Creator Abraham J Maletz Subject Curriculum and Instruction Online and Distance Education online learning increasing engagement high leverage practices distance education increasing participation best practices Date 6/12/2021 Type Text Identifier theses/107 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project began as a desperate attempt to increase student engagement in my online classroom at the beginning of the Covid-19 Pandemic. I was having no success at convincing students to interact with me, with each other, and with the content. After turning to the literature for help I found extensive research on engagement strategies in online college classes, a plethora of engagement centered high leverage practices for traditional high school classrooms, and almost no research on increasing engagement in online high school classrooms. So, I decided to do the research myself. I started with the data on traditional high leverage practices and data proven university level online strategies. I then implemented these practices in my social studies classroom alongside social studies specific pedagogy. For a whole quarter I wrote formal lesson plans before instruction and journal reflections afterwards. I also recorded classes and high leverage practices using education technology. After a thorough document analysis of my lesson plans, journals, and digital records I found that some traditional best practices are extremely engaging online as well. These can be especially effective when implementing them with education technology providers for integrated online formative assessments or social studies disciplinary literacy. Other practices, like flexible groupings, were far less effective online than anticipated. Overall, I was able to greatly improve the engagement in my online classroom, and I found some practices that I will carry over into a traditional classroom. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Patrick Croasdaile Type action_research -- Url https://wou.omeka.net/s/repository/item/4534 Title Teaching for Empathy in the Language Arts Classroom Creator Cylinda Neidenbach Subject Language and Literacy Education empathy engagement peer-learning reading language arts diversity relationship-building literature Date 6/11/2022 Type Text Identifier theses/159 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract Through a reflection of personal philosophy, a literature review focused on best practices for teaching language arts, including the use of scaffolds and differentiation, and through the collection of and interpretation of instructional data, a study was conducted about the expansion of empathy skills in the language arts classroom. Questions of how to include curricula that promotes student identities, values cultural capital, and promotes relationship-building were analyzed, with an emphasis on reading that promotes empathy. Key findings from data collected and studied found that discourse was an underrepresented tool for literary reflection and that creativity fosters student engagement, which increases connection with classroom content. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays and Amy Bowden, Scott Graves Type action_research -- Url https://wou.omeka.net/s/repository/item/4533 Title Teaching English Language Arts Using Comics Creator Carol Johnson Subject Education Secondary Education ELA Comics Graphic Novel Date 6/1/2021 Type Text; Image; StillImage Identifier theses/99 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research Project was designed to help me examine and improve my ability to use assessment in the curriculum cycle, my ability to differentiate specifically using comics, and my use of comics as a best practice in teaching English language arts. This research was specifically designed to use data from my teaching during my time in the Master of Arts in Teaching (MAT) program at Western Oregon University. My evidence consisted of lesson plans, class syllabi, supervisor observations, teacher created artifacts, and a reflective journal. This evidence helped me examine my own practices and look at my own improvement over time. 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hayes, Lisa Keating-Thomas Type action_research -- Url https://wou.omeka.net/s/repository/item/4532 Title Task-Centered Instruction and Multimedia Tools for the Adult Learner in Online Education Creator Sherie Guess Subject Instructional Media Design Online and Distance Education Scholarship of Teaching and Learning Task-Center Instruction Multimedia Tools Adult Learning Andragogy Instructional Design Online Learning Date 6/11/2022 Type Text Identifier theses/171 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project outlines the structural changes made to the course Microsoft Word for Workplace Communications. This course’s reconstruction followed prevailing instructional design theories. The focus of this project included incorporating the standards for task-centered instruction. The application of adult learning theories were employed. The use of multimedia tools were integrated into this course project redesign to create an effective online learning environment. Date Available 5/23/2022 Degree Master of Science in Education: Educational Technology Note Gregory Zobel, Lars Soderlund Type professional_project -- Url https://wou.omeka.net/s/repository/item/4531 Title Supporting Latinx, Spanish-Speaking Emergent Bilinguals with Culturally- Sustaining Pedagogy Creator Melissa Vargas Subject Bilingual Multilingual and Multicultural Education Education Secondary Education culturally-sustaining pedagogy Date 6/12/2021 Type Text Identifier theses/110 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Joshua Schulze Type action_research -- Url https://wou.omeka.net/s/repository/item/4530 Title Supporting English Language Learners Through Effective Teaching Strategies Creator Christopher Feskens Subject Education Secondary Education Education ELL Teaching Strategies Date 6/11/2022 Type Text Identifier theses/201 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Supporting English Language Learners Through Effective Teaching Strategies Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Annie Ittner Type action_research -- Url https://wou.omeka.net/s/repository/item/4509 Title Supervision in signed language interpreting: Benefits for the field and practitioners Creator Jenna Curtis Subject Education Other Languages Societies and Cultures supervision case conferencing demand control schema interpreting sign language Date 11/30/2017 Type Text Identifier theses/42 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/7/2017 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Robyn Dean Type thesis -- Url https://wou.omeka.net/s/repository/item/4508 Title Students Without Documentation: Context and Solutions to Navigating Systemic Barriers in Higher Education Creator Monica J. Cerda Ortiz Subject Educational Leadership Higher Education immigration students without documentation DACA DREAMers higher education Date 12/13/2022 Type Text Identifier theses/234 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract This professional project includes five chapters, with the fourth chapter being a draft of an article, which is the culmination of this professional project. This professional project identified gaps in past literature and examined institutional barriers that impact access to higher education institutions for students without documentation (SWD) at the state and federal levels. The draft of the article for this project will explore the policy and sociopolitical context that impacts SWD as they navigate higher education. Further, the article draft suggests ways to support SWD informed by past literature. The social factors that impact SWD and will be discussed are the following: social capital, mental health, misconceptions, and invisibility. Lastly, the draft of the article concludes with an action plan for educational professionals and relevant ways to advocate for SWD to help them thrive in higher education and life. The importance of a long-term solution at the federal level for immigration reform to increase access to higher education institutions for SWD will be emphasized. Keywords: immigration, students without documentation, DACA, DREAMers, higher education. Date Available 12/9/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Maria Dantas-Whitney, Luanne Carrillo Type professional_project -- Url https://wou.omeka.net/s/repository/item/4507 Title STEM Scouts: An Afterschool Program to Promote Stewardship in STEM Creator Jahnie Hellickson Subject Education Informal STEM STEM Education Elementary STEM Club Environmental STEM Date 6/11/2022 Type Text Identifier theses/212 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract STEM (Science, Technology, Engineering, and Mathematics) integration is a hot topic in education today, and new studies are showing how STEM integration into Elementary and Early Childhood learning environments can have lasting impact on students confidence in STEM related fields. Which poses the question, how do young learners respond to/develop stewardship towards global STEM issues? This qualitative study observes how elementary students develop critical thinking skills and stewardship towards global STEM issues. STEM in Elementary/Early Childhood Learning is coming to the forefront, and teachers in these contexts need more professional development. A great way to engage students of these ages is in Informal STEM Learning Programs, such as afterschool clubs, summer camps, or even community partners. In a 12 week after school club, students were tasked with planning/implementing a school wide Compost Challenge to reduce food waste. Students learned about Environmental STEM, STEM careers, and Waste Management Hierarchy. Each club session, students learned about a specific piece of the global climate issue and related it to things in their everyday lives and collected compost for a compost bin.Students developed a sense of stewardship and ownership over the Compost Challenge in their school, participating in school collecting compost and sorting through compostable materials twice a week. Students planned a reward system for the class in their school that got the most correct compostable food items. Also, the club got a donation of Red Wigglers, a compost igniting worm, to help make the decomposition process happen faster. This informal STEM learning environment impacted the lives of not only the students involved, but the school and community as well. They realized that STEM related careers are so much more than just engineering, and their confidence in STEM learning was solidified. Date Available 6/8/2022 Degree Master of Science in Education: STEM Education Note Joshua Schulze, Kelsey Jenkins, Jessica North Type professional_project -- Url https://wou.omeka.net/s/repository/item/4506 Title Soft Skills: Adding the Human Component to Curricula Creator Elizabeth Crane Subject Soft Skills Hard Skills Interpreter Education Student Centric Teaching Portfolios Soft Skill Curriculum Development Humane Professionals Date 6/9/2022 Type Text Identifier theses/220 Language eng Rights Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this research is to explore whether there are skills professionals need in addition to their academic program courses. Specifically, this research examines if interpreters need more than linguistic competency to be successful. The literature across various professions states that recent graduates have gaps in their education, those gaps are “soft skills.” A survey was developed to explore what recent interpreting graduates needed in addition to language skills. 116 different interpreting entities participated. The survey results parallel those of the literature review: soft skills are a requirement for success. Linguistic competency is not enough to be a holistic interpreter. There is a call to action across professions to inculcate soft skills into hard skill course curriculums. This can be achieved through student-centered classrooms and soft skills can be assessed using portfolios instead of standard rubrics. Date Available 7/11/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Gordon Kokx, Erin Trine Type thesis -- Url https://wou.omeka.net/s/repository/item/4505 Title Sociology: A Middle School Curriculum Creator David Worrall Subject Curriculum and Instruction Sociology curriculum middle school Date 12/6/2022 Type Text; Image; StillImage Identifier theses/229 Language eng Rights http://creativecommons.org/licenses/by-nd/4.0/ Abstract Sociology: A Middle School Curriculum Date Available 12/7/2022 Degree Master of Science in Education: Interdisciplinary Professional Studies Note Joshua Schulze, Randall Ulveland, Matthew Matz Type professional_project -- Url https://wou.omeka.net/s/repository/item/4504 Title Sociocultural Implications of Providing Differentiated and Equitable Learning Strategies in Spanish Language Classes Creator Karen Bajpai Subject Bilingual Multilingual and Multicultural Education differentiation equitable teaching and learning Heritage Language Learners literacy proficiency-based teaching and learning Date 6/12/2021 Type Text Identifier theses/112 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project is to examine my role in the classroom as an educator, and to reflect on my findings to see how, or if, I provided differentiated and equitable learning strategies in the classroom. What's more, I examined whether or not there were adjustments that I could make to my teaching strategies in order to better align my planning, instruction, and assessment with my philosophy of teaching. I proposed three specific research questions, which were: 1) How has the differentiation in my lesson planning changed over the course of my teaching experience? 2) How do I incorporate the best equitable learning strategies in my lessons? 3) How do my lesson plans, activities, and strategies align with my teaching philosophy? In order to gain a better understanding of my teaching practices, I gathered data through various sources including a personal research journal, formal lesson plans, reviewing recordings of my lessons, and observing my mentor teacher. The analysis of the data revealed that I use differentiated and equitable learning strategies, and that my use of them has improved through my teaching experience. These results by no means indicate that I am a perfect educator, merely they indicate that I am on the right trajectory to becoming a well-rounded evidence-based practitioner. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Marianne Stupfel-Wallace Type action_research -- Url https://wou.omeka.net/s/repository/item/4503 Title Social workers’ cultural competency with deaf clients: a continuing education module Creator Audrey W. Ulloa Subject Bilingual Multilingual and Multicultural Education Other Languages Societies and Cultures Social Work Deaf culture social work interpreter Date 12/10/2014 Type Text Identifier theses/14 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project focuses on improving the cultural competency that social workers have with Deaf clients. With few materials about the American Deaf community geared towards social workers, there may not be sufficient resources for social workers to develop the cultural competency necessary to provide the best services. It is important to understand social workers’ perspectives towards and experience with Deaf people in order to assess the need for continuing education in the field. This study asks the question, what do social workers need to know in order to work with Deaf clients and interpreters? The initial hypothesis was that social workers in Texas would have negative to neutral attitudes towards Deaf people, as a result of their lack of contact with that population. Social workers from Texas were recruited to participate in an online anonymous survey that included the Attitudes to Deafness Scale developed by Cooper, Rose, and Mason (2004). The results of the survey showed that social workers in Texas actually have neutral to positive views of the Deaf community. While it was not possible to identify a definitive reason why this might be the case, the overwhelming majority of social workers surveyed voiced a need for more training focusing on the American Deaf community. In response to the desire for increased knowledge of this population, a learning module for social workers was produced, which allows them to earn continuing education units. Date Available 12/9/2014 Degree Master of Arts in Interpreting Studies Note Pamela Cancel, Erin Trine, Angela Nonaka Type professional_project -- Url https://wou.omeka.net/s/repository/item/4502 Title Social Studies Doesn’t Have to Be “Boring": Engaging Secondary Students in Social Studies Education Using Student-Centered Strategies and the C3 Framework for Inquiry Towards Real-World Social Justice Outcomes Creator Krista Jansen Subject Curriculum and Instruction Secondary Education Date 6/12/2021 Type Text Identifier theses/105 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The way that students have traditionally learned social studies in secondary schools, with their teacher at the front of the classroom lecturing as students are expected to take notes and memorize facts, is an outdated method. This way of “learning” makes social studies unenjoyable, and often makes social studies seem completely unrelated to students’ lives today. These are a few reasons why social studies is often considered the least favorite subject of students in school. When social studies is taught in ways that piques students’ curiosity and makes curriculum relevant to students’ lives, is becomes enjoyable and can even be transformative for a students’ education. To develop my ability as a teacher and go beyond the social studies classroom strategies I experienced in my secondary education, in this action research I implemented new strategies into the classroom where I am student teaching. I implemented lessons that worked towards a goal of social justice, using student- centered strategies and an inquiry model of learning for social studies from the College, Career, and Civic Life (C3) Framework, with an overall goal of engaging students in social studies learning that is relevant to them. Although implementing these changes in the classroom was not an easy task, as I found all students needed significant scaffolding for this style of learning they were unfamiliar with, the outcome was worthwhile. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Drew Moneke Type action_research -- Url https://wou.omeka.net/s/repository/item/4501 Title Social Emotional Learning in Writing Instruction Creator Anthony Rimel Subject Secondary Education writing instruction social emotional learning Date 6/1/2021 Type Text; Image; StillImage Identifier theses/94 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research Project explores the principles of Social and Emotional Learning (SEL) in context of a writing classroom and using deliberate selection of diverse mentor texts to attempt to help students build identities as writers. This study was conducted primarily by collecting data about my teaching as I attempted to implement these ideas in my work as a student teacher during Western Oregon University’s Winter Term in 2021. I followed an Action Research Project model for self-study of my teaching practice, and I collected a handful of sources of data about my own teaching practice, including notes, lesson plans and peer commentaries on my mentor text selections. Through the study I identified some of my own flaws in attempting to implement SEL principles in the classroom, specifically: failing to devote enough time to some classroom activities and thus failing to create a classroom that is supportive, participatory and engaging; assigning overly challenging mentor texts; and failing to engage in planned and deliberate direct instruction of SEL skills like self-awareness, self-management, social awareness, relationship skills and responsible decision making. Nevertheless, despite the limitations of my study, I ultimately recommend writing teachers attempt to embrace SEL principles and diverse mentor texts as they teach. This is because of the strong theoretical and research backing for these ideas and my own experience seeing these practices have positive impacts on students within the limited confines of my study. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Paul Miller Type action_research -- Url https://wou.omeka.net/s/repository/item/4500 Title Social Emotional Learning in the Secondary Mathematics Classroom Creator Laurie Way Subject Education Social emotional learning secondary mathematics mathematics best practices inclusive practices CASEL Date 6/1/2021 Type Text Identifier theses/78 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Jill Weber Type action_research -- Url https://wou.omeka.net/s/repository/item/4499 Title Signed Language Interpreting in K-12 Educational Settings: A Case for Specialization Creator Megan Seipke-Dame Subject 71 educational interpreter educational interpreting K-12 interpreting interpreter education certificate program specialization specialist training Date 3/22/2023 Type 3/22/2023 Identifier Text Rights 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/ Abstract The field of signed language interpreting is becoming increasingly specialized yet very few educational options are available to prepare students enrolled in interpreter education programs for specialization. This is especially true for those entering the K-12 educational interpreting field since most available interpreter education programs are generalist in nature, focusing on broad skills in community settings. Due to the specialized content knowledge and skills requirements of practitioners working in K-12 educational settings, many program graduates are graduating without the requisite skills to meet state-established minimum standards for employment. Data gathered from K-12 educational interpreters, students currently enrolled in interpreter education programs, and other Deaf Education stakeholders through a needs assessment may be used to develop an educational interpreter certificate program. This program would be supplementary to existing interpreter education programs and focus specifically on preparing students of the profession to work as educational interpreters, thus providing one way to address the existing field-wide gap between interpreter education and professional credentialing. Data from interpreter and student respondents focused mainly on preparedness regarding skills specific to working in K-12 settings while data from stakeholder respondents focused on credentialing requirements and the ability to locate qualified educational interpreters when needed. Date Available English Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith, Daniel McDougall Type thesis -- Url https://wou.omeka.net/s/repository/item/4498 Title Shared Trauma: Implications for Signed Language Interpreters Creator Shelby Champlin Subject Arts and Humanities Language Interpretation and Translation Sign Languages shared trauma sign language interpreters mental health ethics Date 6/11/2021 Type Text Identifier theses/68 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The concept and implications of shared trauma have been widely debated and discussed within the field of psychology, but these studies do not adequately attend to the experiences of signed language interpreters. This thesis addresses the potential outcomes and impacts of shared trauma on interpreters and consumers with special attention to assignment content that specifically relates to said trauma. Qualitative research was conducted through interviews with interpreters selected at random from participants in the initial survey. Interview data was categorized into pre-, during, and post-assignment information and several patterns were found. Within the pre-assignment interview data, interpreters discussed the decision to accept work, including assignment content, a sense of obligation, and the need to build a reputation. Within the during assignment interview data, interpreters discussed their emotional response, a fight or flight response, the value of team interpreting, and the effectiveness of their work. Within the post-assignment interview data, interpreters discussed their own personal engagements as well as debriefing and supervision. The discussion based on the interview content included several topics: interpreter training programs, confidentiality, interpreters as members of the Deaf community, the value of having a voice, and the mental health of interpreters. Recommendations for further research include studies with greater than three interview candidates, considerations for interpreters within marginalized groups who experience shared trauma, studies on the impact of interpreting shared trauma on the working memory of practitioners, and comparing the experiences of interpreters with and without a team interpreter. Date Available 6/9/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Carolyn Ball, Tara Stevens Type thesis -- Url https://wou.omeka.net/s/repository/item/4497 Title Self-care in the field of interpreting Creator Amy Lyn Zenizo Subject Special Education and Teaching Self-Care Interpreting for the Deaf Compassion Fatigue Injury while interpreting Date 4/11/2013 Type Text Identifier theses/3 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this research is to investigate what interpreters for the Deaf perceive as self-care and how much time they engage in self-care per week. This study takes a holistic approach to looking at interpreters for the Deaf who work in the field and what their practices of self-care are. Self-care was examined within the context of the physical and emotional impacts of interpreting. I approached this study from inside the profession by asking a sample of nineteen interpreters to participate. Other published works make recommendations for interpreters; however, this study looks at activities interpreters participate in that focus on self-care to sustain balance between their career and personal lives. This study reveals that interpreters identify self-care as the physical need to exercise, stretch, or receive bodywork. When interpreters were asked about self-care, only one mentioned the moral support of colleagues, debriefing, or peer review. Many who participated stated that they would like to take part in more identified acts of self-care and believe that doing so would be beneficial in avoiding injury and promote longevity in the field. The findings that emerged from this study exposed the fact that many interpreters benefit from debriefing with colleagues. Further investigation could uncover why interpreters do not consider speaking with their colleagues as a form of self-care. The main reason they do not consider debriefing self-care could be because of the Code of Professional Conduct set forth by the Registry of Interpreters for the Deaf (RID), and professional practices around confidentiality (NAD RID, 2005). Date Available 4/18/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Cindy Volk Type thesis -- Url https://wou.omeka.net/s/repository/item/4496 Title Secondary educational interpreters: role ambiguity and role strain Creator Rhoda Smietanski Subject 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 Date 12/2/2016 Type Text Identifier theses/33 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/6/2016 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Jill R. Baker Type thesis -- Url https://wou.omeka.net/s/repository/item/4495 Title Scientific Inquiry - Getting Students Curious about Science Creator Blake Looney Subject Education Date 6/11/2021 Type Text Identifier theses/82 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Karla Hale Type action_research -- Url https://wou.omeka.net/s/repository/item/4494 Title School to Home Connections Through Literacy: SEL Book Bags Creator Kelley Dixon Subject Education Date 6/11/2022 Type Text Identifier theses/182 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract School to Home Connections Through Literacy: SEL Book Bags Date Available 6/7/2022 Degree Master of Science in Education Note Joshua Shulze, Chloe Hughes, Megan McQueen Type professional_project -- Url https://wou.omeka.net/s/repository/item/4493 Title Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students Creator Rachel R Fletcher Subject Bilingual Multilingual and Multicultural Education Language and Literacy Education agentic literacy language minority funds of knowledge Date 7/28/2021 Type Text Identifier theses/118 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action research project sought to discover how teachers and researchers have looked at accessible literacy practices that bridge home and school discourse in historically and linguistically underrepresented populations in English Language Arts classrooms and how to build self-efficacy in those classrooms with student monitored assessment as learning practices. I searched for research on class/privilege assumptions regarding student funds of knowledge, linguistic repertoires, and sociocultural approaches as they are related to various themes such as deficit perspectives in order to understand the consequences and possibilities of our field’s dominantly white, L1 English speaking, middle-class teachers on the historically underrepresented people they serve to educate. I also searched for scaffolding and student self-assessment and assessment-as-learning strategic teaching processes because it is not enough to make a space inclusive and conducive to all student voices but to challenge and deepen the student voice as their right to rigorous learning as a trusted facilitator. Additionally, because I would be studying my own practice and focusing on these ideas in my endorsement area, I looked for studies that indicated the kinds of instruction that are effective for close reading strategies in the English Language Arts classroom as a message and means of student self-efficacy, self-regulation, and resilience. Further, using close reading through reciprocal teaching and transactional reading respectfully and fiscally circumvents mandated curriculums at no or little cost to districts, avoiding the prescriptive and commercialized literacy programs that affect low-income schools the most. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Paul Miller Type action_research -- Url https://wou.omeka.net/s/repository/item/4492 Title Safe/unsafe: the impact of horizontal violence, microaggressions, and decision making control on ASL/English interpreters Creator Sarah Hill Subject Education Other Languages Societies and Cultures safety microaggressions horizontal violence DC-S Coda CDI Date 12/5/2018 Type Text Identifier theses/52 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 11/28/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Audrey Ramirez-Loudenback, Amanda Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4491 Title Rooted in Reflection: Developing My Professional Identity During My First Year as an Interpreter Creator Rachel R Williams Subject interpreting self-efficacy openness reflective practice professional identity Date 12/11/2020 Type Text Identifier theses/140 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This study focuses on my journey of professional identity development starting out in the field. Over the course of my first year of practice, I collected reflective data about my teamed interpreting experiences, and reflected about my process through regular meetings with a seasoned interpreter functioning as a coach, supervision sessions with colleagues and mentors, and written assignments focused on personal reflection and developing a strong sense of professional identity. The analysis focuses on the evolution of my professional identity and my ability to establish and navigate boundaries in interpersonal relationships with team interpreters. This study is intended to be an asset to new interpreters seeking to establish their professional identities as they begin working in the field of interpretation. Ultimately, in this study, I found that strong relationships exist between a new interpreter’s decision-making self-efficacy in interpreting scenarios and the perceived openness of a team interpreter; I also found that intentional engagement in reflective practices is positively correlated with an increased sense of confidence and a stronger sense of professional identity. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Erin Trine Type action_research -- Url https://wou.omeka.net/s/repository/item/4490 Title Roles, conflicts, and disclosures: American Sign Language/English interpreters’ adherence to best practices in legal settings Creator Sonja W. Smith Subject Education Other Languages Societies and Cultures American Sign Language legal interpreting conflicts disclosures roles current practices Date 4/26/2016 Type Text Identifier theses/29 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 5/14/2016 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Amber D. Farrelly, Esq., Amber Deets Type thesis -- Url https://wou.omeka.net/s/repository/item/4469 Title Revising a 5th Grade Curriculum using Interactive Notebooks Creator Jessica Cornett Subject Education Date 6/10/2022 Type Text Identifier theses/214 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Revising a 5th Grade Curriculum using Interactive Notebooks Date Available 6/8/2022 Degree Master of Science in Education: STEM Education Note Joshua Schulze, Alicia Wenzel, Rachel Harrington Type professional_project -- Url https://wou.omeka.net/s/repository/item/4468 Title Representation at the End of the Rainbow: LGBTQ+ Representation in Middle School Social Studies Creator AnnaMae McClain Subject Education LGTBQ+ inclusion middle school social studies history queer history critical pedegogy Date 6/11/2022 Type Text Identifier theses/195 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Telia McDonald, Hillary Fouts Type action_research -- Url https://wou.omeka.net/s/repository/item/4467 Title Reflexive Analysis of Diversity, Effective Instruction, and Experiential Learning Creator Nathan Young Subject Junior High Intermediate Middle School Education and Teaching Online and Distance Education Secondary Education and Teaching Student Engagement Appropriate Terminology Planning Comprehensive Distance Learning Historical Simulation World of Warcraft Date 6/12/2021 Type Text; Image; StillImage Identifier theses/83 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project was completed as an action research project as part of Western Oregon University’s Master of Arts in Teaching program to complete initial licensure requirements alongside a period of student teaching in a middle school social studies classroom. This action research project focused on the following three research questions: 1) how has my understanding of lesson planning for teaching diversity through comparative cultures changed over the course of this action research project, 2) how has my approach to lesson planning with regards to effective instruction changed over the course of this action research project, and 3) how have my own attitudes toward teaching experiential learning through historical simulations changed over the course of this action research project? By practicing reflective analysis through examination of lesson plans, lesson materials, formal observation feedback, and research journal entries, this action research project focuses on changes in understanding, attitudes, and approach. This research further examines subthemes of diverse perspectives, culturally appropriate terminology, lesson planning, and student engagement. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Melissa Stratten Type action_research -- Url https://wou.omeka.net/s/repository/item/4466 Title Real-world shock: transition shock and its effect on new interpreters of American Sign Language and English Creator Stephanie A. Meadows Subject Bilingual Multilingual and Multicultural Education Critical and Cultural Studies International and Intercultural Communication Other Languages Societies and Cultures Special Education and Teaching transition shock interpreting sign language Date 6/3/2013 Type Text Identifier theses/8 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Real-world shock has historically been defined as a form of transition shock experienced during the transition from the academic to the professional world. It is marked by distinct phases and causes both emotional and physical stress. Previous research has found that real-world shock is experienced by new members of a variety of fields, especially training-intensive service professions such as education and medicine. However, even though the profession of American Sign Language/English interpreting is also a training-intensive service profession, there is no research that indicates whether or not new members of the profession experience similar shock to their counterparts in other professions. As such, this thesis shall attempt to determine if real-world shock is experienced by new interpreters of American Sign Language. To do so, a survey was electronically distributed to American Sign Language/English interpreters throughout the United States of America. The resulting data collected was analyzed to determine if new interpreters experience real-world shock and, if so, what the root cause of it is. It was found that interpreters of American Sign Language and English do experience real-world shock upon entering the profession. Furthermore, the shock is a result of the profession rather than from intercultural interactions with the d/Deaf community. Date Available 6/10/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, S. David Zuckerman Type thesis -- Url https://wou.omeka.net/s/repository/item/4465 Title Quality of life for deafblind individuals: Comparing the effect of living with and without support service providers Creator Sheridan K Lachney Subject Other Languages Societies and Cultures DeafBlind SSP independence isolation depression. Date 1/4/2018 Type Text Identifier theses/47 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this paper, the quality of life for DeafBlind individuals who have Support Service Providers (SSP) available will be compared to DeafBlind individuals who do not. SSPs are trained individuals who assist the DeafBlind population with tasks such as a communication support, environmental information, and mobility support; in addition, they typically possess at least some fluency in American Sign Language. The availability of SSP services varies between DeafBlind individuals depending on a variety of factors. This study explores possible differences in quality of life reported by DeafBlind individuals who currently have SSP services available and those who do not. In consideration to the responses provided by the DeafBlind community, a new discussion emerges attempting to identify ways to achieve an accessible world for these community members. The 56 participants in this study are comprised of female and male individuals, 18 years or older, from a variety of ethnic and social groups across the United States who have a combination of hearing and visual loss. The methodology for this research is a quantitative survey. This study used KIDSCREEN Group’s (2004) pre-existing survey. The survey respondents are divided into two groups: those with SSPs and those without SSPs. Each group had 28 respondents who filled out a similar survey. The group that had the higher percentage of positive responses was identified as possessing a higher quality of life. It was concluded that DeafBlind individuals with SSPs consistently had higher positive responses than the other group, DeafBlind individuals without SSPs. Date Available 1/18/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Jaime Wilson, CM Hall Type thesis -- Url https://wou.omeka.net/s/repository/item/4464 Title Putting Literacy and Math Together Through a Story Creator Kayla Fleshman Subject Curriculum and Instruction Date 6/11/2022 Type Text Identifier theses/179 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Putting Literacy and Math Together Through a Story Date Available 6/7/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Jessica Dougherty, Rachel Harrington Type professional_project -- Url https://wou.omeka.net/s/repository/item/4463 Title Putting It Together: Best Practices in Arts Education and Theatrical Education with Neurodivergent Students Creator Evan Tait Subject Dramatic Literature Criticism and Theory Performance Studies Secondary Education neurodivergent theater arts education best practices Date 6/11/2022 Type Text Identifier theses/213 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Arts education, for many administrations, can be a frustrating course of study. The question of whether or not it is an important skill to have students learn or whether it’s frivolous is a constant argument between administrators and teachers. The best practices for arts education in the classroom can lead to improvements in test scores, development in critical thinking skills, and increases in understanding in many non-arts related subjects. Neurodivergent students rely on arts education because, for many, the way that they understand the world is through artistic practices such as music, theater, visual arts, and literature. Many students rely on theatrical education as a way to improve their skills in the classroom, as well as their skills in their development in high school. This project discusses research and literature that talks about the importance of theater education in school curriculums, the importance of providing neurodivergent students safe, psychologically protected spaces for growth in learning, and how to make a traditionally teacher-centered subject into a mutually beneficial learning-centered subject. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Eric Berge Type action_research -- Url https://wou.omeka.net/s/repository/item/4462 Title Providing Diverse Texts to Secondary Learners: Encouraging Critical Inquiry and Understanding Creator Elinor Manoogian-O'Dell Subject Language and Literacy Education Secondary Education Date 6/12/2021 Type Text Identifier theses/81 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The goal of this action research project was to become a more competent educator when it comes to incorporating diverse literature in my classroom, and facilitate conversations about race, gender, and power among my students. A contributing factor to the ability to critically think is the capacity to read and reflect. Nationally, at least 8.7 million low-income students in kindergarten through fifth grade read below grade level. Research shows that income is closely tied to literacy rates (Van Pelt, 2018). By helping students connect texts to their own lives and critically analyze them, teachers are setting students up for success in the workplace, but also in their interpersonal relationships and daily lives. The methods of inquiry for this study focused on the principles and practices of action research, using self-study aligned with professional teaching standards, teacher artifacts, journal entries, classroom artifacts, lesson plans, and EDTPA materials as a means of data collection. I used these methods to address three research questions: (1) How can I encourage students to analyze texts through application to personal and social contexts?; (2) How can I develop pedagogical skills to engage students in discussions about race and power?; and (3) How do I develop a library that reflects critical literacy practices? Major themes that emerged from my research were self-study, expert recommendation, and student choice. In order to improve my disposition and ability to lead discussions about race and power, I need the background knowledge and practice to be prepared for those discussions. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Lin Wu Type action_research -- Url https://wou.omeka.net/s/repository/item/4461 Title Professional project curriculum development: experiential learning in interpreter education programs Creator Marisa J Ruiz Subject Curriculum and Instruction Special Education and Teaching experiential learning sign language interpreter Date 6/5/2013 Type Text Identifier theses/9 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Signed and spoken language interpretation involves many intricate components. A signed language interpreter who is working simultaneously must hear and comprehend a spoken language while producing the equivalent message with his/her hands in the appropriate signed language. While there are many factors that affect the interpreter, experience and education are two key qualities of successful interpreters. Both interpreter education and the experience of putting that education into practice are vital for future interpreters while they are still students. Experiential learning activities provide this opportunity for interpreting students. According to educational theorist David A. Kolb, “Knowledge results from the combination of grasping and transforming experience"(1984, p. 41). This type of learning involves exercises where students participate in authentic working situations in a safe environment while allowing them the opportunity to openly reflect on those experiences. Experiential learning in the field of signed language interpreting education may include role-playing scenarios, mock interpreting exercises, one-on-one mentorships, and internship participation. These learning activities can provide interpreting students with vital practice and experience before they enter the work force. The goal of this professional project is to design a course in signed language interpreter education based on Kolb's Experiential Learning Theory. This course incorporates experience, reflection and application on critical components of the interpreting profession while gradually exposing students to various problems that they may face in their professional career. The proposed course titled “Experience Interpreting” will allow students to fully experience a variety of interpreting scenarios and equip them with resources for their future work in the interpreting field. Date Available 6/11/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Julie Armstrong Type professional_project -- Url https://wou.omeka.net/s/repository/item/4460 Title Professional is Not Just a Title: The Value in Reclassifying Pennsylvania's Paraprofessional Educational Interpreters Creator Marilyn P Sterner Subject Education Other Languages Societies and Cultures Professional Paraprofessional. Reclassification Educational Interpreters Practice Profession Recognition Date 12/8/2021 Type Text Identifier theses/73 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/7/2021 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith, Rebecca Kane Type thesis -- Url https://wou.omeka.net/s/repository/item/4459 Title Playing! It’s All for Fun! Or is it? An Examination of Play in the Field of Sign Language Interpreting Creator Jazmin Vollmar Subject Education Other Languages Societies and Cultures Play in interpreting language play play Date 12/1/2021 Type Text Identifier theses/72 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This thesis examines the impact of guided and exploratory language play by interpreters. Interpreters in the current study participated in a pre-survey, engaged in an ASL language play group that engaged in language play through the phone app Marco Polo, reported their experiences in a nine-part reflective journal on their ASL and interpreting skills, and took a post-survey. The timeline of the play group was one week, where participants completed all the components of the study. 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. Date Available 12/8/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Wanette Reynolds Type thesis -- Url https://wou.omeka.net/s/repository/item/4458 Title Playfully Expanding Interpreter Development Creator Keyanda Hall Subject American Sign Language First and Second Language Acquisition Language Interpretation and Translation Play experiential learning interpreting sign language Date 6/8/2022 Type Text Identifier theses/155 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract According to research, new experiences that start from creating interactions such as role playing, stimulus, or group discussions are a result of participant actively learning (Terehoff, 2002). The focal point of this study is exploring a method of experiential learning while adults students learn new language. Basic understanding of early language acquisition and second language acquisition is used to better understand how and why play can be a much-needed component in the classroom. The experiential method of learning through play has been used to gain perspective about adult learning preferences in the interpreting field. The participants were American Sign Language interpreter volunteers. Learning through play may present itself or can be used in the forms of therapy, improvisation, or board games. It creates an environment that allows interpreters to experience experiential learning and incidental learning. This method of learning allows students to become comfortable with the use of the language and make new experiences. Research shows that learning happens when there is an opportunity for previous experiences to affect the learners’ approach to new experiences (Yardley et al., 2012). In this study, interpreting participants engaged in learning through play during an intervention. The volunteers played a game. After the intervention, the results were determined based upon the volunteers’ feedback about their playful experience with learning. The participants results were expressed in qualitative surveys to better understand the participants’ perspectives of learning through play. Date Available 6/8/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Erin Trine, Colleen Jones Type thesis -- Url https://wou.omeka.net/s/repository/item/4457 Title Physical Education: Where it is Now and How it Can Improve Creator Joe Reed Subject Education Date 6/11/2022 Type Text Identifier theses/156 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Physical Education: Where it is Now and How it Can Improve Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays and Amy Bowden, Tona Wilson, Type action_research -- Url https://wou.omeka.net/s/repository/item/4456 Title Personal and Professional Ethics: The Impact on Decision-Making in Elementary Education Creator Danielle R Kenoyer Subject American Sign Language Early Childhood Education Language Interpretation and Translation ethics demand control schema supervision interpreting empathy decision-making Date 1/24/2020 Type Text Identifier theses/136 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research focuses on decision-making regarding professional and personal ethics in a K-12 educational setting for American Sign Language (ASL)/English Interpreters. The data collected for this research is specific to elementary education in a K-12 setting. In the field of interpreting there are professional organizations that present professional guidelines that must be considered in order to uphold best employment practices. Different employers may also have their own code of ethics and guidelines they expect employees to follow. In addition, each interpreter should have their own personal ethics that they carry with them as well. The goal of this research is to consider how these professional, organizational, and personal ethics and guidelines that are expected of interpreters impact decision-making while working. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4455 Title Persistence of African-American/black signed language interpreters in the United States: the importance of culture and capital Creator Erica West Oyedele Subject Adult and Continuing Education and Teaching African American Studies Bilingual Multilingual and Multicultural Education Critical and Cultural Studies Curriculum and Instruction Ethnic Studies Gender Race Sexuality and Ethnicity in Communication International and Intercultural Communication Interpersonal and Small Group Communication Race Ethnicity and Post-Colonial Studies Social Influence and Political Communication African American/Black Cultural Competence Social Capital Aversive Racism Signed Language Interpreting Critical Mass Interpreter Date 3/2/2015 Type Text Identifier theses/19 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This study investigates cultural competence in the field of signed language interpreting and the persistence of African American/Black signed language interpreters in the field. To date, no research in the discipline of signed language interpreting studies has looked at how the cultural competence of practitioners impacts colleague dynamics, nor has there been identification of how cultural competence impacts interpreters’ persistence in the field. Data for this study were collected over a period of several months utilizing ethnographic research methods. Face-to-face focus groups, a large-scale questionnaire, and follow up interviews were conducted. A search of the literature revealed that while a lack of cultural competence does impact colleague dynamics and the provision of services within the field, the larger issue may be the African American/Black interpreter’s lack of social capital. This study found that African American/Black interpreters regularly experience subtle instances of racism directed toward them from consumers and colleagues. In large part, African American/Black interpreters view their White interpreting colleagues and educators to be lacking in cultural competence. This places an added psychological burden on the African American/Black interpreter that impacts their social capital and the effort they must expend in order to connect with their peers. The result may be burnout and the desire to change careers. To increase the culturally competent provision of services and improve colleague dynamics within the field, African American/Black Deaf consumers and African American/Black interpreters alike desire recruitment of interpreters from diverse racial and ethnic backgrounds. Date Available 3/16/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Emily Plec, Jeremy Brunson Type thesis -- Url https://wou.omeka.net/s/repository/item/4454 Title Perception in American Sign Language interpreted interactions: gender bias and consumer orientation Creator Colleen Jones Subject Education Other Languages Societies and Cultures American Sign Language interpreting gender bias orientation to the interpreted interaction consumer orientation gender discrimination feminist framework Date 12/1/2017 Type Text Identifier theses/41 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/6/2017 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Ellie Savidge Type thesis -- Url https://wou.omeka.net/s/repository/item/4453 Title Oregon Policies, Procedures, and County Jail Programs to Assist Emotionally Disturbed Persons (EDPs) While Incarcerated Creator Shae Arbogast Subject mentally ill edp Oregon jail Oregon jail policies Date 6/11/2022 Type Text Identifier theses/153 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The legal definition of a mental illness under the Mental Health Act 1990 is “a condition characterized by the presence of symptoms such as delusions, hallucinations, serious disorder of thought form, a severe disturbance of mood, or sustained or repeated irrational behavior, which seriously impairs, either temporarily or permanently, the mental functioning of a person” (Karras et al., 2006, para. 2). Typically this does not include those who suffer from anxiety disorders, depression, or substance abuse. This study examined the policies and procedures associated with mentally ill or emotionally disturbed persons (EDPs) in Oregon jails. Data from all 36 counties in Oregon was attained by gaining phone numbers or emails for administrative personnel from each jail. Access to jail standards, as well as policies and procedures, was approved by each county. Policies relating to how EDPs are processed at intake, how outside resources are brought in for assessments, how medical/mental health evaluate and treatment recommendations upon release were analyzed. Each county procedure was discussed, concluding with a comparison of each county and determination of which procedures are more effective. The foundation of this recommendation is to provide further insight so EDPs in jail receive appropriate treatment. Date Available 6/9/2022 Degree Master of Arts in Criminal Justice Note Misty Weitzel, Terry Gingerich, Ron Glaus Type professional_project -- Url https://wou.omeka.net/s/repository/item/4452 Title Optimization of a Reporting Process with Input from Multiple Systems Creator Cheri R Freedman Subject Management Information Systems reporting optimization multiple systems Date 3/14/2017 Type Text; Image; StillImage Identifier theses/128 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project involves the research, development, and improvement of a reporting process used to generate reports in adherence to contractual and legislative requirements. The project will review the beginning process, the proposed and implemented solutions, and the future of the project. The project addresses the goals of data quality, timeliness, and transparency throughout the paper including how they relate to the challenges, solution selection, and overall success of the project. The need for this project reflects the ongoing need for and some of the challenges that are typical of automation and systems integration in state government entities. As the role and expectations of government entities grows and changes, it is necessary to utilize technology to meet these demands within system limitations. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note John Marsaglia, Scot Morse Type professional_project -- Url https://wou.omeka.net/s/repository/item/4451 Title NOT-SO-DELIBERATE, DELIBERATE PRACTICE: A Contextual Framework for a Part-Time Interpreter Creator ShaCarol Stewart Subject Language Interpretation and Translation Sign Languages practice plan deliberate practice deliberate play interpreter inner expert Date 12/9/2022 Type Text Identifier theses/221 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract As a part-time interpreter without abundant opportunities for skill development, deliberate practice is essential, yet can be difficult to attain. Several key themes are revealed in this research of a part-time interpreter’s deliberate practice while considering the role of the inner expert (Reeves, 2014). Using this perspective, deliberate practice is approached by considering the contextual factors surrounding an individual’s engagement in a practice profession. Personal factors influencing a practitioner’s feasibility in engaging in deliberate practice are considered. Findings show the need to be flexible when implementing deliberate practice and to follow one’s own context prior to applying prescribed definitions of deliberate practice in isolation. Date Available 12/6/2022 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Dr. Elisa M. Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4450 Title Navigating language variety: ASL/English interpreters “giving voice” to African American/black deaf signed language users Creator Nicole Shambourger Subject African American Studies Bilingual Multilingual and Multicultural Education Critical and Cultural Studies Discourse and Text Linguistics Ethnic Studies Other Languages Societies and Cultures Race Ethnicity and Post-Colonial Studies African American/Black ASL/English Interpreter Deaf Signed Language African American English Culture Date 6/3/2015 Type Text Identifier theses/23 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract American Sign Language (ASL)/English interpreters working between ASL and spoken English make linguistic and cultural choices that impact the success of an interpreted event. One task is the selection of comparable vocabulary to best represent their clients' thoughts. This exploratory qualitative study was conducted to identify how ASL/English interpreters transfer meaning when African American English (AAE) is incorporated into signed language. Each interpreter simultaneously interpreted an ASL narrative into spoken English. Participants were asked to complete a demographic survey to ascertain whether social factors of age, race, ethnicity, experience, mode of language acquisition, and/or age of language acquisition had any bearing on the interpretation. Following the collection of the interpreting sample and demographic data, two interviews were conducted utilizing a semi-structured format to provide insight into the strategic decisions made by the participants. The findings identify three strategic decisions interpreters used in lieu of incorporating AAE: omission, external processing, and discourse chunking. The overarching purpose was to collect empirical data that will lend itself to dialogues on how to best equip signed language professionals to meet the needs of African American/Black Deaf consumers. Date Available 6/9/2015 Degree Master of Arts in Interpreting Studies Note Pamela Cancel, Elisa Maroney, Carolyn McCaskill Type thesis -- Url https://wou.omeka.net/s/repository/item/4429 Title My Readiness and Progression: A Student-Centered Approach Creator Brady Blatchley Subject Curriculum and Instruction Curriculum and Social Inquiry Secondary Education and Teaching Criticality Differentiation Inquiry-based instruction Efficacy Date 6/12/2021 Type Text Identifier theses/76 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract My Readiness and Progression: A Student-Centered Approach Action research is a self-study conducted by teachers to look at specific areas of their practice to identify potential weaknesses and where they might be able to improve. This research looks at a novice teacher, their readiness to teach, and how they progress during a student teaching experience. This study looks at areas of practice that would complement each other, and that any novice teacher would be able to implement in the classroom. This research identifies inquiry-based instruction as a superior form of learning instead of the typical rote learning method widely used. The readiness to teach through inquiry-based instruction is paramount for creating relevant, engaging, and research-based lessons that will direct student learning. The job of a teacher is to prepare students to be successful participants in society. This means students need to understand how power, privilege, and oppression affect the everyday lives of each citizen; This research identifies criticality as a method of accomplishing that goal. Criticality helps students understand how those three elements work through reading and writing, and how they might impact their surroundings. The last area of focus in this study is differentiation. Differentiation is a crucial component to making content accessible to all students, no matter their ability level. This study posits that inquiry-based instruction, criticality, and differentiation when used in tandem create challenging and engaging lessons that will inform every student, and prepare them to be successful in our ever-changing society. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Ryan Dearinger Type action_research -- Url https://wou.omeka.net/s/repository/item/4428 Title Multimodal Literacy in Drama and Language Arts Classrooms Creator Shawn Bookey Subject Educational Methods Language and Literacy Education Date 6/6/2022 Type Text Identifier theses/157 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research project was conducted from October 2021 to May of 2022 during which I spent two terms as a student teacher for an 8th English Language Arts class, a 10th Grade ELA class, and a mixed grade Drama elective. In this project, I primarily explore the meaning of multimodal literacy as it relates to my content areas. I also examine my practice when it comes to culturally responsive pedagogy, and the development of group leadership skills. Through analysis and reflection of pedagogical artifacts, I have acknowledged the strengths and weaknesses in my own planning and performance of my lessons. This process has informed and developed my views on multimodal literacy, culturally responsive pedagogy, and the development of group leadership skills in my content areas. I conclude that I have made my lessons with consideration to the framework of this study for the most part. However, there are several shortcomings and missed opportunities in my lesson planning. I must keep researching these topics to inform my views and develop my practice of literacy instruction to incorporate more modalities. I must also do what I can to maintain positive rapport with my students while I seek to understand them individually and culturally in order to find the best way for them to benefit from my pedagogy. I also conclude that I must continue to develop my understanding of group leadership skills as they relate to literacy to help students become positive participants in society with the tools to educate themselves Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Josh Schultze, Jay Gipson-King Type action_research -- Url https://wou.omeka.net/s/repository/item/4427 Title Moving toward allyship: a current climate of agent skill sets of hearing ASL-English interpreters Creator Jessica Minges Subject Education Other Languages Societies and Cultures allyship sign language interpreter Agent Target social justice skill sets Date 4/26/2016 Type Text Identifier theses/28 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 5/10/2016 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Marie LeJeune, Dave J. Coyne Type thesis -- Url https://wou.omeka.net/s/repository/item/4426 Title More Than Chocolate Cake and Bubble Baths: The Effects of Self-Care on Perceived Levels of Stress for Interpreters Creator Jenny Litvinchuk Subject self-care interpreting stress action research Date 12/10/2021 Type Text Identifier theses/146 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this action research project, the relationship between practicing self-care regularly and perceived levels of stress for one interpreter is examined. Interpreters have reported physical and psychological stressors related to their work. Data was collected over twenty-two weeks for this project. The Perceived Stress Scale (Cohen, 1994), personal journal entries, and the Junto Emotion Wheel (Chadha, n.d.) were used to collect and analyze data for this project. This action research project contributes valuable insight on how practicing regular self-care as an interpreting professional can affect stress levels and potentially decrease burnout in our field. It also identifies specific self-care practices I found helpful in reducing my own perceived levels of stress in hopes that other interpreters will also find benefit in those activities. The results of this action research show that an increase in the average number of self-care activities performed weekly results in lower levels of perceived stress for one interpreter. Based on the results of this action research, there may be evidence that engaging in self-care more regularly can reduce stress for interpreters. Because burnout is prevalent in the field of interpreting, it is important that interpreters practice self-care to mitigate stress experienced at work and in their personal lives. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4425 Title Mindfulness and Interpreter Cognitive Load Creator Cindy Chambers Subject American Sign Language Language Interpretation and Translation sign language interpreting practice profession mindfulness cognitive load Date 12/11/2020 Type Text Identifier theses/139 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract As a signed language interpreter, I must be able to connect with all parts of my brain during interpreting, but much energy is used trying to prevent negative self-talk and managing mental distractors, taking up vital brain space needed to focus on the incoming and outgoing messages. This project will research the effects of mindfulness on cognitive load as a signed language interpreter. I recorded the effectiveness of mindfulness for managing cognitive load by using surveys. The research tracked whether the situation was made more manageable if mindfulness practice was incorporated. Qualitative data was used to investigate my ability to continue interpreting during a stressful situation by using mindfulness techniques, maintaining a balance of cognitive load, and practicing management of incoming personal negative criticism. Quantitative data was taken by using four cognitive therapy surveys and rating blood pressure and heart rate taken before and after Mindfulness Based Stress Reduction class (MBSR). Findings showed a lessened cognitive load during signed language performance with greater attentiveness to the task at hand. There was less negative nagging that had been taking up the brain space required for the interpretation process. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4424 Title Mentoring: fostering the profession while mitigating the gap Creator Kimberly A Boeh Subject Bilingual Multilingual and Multicultural Education First and Second Language Acquisition Other Teacher Education and Professional Development mentoring gap practitioners interpreter programs work ready entry-level Date 3/14/2016 Type Text Identifier theses/26 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Literature suggests that mentoring in the field of interpreting will help novice interpreters overcome the steep learning curve that exists between graduation from college preparation programs (or through other entry-level avenues) and work readiness. This study investigated the perceived benefits of mentoring for the signed language interpreting profession by practitioners in the field. A total of 443 respondents varying in age, sex, ethnic backgrounds, work experience and certification levels from the United States and Canada were included in this study. The purpose was to clarify the attitudes, beliefs, and perspectives of current practitioners and students in the field of signed language interpreting related to mentoring. Four constructs were investigated regarding mentoring in relation to work readiness for entry-level interpreters: knowing how to present qualifications as well as how to present one’s roles and responsibilities, working in specific settings, mentoring in relation to increasing professional acumen related to interpreting, and feelings of readiness to handle ethical decision making as an entry-level interpreter. Results from this investigation indicated that the majority of respondents perceivedmentoring to be beneficial in the majority of the work settings investigated and other topics included in this research. There was however, a higher importance placed upon linguistic skill-based settings over non-skill-based topics in relation to mentoring for entry-level interpreters (e.g., knowing how to present qualifications, knowing how to present their role and responsibilities, freelance business knowledge, general business knowledge). Respondents also reported a feeling of readiness to handle ethical dilemmas during their first year of interpreting. Date Available 3/1/2016 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Alicia Wenzel, Barb Dunaway and Adrianne Johnson Type thesis -- Url https://wou.omeka.net/s/repository/item/4423 Title Measuring The Impact of Social Media Marketing on Individuals Creator Abdullah Alabdulkarim Subject Management Information Systems social media social media marketing new media digital marketing social networks social influencers influencer marketing Date 6/6/2017 Type Text Identifier theses/120 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Three problems associated with the use of social media in marketing include: 1. The difficulty in tracking, managing, and analyzing the traffic that comes from different social media networks. Google Analytics is one of the data analytic tools that deals with traffic efficiently. It recognizes traffic sources and categorizes them to give the advertiser insights into oncoming traffic to the company’s website. It provides comprehensive statistics about traffic, which can be useful for advertisers to measure the performance of their marketing campaigns. 2. The inability to measure the success of marketing campaigns to increase sales. A/B Testing is a useful way to tell advertisers about the best methods to enhance their final results. It examines the functionalities of websites and advertising techniques during social marketing campaigns that lead to direct or indirect impacts, which can boost sales. 3. The lack of finding target audiences in social media. Social media’s API, such as Twitter Ads, provides many features that can generate new leads. It gives advertisers the ability to target social media users based on their demography, geography, behavior, and interest. In the business section, the paper covers the impact of social media influencers on their followers and how companies use those influencers within their marketing campaigns. This information can help businesses achieve their social media marketing goals by using these solutions and following measurable plans. Furthermore, the paper mentions some successful case studies that have used these solutions effectively. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, Mark Elton Type professional_project -- Url https://wou.omeka.net/s/repository/item/4422 Title Making the Dream Work: Teaming Intimacy for Interpreters in Freelance Settings Creator Rebekah J Cheeley Subject Intimacy Teaming Sign Language Interpreting Sense of Community Self-Efficacy Date 12/10/2020 Type Text Identifier theses/143 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Intimacy is a quality of a relationship, and includes trust, open self-disclosure, emotional closeness, and reciprocity (Timmerman, 1991). It is measurable only by the perceptions of members of the relationship. This concept, considered in terms of the Choice-Constraint Approach to Studying Similarity in Intimacy (Mollenhorst, Völurker, & Flap, 2008), has important implications for teaming freelance interpreters who must work together. Intimacy has also been linked to self-efficacy and sense of community theories, which are used as frameworks in this paper. The goal of this research is to identify perceptions which impact teaming intimacy and discuss the importance of intimacy for teaming freelance interpreters. Data was collected on my perceptions of intimacy, using a Likert scale to gauge personal trust, professional trust, open self-disclosure, emotional closeness, and reciprocity, based on Timmerman’s (1991) concept of intimacy. My own perceptions about basic, general characteristics about teams was also noted and journal entries collected post-job were analyzed to look for patterns of emotion-based words and whether those related to teaming intimacy. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4421 Title Making Self-Care, Well-Being, and Emotional Intelligence a Part of Your Life Creator Evelina Macias Subject Language Interpretation and Translation Sign Languages self-care well-being emotional intelligence burnout ASL interpreting professional development stress emotional exhaustion Date 12/6/2022 Type Text Identifier theses/223 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project investigates how practicing self-care impacts well-being and emotional intelligence for me personally, as a working interpreter, and as a signing instructional assistant. Tools used to collect data were a modified Well-Being Survey (The KIDSCREEN Group, 2004), an Emotional Intelligence Test (Daniel, 2000), and the Junto Emotion Wheel (Chadha, 2022). Data was collected and analyzed for eleven weeks from May to July. This research was conducted to see what kind of impact self-care would have on my well-being and emotional intelligence. The goal was to see how taking care of myself could improve my mood and well-being, prevent burnout from work, and build better relationships with colleagues at work. The results demonstrated that the number of self-care activities I participated in would go down when I was in a good mood and feeling positively about work, and that I used self-care when I was feeling down or stressed. Overall, I found that by the end of the eleven weeks, I had medium to high emotional intelligence scores which indicated that self-care helped me develop in the areas of self-awareness, self-management, social awareness, and relationship management. Date Available 12/6/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4420 Title Looking Forward: COVID-19 and its Impact on Working Interpreters Creator Kelsey McKibbin Subject American Sign Language Language Interpretation and Translation COVID-19 working remotely sign language interpreting Date 7/30/2021 Type Text Identifier theses/69 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This research is focused on the global outbreak of COVID-19 that hit the United States in March of 2020, and how the pandemic affected sign language interpreters. Many interpreters were suddenly forced to work in a virtual environment (not sharing the same physical space as their clients), some for the first time. This thesis seeks to examine how interpreters adapted to this sudden change and identify best practices for working remotely moving forward. The findings of this study will indicate how interpreters perceived this change to remote work, and how prepared they were for the transition. Date Available 8/13/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Carolyn Ball Type thesis -- Url https://wou.omeka.net/s/repository/item/4419 Title Leveraging Culturally Sustaining Pedagogy, Thought Partners, and Technology for Collective Efficacy in the Instrumental Music Classroom Creator Baylor Turnbow Subject Education Date 6/11/2022 Type Text Identifier theses/154 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The instrumental music education classroom is no stranger to collaborative learning framed within a culture that values community. Developing collective efficacy in this setting could be a particularly power tool for fidelity in curricular outcomes. I selected three practices that could be leveraged by a pedagogue to facilitate collective efficacy and reviewed literature on culturally sustaining practices, teacher self-reflection, and technology in music education. I identified three questions to guide my research of my own pedagogy: How has my educational praxis developed to support the facilitation of a community of learners? How has reflection with qualified thought partners guided my curricular planning and instruction? How does my integration of technology in the classroom support a music curriculum? By collecting data from lesson plans, formal feedback from qualified thought partners, and journal entries, I found that I am leveraging each of these practices with positive student outcomes. The data suggests that I proficiently facilitate cultural competency within a rigorous curriculum derived from my students’ cultural funds of knowledge, but critical consciousness is not being adequately developed. My work with qualified thought partners resulted in pedagogical changes to assessment and instruction, improving student outcomes. While a music production curriculum embedded in an instrumental education scope and sequence can produce positive learning outcomes, and is a pedagogical value of mine, the data indicates that it is not currently being deployed in my classroom. Finally, technology is deployed as a tool that further builds on students’ cultural funds by scaffolding relevant supports and also serves as a tool to facilitate assessment. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Sarah Massey Type action_research -- Url https://wou.omeka.net/s/repository/item/4418 Title Let’s bridge the gap! Cross-cultural mentoring Creator Royce M Carpenter Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Education Cross-Cultural Mentoring Interpreter Black White Deaf Hearing Education Gap Racism Date 12/1/2017 Type Text Identifier theses/43 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/6/2017 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Leandra Williams Type thesis -- Url https://wou.omeka.net/s/repository/item/4417 Title LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education Creator Marquette Laquey Subject American Sign Language Language Interpretation and Translation Flipped classroom Flipped learning Experiential learning Interpreter education case study pedagogy Date 12/7/2021 Type Text Identifier theses/70 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Flipped classrooms may provide interpreter training programs with an alternative to the traditional classroom while also improving their hands-on, practical interpreting skills by way of experiential learning. This study was designed to provide a framework in the examination of a flipped classroom approach applied to interpreter education. An exploratory case study was conducted to gather data regarding the experiences of implementing a flipped classroom in a community college ASL/English interpreter education program. Surveys, interviews, and a classroom observation were carried out to obtain the entirety of the experiences of both students and instructors with the implementation of the flipped classroom approach. Results of this study suggest that using the flipped classroom approach in combination with the flipped learning method was a viable teaching strategy when applied to interpreter education. The data illustrated how the flipped classroom structure afforded students the time and practice needed to continue developing their practical interpreting skills. The results provided more information on user experiences, application of a flipped classroom or flipped learning method, and the strategies employed during the transition period. Recommendations are given for faculty who aim to implement this approach in their interpreter education. Date Available 12/7/2021 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Erin Trine, Cameo Hunsaker Type thesis -- Url https://wou.omeka.net/s/repository/item/4416 Title Language is a human right: How modern classrooms address, adjust, and provide equal access to education Creator Whitney Hines Subject Secondary Education social justice pedagogy culturally relevant teaching multilingualism human right equity Date 6/1/2021 Type Text Identifier theses/84 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Students today make up the most diverse collective of learners, with school populations being comprised of large numbers of members from historically marginalized communities. Achieving equitable learning environments requires acknowledging and adjusting our approaches to education to fully support and include students from non-dominant backgrounds. The classroom strategies and content explored in this research focuses on the importance and impact of language inclusion, social justice pedagogy, and culturally relevant resources and representation. This paper explores findings based on published research, data collected from classroom experience, and information and feedback from professionals and experts in their fields. Keywords: social justice pedagogy, multilingualism, inclusion, culturally relevant, bilingual, language, representation, oppression, equity, education Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Amy Baldwin Type action_research -- Url https://wou.omeka.net/s/repository/item/4415 Title Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English Creator Daniel J Greene Subject Applied Linguistics Special Education and Teaching ASL American Sign Language VL vagueness interpreting Date 3/15/2013 Type Text Identifier theses/2 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Vague Language (VL) seems to be a universal feature of language, and American Sign Language (ASL) has been shown to have all the properties of language; therefore, it is natural that VL would appear in ASL. This thesis is the first study of VL in ASL, and provides evidence that VL occurs in ASL and is used to express meanings equivalent to those of VL in English. The findings of this study document yet another property that ASL shares with other languages, and contribute yet another language to the body of languages that have been studied for VL. The investigator of this study analyzed the National Center for Sign Language and Gesture Resources (NCSLGR) Corpus for vagueness and found that the corpus contained vagueness in signs, gestures, and non-manual markers (NMMs). Hedging, approximation, and lack of specificity were the predominant types of vagueness found in the NCSLGR Corpus. The findings of this study, in addition to the literature reviewed, have implications for ASL teachers, ASL-English interpreters, and interpreter trainers. Previous literature has shown a need for explicit metalinguistic instruction about VL to second language (L2) learners, interpreters and translators. The ability to be vague has been shown in previous research to be a form of pragmalinguistic competence. This study contributes to the knowledge of the forms and functions of VL in English and ASL so that ASL students may improve their pragmalinguistic competence in ASL, and ASL-English interpreters may improve the pragmalinguistic equivalence of their interpretations. Date Available 3/20/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Miako Rankin Type thesis -- Url https://wou.omeka.net/s/repository/item/4414 Title K-2 Phenomena Based Science Education: Providing early elementary professional development and resources to increase science opportunities for primary students Creator Samantha Salvitelli Subject Education Date 6/11/2022 Type Text Identifier theses/168 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract K-2 Phenomena Based Science Education: Providing early elementary professional development and resources to increase science opportunities for primary students Date Available 6/8/2022 Degree Master of Science in Education: STEM Education Note Joshua Schulze, Adele Schepige, Stephen Scannell Type professional_project -- Url https://wou.omeka.net/s/repository/item/4413 Title K-12 Educational Online Job Posts: Titles, Descriptions, and Qualifications Creator Anne Carlson Subject Disability and Equity in Education Education Other Languages Societies and Cultures Minnesota education online job posts interpreting public schools qualifications Date 1/18/2021 Type Text Identifier theses/63 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In the 1960s, federal and state legislation was enacted allowing children who are deaf and hard of hearing the opportunity to attend local public schools. Education of the deaf has been a documented struggle throughout history. Students with disabilities were denied education and discriminated against because they could not hear. A new profession called educational interpreting entered the workforce responding to an increased demand (Ball, 2013). Educational interpreting was implemented in classrooms providing free, appropriate public education (Yell & Bateman, 2019) before educators, administrators, and school districts knew how to hire for the role. Since then, educational interpreting has been laden with problems that hinder advancement and professionalization (Ball, 2013; Johnson et al., 2018; Winston, 2004). 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. Date Available 2/6/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Jay Fehrman, Carolyn Ball Type thesis -- Url https://wou.omeka.net/s/repository/item/4412 Title Job satisfaction, role strain, burnout, and self-care among American Sign Language/English interpreters Creator Carrie Humphrey Subject Bilingual Multilingual and Multicultural Education Critical and Cultural Studies Interpersonal and Small Group Communication Other Arts and Humanities Other Business Other Languages Societies and Cultures Job Satisfaction Burnout Role Conflict Self-Care American Sign Language Interpreter Date 12/9/2015 Type Text Identifier theses/24 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This study is an analysis of various factors relating to job satisfaction, role strain, physical injury and/or mental/emotional hardship, and burnout in the American Sign Language (ASL)/English interpreting profession in the United States. It includes 81 responses by interpreters using an online survey that collected data on individual interpreter background and demographics, role strain components, burnout, self-care, and job satisfaction. The responses were analyzed through a multiple linear regression focusing on job satisfaction as the dependent variable. They were also analyzed in a bivariate correlation to identify potential relationships among the 60 variables. The results of this study show a high level of job satisfaction despite frequent injuries and hardships, and high demands and/or controls within specific settings of the ASL/English interpreting profession. The results also contain many correlations among the variables of the categories of job satisfaction, background, burnout, and self-care. These correlations may aid novice and experienced interpreters in forming a map by which they can guide their professional practice to maximize their job satisfaction, reduce injury, and minimize potential burnout. The background information collected by this survey provides information that can be used to educate the general population about ASL/English interpreters as well as educate interpreting students in their preparation for the profession. Date Available 12/9/2015 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Sarah Hewlett, Sabrina Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4411 Title It's Not Just for Jews Anymore: A Guide to Interpreting in the Jewish Setting Creator Jaclyn Korfin Subject Bilingual Multilingual and Multicultural Education Jewish Studies Language Interpretation and Translation Jewish Interpreting Religion American Sign Language Hebrew Date 12/11/2019 Type Text Identifier theses/134 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Many interpreters are bilingual and can be multilingual in a variety of spoken and signed languages. The typical reason for interpreters being multilingual is for communication when more than two languages are used, for example at borders of countries, or in courts when multiple language must be used to ensure that all parties involved have a solid understanding of the materials. In order to better understand interpreting in the Jewish setting it is important to look at tri/multilingual interpreters in religious settings at events such as a Bris, Bat/Bar Mitzvah, weddings, and funerals. Religious communities each have special traditions and practices specific to the groups involved. Some of these practices are held in other languages or are ancient rituals and prayers that have been used for many centuries. There are a multitude of religions in the world, and Deaf people are involved with every type of religion from Atheism to Zionism. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4410 Title Interpreting in Iowa Creator AmyRuth McGraw Subject Other Education Special Education and Teaching Iowa Interpreter Education Program Date 5/30/2013 Type Text Identifier theses/11 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The goal of this project was to develop a proposal for interpreter education at the University of Iowa based on research into the needs of various stakeholders in the state of Iowa. Surveys were distributed to potential students of such a program, as well as to Deaf and hearing consumers of interpreting services, entities that employ interpreters, and interpreters currently working in Iowa. Data collected from these surveys provided insight into the current state of the interpreting field in Iowa; insight that was used to support the proposal for an Interpreter Education Program at the University of Iowa. Additional research into a variety of issues raised by this survey data is recommended. While the research conducted for this study was specific to the state of Iowa, the data collected could inform additional studies, specifically in the areas of consumer understanding of interpreting practice and interpreter education and certification. Date Available 12/30/2013 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Richard Hurtig Type professional_project -- Url https://wou.omeka.net/s/repository/item/4390 Title Interpreting and Dyslexia, How to Cope Creator Elaina Snow Subject 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 Date 1/24/2020 Type Text Identifier theses/137 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4389 Title Interpreters and Aphasia Creator Emily Mota Subject Language Interpretation and Translation Sign Languages Date 6/9/2021 Type Text Identifier theses/66 Language eng, sgn-US Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract American Sign Language (ASL)-English interpreters facilitate language and mediate culture between hearing people who speak English and people who are deaf or hard of hearing (D/HH) and use ASL. Some navigate additional and unique challenges from the atypical language of D/HH people who live with an acquired communication disorder called Aphasia. These interpreters learn to partner with healthcare workers diagnosing and treating these people, and work to establish guidelines for their own scope of practice. This study explores this through the lens of Dean and Pollard’s (2013) demand control schema. Interviewing four interpreters uncovered realistic and immediately applicable tools for promoting and simplifying communication. Better communication may help healthcare workers treat more effectively and may lead to greater access to information for Aphasic signers. Date Available 6/9/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Jordan Eickman Type thesis -- Url https://wou.omeka.net/s/repository/item/4388 Title Interpreter educators in the United States: Teaching, research, and practice Creator Sandra L. Maloney Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Education Educational Assessment Evaluation and Research Higher Education and Teaching Other Languages Societies and Cultures Other Teacher Education and Professional Development signed language interpreter educator critical social theory research teaching Date 3/18/2018 Type Text Identifier theses/45 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this thesis, the teaching, research, and practice of signed language interpreter educators in the United States is examined through a Critical Social Theory framework. 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. Date Available 3/18/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Dawn Whitcher Type thesis -- Url https://wou.omeka.net/s/repository/item/4387 Title Interpreter competencies in science, technology, engineering, and mathematics as identified by deaf professionals Creator Christopher Grooms Subject Arts and Humanities Communication Critical and Cultural Studies Disability and Equity in Education Life Sciences Medicine and Health Sciences Physical Sciences and Mathematics Science and Mathematics Education Social and Behavioral Sciences Interpreting in STEM Interpreting Deaf Professionals STEM Interpreter Competencies Designated Interpreters Date 3/9/2015 Type Text Identifier theses/18 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Since the 1990’s there has been an ever increasing number of Deaf people seeking higher education and pursuing a wide variety of professions and careers that enhance their life experiences. The Science, Technology, Engineering, and Mathematics (STEM) fields have seen an influx of Deaf people interested in engaging in education and life-long careers in these fields and their respective disciplines. One of the reasons behind this growing interest by Deaf people is the National Science Foundation’s commitment to expanding the participation of underrepresented groups in STEM (NSF, 2012). Many Deaf students in higher education and Deaf professionals engaging in STEM careers and professions report a lack of qualified signed language interpreters available to access communication events that are necessary to become successful in these fields and disciplines. In the field of signed language interpreting worldwide there has been no research conducted on interpreters and the interpreting process in STEM. There abound many anecdotal experiences by Deaf professionals and signed language interpreters alike regarding the challenges of working and interpreting in STEM. One consequence of not having qualified signed language interpreters in STEM is that the professional development of Deaf students and Deaf professionals who choose to study and build careers in these fields is hampered. In this exploratory study, competencies specific to interpreting in various aspects of the STEM fields and disciplines, as identified by the Deaf consumers who engage interpreting services, will be identified and described. Date Available 3/17/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Adele Schepige, Caroline Solomon Type thesis -- Url https://wou.omeka.net/s/repository/item/4386 Title Integrating Best Instructional Practices into the English Language Arts Classroom Creator Miranda Warren Subject Education Education accessibility high leverage practices intrinsic motivation engagement Date 6/11/2022 Type Text Identifier theses/194 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Utilizing evidence-based strategies to increase student engagement and intrinsic motivation will deepen overall learning. As well as foster a lifelong love of learning that students take with them throughout their lives. This research project details an analysis of a student teacher’s instruction and planning of curriculum during their practicum experience in the 2021 - 2022 school year. I spent the year in an 11th-grade English language arts classroom. The research details an analysis of the following questions: 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. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays and Amy Bowden, Jason Jenkins Type action_research -- Url https://wou.omeka.net/s/repository/item/4385 Title Integrating Best Instructional Practices into Contemporary Health Education Creator Nicholle Leeming Subject Education Date 6/12/2021 Type Text Identifier theses/80 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research project was to analyze my instructional strategies pertaining to culturally responsive teaching, evidence based practices, and health specific pedagogy. Qualitative data including formal written lesson plans, edTPA commentary, and observation notes from my field supervisor, school-based instructional coach, as well as my cooperating teacher were used to examine my growth as a teacher when it comes to supporting English language learners, structuring my lessons to facilitate student-centered learning, and integrating a skills-based approach in my health lessons. At the center of my research was relational capacity; I not only hoped to improve my teaching through differentiation and scaffolding but also identify if relational capacity is at the center of effective teaching. 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Cathy Sparks Type action_research -- Url https://wou.omeka.net/s/repository/item/4384 Title Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors Creator Angela L O'Bleness Subject Education Other Languages Societies and Cultures Educational Interpreter Self-Efficacy Role Responsibilities Sign Language Classroom Environment Date 2/25/2019 Type Text Identifier theses/53 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The intent of this research is to utilize the self-efficacy construct in the profession of signed language interpretation specific to those in the K-12 environment and identify factors potentially influencing self-efficacy. Perceived self-efficacy influences the cognitive, motivational, affective, and selection processes in the behaviors of people (Bandura, 1977). Self-efficacy refers to an individual’s belief in their capabilities “to organize and execute the course of action required to manage prospective situations” (Bandura, 1997, p. 2). Research demonstrates that teachers with high self-efficacy influence successful student outcomes and persistent in teaching (Henson, Kogan, & Vacha-Hasse, 2001). In a survey of educational interpreters, participants described conflicting responses between the self-efficacy Likert scale ratings and open-ended comments. The data revealed interpreters are highly influenced by multiple aspects of the environment. Some patterns emerged that may be substantiated by future research. This survey resulted in unexpected findings. Self-efficacy demonstration and belief may reveal itself as the ability to enact professional agency in the interpreter role defined by the environmental expectations, understanding and application of interpreter role. Additional findings revealed 97% of the respondents indicated the need for more training, 50% indicated the need for being included in collaboration as a valued member of the educational team and factors included a felt need for national standardization of educational interpreters. 47% of the respondents identified the need for clearer consistent guidelines and parameters within this specialization. This represents initial understandings of self-efficacy and its potential influence on the beliefs and behaviors of those who work in the educational system. Date Available 2/25/2019 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Sarah Hewlett, Linda Ross Type thesis -- Url https://wou.omeka.net/s/repository/item/4383 Title Increasing LGBT+ Inclusivity in Rural Schools Creator Aimee Love Subject Gender Equity in Education Secondary Education Secondary Education and Teaching education Date 6/10/2022 Type Text Identifier theses/177 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract A recent study based in California surveyed 800,000 middle and high schools students and found that students who identify as LGBT+ are at higher risk for bullying, depression, and suicidal ideation, as well as lower academic performance (Hansen et al., 2019). This gap in the social experience and academic performance between LGBT+ students and their straight and non-transgender counterparts may be related to the study’s findings that they have access to fewer supports from their teachers and schools (Hansen et al., 2019). Closing the achievement gap for these traditionally marginalized students may therefore be as easy as reducing the disparities in their access to inclusive curriculum, welcoming classroom environments, leadership opportunities, and organizations that provide them with community and support. 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. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Darren Polamalu Type action_research -- Url https://wou.omeka.net/s/repository/item/4382 Title Incorporating Physical Exercise and Job Crafting to Buffer Cardiovascular Disease and Job Boredom in Video Remote Educational Sign Language Interpreting Creator Antonia Musto Subject Sign language interpreting physical exercise job boredom job crafting Date 8/29/2020 Type Text Identifier theses/142 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Over the past decade, research has demonstrated that sign language interpreters are experiencing stress and burnout at high levels, causing them to prematurely leave the profession (Schwenke, 2012; Dean & Pollard, Jr., 2001; Heller, Stansfield, Stark, & Langholtz, 1986). Interpreters are at risk for developing cardiovascular disease (CVD) (Gerber et al., 2016) due to factors such as emotional exhaustion, dissatisfaction, high demands on the job (Dean & Pollard, Jr., 2001), and job boredom (Harju, Hakanen, & Schaufeli, 2014). Theorists explain how workplace environmental variables predict stress related to job boredom through the demand-control schema (Dean & Pollard, Jr., 2001) and conservation of resources (Harju, Hakanen, & Schaufeli, 2014). Theorists advocate for a comprehensive approach to deal with work-related stress by involving both the employer and the individual (Dean & Pollard, Jr., 2001; Maslach & Jackson, 1981). High levels of physical activity protects and buffers stressful events (Gerber et al., 2016). Job crafting can reduce stressful conditions related to job boredom, sustaining the well being of an employee (Harju, Hakanen, & Schaufeli, 2016). New interpreters entering into the video remote educational interpreting profession can benefit from understanding the physiological consequences of stress related to job boredom and specific interventions aimed at building resilience to fighting stress. This action research project evaluates using physical exercise and job crafting as a way for me to combat stress related to job boredom in the video remote educational setting. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4381 Title Inclusive Education and Teaching Social Sciences Creator Ty Currie Subject Education Date 6/11/2022 Type Text Identifier theses/167 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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 Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schultz, Trey Shimabukuro Type action_research -- Url https://wou.omeka.net/s/repository/item/4380 Title Improving Student Engagement in High School Mathematics Instruction Creator Edward Klem Subject Educational Methods secondary education student engagment Date 7/30/2021 Type Text Identifier theses/117 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project is a self-examination of my first-year teaching experience. This project begins by explicitly stating my teaching philosophy. That philosophy helps establish my goals as a teacher. Next, I examine many peer reviewed articles about teaching to help me better understand the state of knowledge and practice in the specific areas of teaching I wish to focus on improving in my first year of teaching. I then go on to state the specific questions I will be studying in this research project. Those questions were 1) How do I use essential questions to prompt inquiry? 2) How do I engage students through classroom discourse? And 3) How effectively do I teach problem-solving? I used data collected from my own reflections, lesson plans and observations by my cooperating teacher and university supervisor to analyze my teaching in relation to the three principal research questions. After examining the data collected, I look for patterns and explain what my data reveals about each question. I conclude that essential questions require careful planning to be effectively incorporated, that engaging students in discourse requires understanding of their background knowledge and that teaching problem-solving requires much more than modeling to be valuable. While these conclusions may be rather specific to myself, I do attempt to elucidate more general implications of my research that may apply to other teachers’ situations more generally. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Michael Jennings Type action_research -- Url https://wou.omeka.net/s/repository/item/4379 Title Improving Professional Relationships in the Classroom: Teachers and Interpreters Working Together Creator Brittany C LeGal Subject Education Other Languages Societies and Cultures teamwork professional relationships interpreter roles relational theory IEP team collaboration Date 12/10/2019 Type Text Identifier theses/56 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Interpreters placed in mainstream settings are not just there to provide access to communication between the hearing counterparts and the deaf students. They are there as “integral members of the team” (Ohtake, Milagros, & Fowler, 2000, p. 16) and should be recognized as equals with the teacher in the classroom (Boys Town, n.d.). This research investigates professional relationships and how they can be established and maintained, the types of relationships mainstream teachers and educational interpreters have within Clark County, and how working together can result in educational benefits for everyone in the classroom. Interpreters are a member of the educational team and should be utilized to help support education (Ministry of Education, 1994). They have first-hand interactions with the client which enables them to know and understand the client(s) thoroughly. According to Siple (1994), interpreters listen to the lesson at hand and breakdown the message’s meaning to match the student’s language level and learning style so that they may comprehend the lesson. Interpreters are there to pass the teacher’s message to the deaf and hard of hearing (DHH) students. They are the first to recognize whether that message was understood, if interpreter expansion is needed, or if teacher clarification is needed to ensure comprehension. Responses from teachers and interpreters gathered from the online survey, as well as previous findings, will be examined to see how they work together as an effective team and how their united efforts could impact students’ education. The techniques that teachers and interpreters indicated enabled them to successfully establish and maintain professional relationships with each other, how they clearly defined their roles, and the educational impact their teamwork had will be explored. Date Available 12/11/2019 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Patrick Graham, Holly Jones Type thesis -- Url https://wou.omeka.net/s/repository/item/4378 Title Improving Educational Interpreter Preparation and Employment Readiness Using a Curricular Approach Creator Erin Seipke-Brown Subject Education Higher Education Language Interpretation and Translation Other Education educational interpreter educational interpreting experiential learning interpreter education interpreter training job readiness specialist certificate Date 3/22/2023 Type Text Identifier theses/237 Language eng Rights 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/ Abstract 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. Date Available 3/22/2023 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith, Daniel McDougall Type thesis -- Url https://wou.omeka.net/s/repository/item/4377 Title Improved Instructional Practices Through Reflective Data on Differentiation, Scaffolding, and Expanded Literacies Creator Leslie McLane Subject Educational Assessment Evaluation and Research ARP differentiation scaffolding literacies Date 6/12/2021 Type Text Identifier theses/85 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research Project studies my individual growth as an educator through the lens of specific high-level practices. The intention of this document is to then perform phenomenological analysis of my own instructional choices as a student teacher. Through consideration of my clinical setting and student assets, three specific research questions were created to reflect on classroom successes or where there is room for improvement. Those three questions revolve around my understanding and implementation of differentiation, scaffolding, and literacies in the high school English language arts classroom for grade 10 students. In order to fully flesh out these concepts, you’ll find a philosophy of teaching, review of relevant educational literature, exploration of methods, data analysis, and implications within the distinct chapters. Therefore, the overarching theme of this project is not to bask in successes or wallow in mistakes, but to become more efficient at recognizing those successes or mistakes and determining why they have occurred. Teaching is a constantly reflective practice that requires me to be a lifelong student of education itself. As I become more confident in this type of process, I will become a consistently better educator for all my students. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Dana Ulveland Type action_research -- Url https://wou.omeka.net/s/repository/item/4376 Title How Mobile Payment Is Changing The World Creator Jin Huang Subject Management Information Systems mobile payment smartphone QR-Code NFC online banking Date 3/21/2017 Type Text; Image; StillImage Identifier theses/124 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract People prefer to carry a smartphone which is more convenient than physical credit or debit cards in daily life, and mobile payment is the next step for the business world. This paper introduces several payment methods, such as mobile payment, NFC payment, QR-Code payment, and online banking. The paper researches how such payment methods change the trade and finance field, and their advantages and disadvantages. It describes the influences on the different market players. The study also investigates security, user experience, and business experience of mobile payment, to illustrate how the mobile payment replaces traditional payment methods. Finally, the best payment method should combine each of the benefits. Traditional payment methods cannot keep the pace of high-speed fund transactions. Mobile payment has significantly improved people’s payment experience, and it provides new opportunities to promote the develop online shopping, financial institutions, and third-party payment. New developments like E-cash will introduce even more change. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, Tom Burrell Type professional_project -- Url https://wou.omeka.net/s/repository/item/4375 Title How Massage Therapy Affects Educational Interpreters Creator Sarah Ray Subject Education Other Languages Societies and Cultures self-care American Sign Language interpreters massage therapy stretching educational interpreters Date 3/20/2021 Type Text Identifier theses/65 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 3/19/2021 Type thesis -- Url https://wou.omeka.net/s/repository/item/4374 Title How Culturally Responsive Pedagogy, Evidence-Based Practices, and Focusing On the Long Term Benefits of Art Education Affect Teaching Creator Genevieve Hardin Subject Art Education Education Education High School Art Mental Health Culturally Responsive Pedagogy Evidence Based Practices Date 6/11/2022 Type Text Identifier theses/200 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research Project will be informed by INTASC standards. These standards make sure that teachers are held to rules that encourage good teaching and act as borders in which that good teaching should take place. It is also informed by my own philosophy of education. It is difficult to pin down any one philosophy of education that I unequivocally support. The conclusion that I have come to is that the best teaching is more an amalgamation of theories. It shifts and evolves to fit the students at hand, and is ever growing. 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. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Lauren Cooney Type action_research -- Url https://wou.omeka.net/s/repository/item/4373 Title How can I better live personal and professional values in my interpreting work with colleagues? Creator Peter Norland Subject American Sign Language Interpersonal and Small Group Communication Language Interpretation and Translation team interpreting action research pre-conferencing values narrative inquiry Date 8/2/2019 Type Text Identifier theses/132 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This study was an attempt to improve my practice through inviting the insights of my colleagues into my work with them. Eleven hearing interpreters participated. Through interviews, I found that conferencing before the assignment and debriefing afterward elevated my colleagues’ beliefs about my embodiment of collegiality and respect for their professional autonomy, despite times my efforts fell short during assignments. Colleagues told me they thought the pre-conferencing practices I adopted as part of the research were helpful to our decision-making during assignments. My finding that pre-conferencing is helpful for teaming supports Hoza’s (2010b) claim that this standard practice is effective, but other aspects of my inquiry point to ambiguities and tough decisions in teaming. The methodology employs “multiple perspectives of knowing” to give an embodied account of teaming (Zuber-Skerritt & Fletcher, 2007, p. 417). Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4372 Title How Can Autonomy, Culturally Relevant Curriculum, and Scaffolding Impact my Teaching in a Physical Education Classroom Creator Joseph Gaylord Subject Health and Physical Education Inclusion Equity Autonomy Strategies Diversity Fairness Date 6/12/2021 Type Text Identifier theses/104 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Finding ways to connect with students during comprehensive distance learning has had its highs and lows. Every student is different in the ways they learn and sitting in a room with a laptop all day on zoom calls is not for everybody. That’s why I wanted to look at ways in which I can connect with students through culturally relevant curriculum, different scaffolding methods used in the classroom, and how I can use autonomy in my class to increase student engagement. These all tie into my main goal which is inclusion and how can I include all students in a physical education classroom. First, I started to look at my lesson plans that were made throughout my years of student teaching. I wanted to reflect on what I have done prior to this and how I can improve on my own teaching as it relates to these questions. Second, I looked over my field observation notes that my supervisor and the cooperative teacher gave me when they observed me teaching. This helped me get real insight from professionals in the area and I learned a great deal from what they wrote about me. Finally, I had an informal assessment where students answered questions relating to my questions just so I could get a better understanding of where they are coming from. During this tough time of Covid-19, it was hard to connect with students so being able to hear their side of things really helped me learn and gain knowledge on what I need to do as it comes to teaching more equality. The results from my research found that students' engagement and learning improves when given the right scaffolding and autonomy in class. A culturally relevant curriculum was implemented throughout the lessons and connected with the class. It did not serve as great of an opportunity as it would have if it had been in person but improving in my lessons and activities each day to become more diverse and aware is what will inspire me to become a successful educator. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Tucker Brack Type action_research -- Url https://wou.omeka.net/s/repository/item/4351 Title Home Literacy Environment and Effects of Reading Development in Children Creator Natalia Ames Subject Education education reading Date 6/11/2022 Type Text Identifier theses/165 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Title: Home Literacy Environment and Effects of Reading Development in Children Date Available 6/8/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Annie Ittner, Amanda Olsen Type professional_project -- Url https://wou.omeka.net/s/repository/item/4350 Title Holistic Social Science Education Creator Sarah Ruzicka Subject Curriculum and Instruction Education Date 6/11/2022 Type Text Identifier theses/211 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Holistic Social Science Education Date Available 6/8/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Alicia Wenzel, Kenneth Carano Type professional_project -- Url https://wou.omeka.net/s/repository/item/4349 Title Historical Fiction Book Outline: The Battle for Boston Creator Tyler Nebeker Subject Education Date 6/11/2022 Type Text Identifier theses/181 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/7/2022 Degree Master of Science in Education: Interdisciplinary Professional Studies Note Joshua Schulze, Gregory Zobel, Emma Cisneros Type professional_project -- Url https://wou.omeka.net/s/repository/item/4348 Title Higher Education Meets Business Intelligence Creator Kevin Javier Subject Management Information Systems higher education business intelligence Date 3/22/2017 Type Text Identifier theses/127 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract In an ever-changing market powered by user satisfaction and financial success, Higher Education institutions must focus on data analytics to improve student satisfaction and business processes. This project underlines the importance of using a powerful data analytics tool to accomplish these goals. Many Higher Education institutions already collect the necessary data in order to predict and determine key changes but still pull this information from multiple databases in individual reports without overlapping benefit or any level of efficiency. The previous systems increase the risk of user error and limit the ability for multiple departments to collaborate and gain insights found through the combination of reports pulled from a campus-wide data source. Through a review of case studies and hands-on use of IBM Cognos data analytics tool, this study addresses the already acknowledged, and also personally obtained, benefits of Business Intelligence in real world scenarios unique to Higher Education. Exceptional data management and accessibility create opportunities for improved student retention rates leading to stronger departments and higher graduation rates. While improving student retention, student satisfaction increases and the institution often attracts more motivated and qualified students experiencing an increase in admission rates. Many Higher Education Institutions are also using Business Intelligence (BI) tools to pull reports leading to options for overall cost reduction. These cuts come in the form of smarter buildings and also fewer professionals needed for creating the BI reports. This project includes the following sections: Introduction, Background, Statement of the Problem, Business Component, Technology Component, Results, and Conclusion. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, John Morris Type professional_project -- Url https://wou.omeka.net/s/repository/item/4347 Title Heritage signers: language profile questionnaire Creator Su K Isakson Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Educational Assessment Evaluation and Research Educational Methods First and Second Language Acquisition American Sign Language Heritage Sign Language Learner Deaf-Parented Interpreter Ethnolinguistic Identity Social and Linguistic Security Assessment Date 3/10/2016 Type Text Identifier theses/27 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The instruction of American Sign Language historically has employed a foreign language pedagogy; however, research has shown foreign language teaching methods do not address the distinct pedagogical needs of heritage language learners. Framing deaf-parented individuals as heritage language learners capitalizes on the wealth of research on heritage speakers, particularly of Spanish. This study seeks to address three issues. First, it seeks to ascertain whether the assessment instrument developed successfully elicits pedagogically relevant data from deaf-parented individuals that frames them as heritage language learners of ASL. Second, it seeks to draw similarities between the experiences of deaf-parented individuals in the United States and heritage speakers of spoken languages such as Spanish. Third, after considering the first two, it addresses the question of whether deaf-parented individuals may therefore benefit from the pedagogical theory of heritage language learners. Using quantitative and qualitative methodologies, an assessment instrument was distributed to individuals over 18 years of age, who were raised by at least one deaf parent and had used and or understood signed language to any degree of fluency. This study seeks to test the soundness of the instrument’s design for use with the deaf-parented population. A review of participant responses and the literature highlights similarities in the experiences of heritage speakers and deaf-parented individuals, gesturing toward the strong possibility that deaf-parented individuals should be considered heritage language learners where ASL is concerned. The pedagogy used with deaf-parented individuals therefore should adapt the theories and practices used with heritage speakers. Date Available 3/11/2016 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Kara Gournaris, Maribel Gárate Type thesis -- Url https://wou.omeka.net/s/repository/item/4346 Title Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status? Creator Amy Williamson Subject Accessibility Anthropological Linguistics and Sociolinguistics Bilingual Multilingual and Multicultural Education Cognition and Perception Community-Based Learning Comparative and Historical Linguistics Counseling Critical and Cultural Studies Cultural History Curriculum and Instruction Curriculum and Social Inquiry Demography Population and Ecology Developmental Psychology Disability and Equity in Education Educational Assessment Evaluation and Research Educational Leadership Educational Methods Educational Sociology Family Life Course and Society First and Second Language Acquisition Inequality and Stratification International and Comparative Education International and Intercultural Communication Interpersonal and Small Group Communication Language Description and Documentation Linguistic Anthropology Literature in English North America Ethnic and Cultural Minority Online and Distance Education Other Social and Behavioral Sciences Race Ethnicity and Post-Colonial Studies Reading and Language Scholarship of Teaching and Learning Social and Cultural Anthropology Social Psychology Sociology of Culture Student Counseling and Personnel Services Women's Studies Coda heritage language child language broker American Sign Language bilingual Date 6/9/2015 Type Text Identifier theses/22 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Individuals who have one or more deaf parent can be considered heritage learners of a signed language (Compton, 2014; Valdes, 2005). These individuals have had language brokering experiences (Napier, in press) before entering a formal program or attending any training to become an interpreter. Despite the experiences and skills they bring to the classroom and the profession of ASL/ English interpreting, deaf-parented interpreters anecdotally say that educational opportunities do not account for their specific needs and skill-set. The relationship between demographic characteristics of ASL/English interpreters who have one or more deaf parent, including their linguistic environments during formative years, routes of induction into the interpretation profession, and their professional status as an interpreter is examined in this mixed-methods exploratory study. This study of 751 deaf-parented interpreters’ survey responses finds that they are achieving national credentials and education and training as an interpreter through some coursework, formal and informal mentorships, and workshops. Degree and certification requirements along with state licensure before working as an interpreter may serve as a barrier to deaf-parented interpreters who, for the most part, have been entering the field through informal induction practices within the deaf community. The results of this research can benefit the field of signed/spoken language interpreting by influencing curriculum design and teaching approaches so that the unique demographic of deaf-parented interpreters are recruited to and retained within the profession. Date Available 6/9/2015 Degree Master of Arts in Interpreting Studies Note Pamela Cancel, Elisa Maroney, Robert Adam Type thesis -- Url https://wou.omeka.net/s/repository/item/4345 Title Growing the Next Generation Creator Luke T. Campbell Subject Education differentiation universal design for learning literacy historical literacy Date 6/11/2022 Type Text Identifier theses/202 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This study is just the beginning of my research into how to become a better teacher, because I plan to always be looking for ways to improve. I hope to learn how to continuously improve my craft as a teacher and not become stagnant or jaded. I see how far I’ve come already, and I see where I can be as I observe other professionals in my craft. I think my teaching will improve as I try new things, challenge myself and my students, and interact with more students. My teaching style will become leaner as I drop the extraneous and focus on what is important, which is the growth of my students. The research literature I’ve found iterates my purpose, in that there are many others like me striving to become better teachers to help their students grow as people. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden, Justin Wright Type action_research -- Url https://wou.omeka.net/s/repository/item/4344 Title General overview of the Puerto Rican signed language interpreter Creator Katia Y. Rivera Subject Education Other Languages Societies and Cultures Puerto Rico interpreter interpreting general overview Puerto Rican signed language sign language profile Date 3/24/2017 Type Text Identifier theses/34 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 3/23/2017 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Erin Trine, Amanda R. Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4343 Title From the Cold Seat to the Hot Seat: An agency guide to interns Creator Heather Moore Subject American Sign Language Education Other Languages Societies and Cultures sign language internship intern agency sign language agency Date 3/17/2022 Type Text; Image; StillImage Identifier theses/148 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 3/17/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Sarah Hewlett Type professional_project -- Url https://wou.omeka.net/s/repository/item/4342 Title Fostering 21st Century Literacy in the Middle School English Language Arts Classroom Creator Samantha Stroup Subject Education Language and Literacy Education Secondary Education Date 6/12/2021 Type Text; Image; StillImage Identifier theses/98 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of the English language arts goes beyond the basics of reading and writing. Especially in the middle school ages, when learners are discovering themselves and the adults they will become, the ability to read and write texts to aid them in this discovery of the self and the larger world is essential. In an increasingly diverse and digital world, it is necessary to prepare and arm students with multiple literacies and critical thinking skills. In order to make this learning accessible to all students, the effective middle school teacher must differentiate instruction based on students strengths and needs and involve students in making decisions in their own learning. To prepare learners for life outside of the classroom, teachers must provide students with experiences of collaborative discussion and engage them in multiple diverse texts and genres. The purpose of this action research project was to evaluate the work of a pre-service teacher in these areas and analyze progress toward these goals. Throughout the clinical experience, data was collected from lesson plans, materials, recordings of teaching, journal entries, EdTPA commentary, and observations from a field supervisor. The study centers on differentiated instruction, high leverage practices such as scaffolding and discussion, and language arts teaching goals of culturally sustaining teaching. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Anne Ittner Type action_research -- Url https://wou.omeka.net/s/repository/item/4341 Title FOR US, BY US: Why do we need an HBCU interpreter education program? Creator Rencia Gravesande Subject Education Other Languages Societies and Cultures Black HBCU Historically Black College and University Black Deaf culture interpreter education program IEP anti-racist Date 12/1/2021 Type Text Identifier theses/74 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/8/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Leandra Williams Type thesis -- Url https://wou.omeka.net/s/repository/item/4340 Title Focusing the gap: Productive post-IEP development Creator Kerrie Ellen Lovercheck Subject Education Language Interpretation and Translation Apprenticeship mentorship mentor-tree work readiness interpreter programs gap post-IEP gap programs medical residency model Date 12/1/2018 Type Text Identifier theses/130 Language eng Rights http://creativecommons.org/licenses/by-nc-sa/4.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4339 Title Father’s Experiences of Inclusion and Exclusion within Home-School Partnerships Creator Guadalupe Olvera Gonzalez Subject Bilingual Multilingual and Multicultural Education Early Childhood Education Educational Assessment Evaluation and Research Elementary Education father's experiences elementary Date 3/1/2023 Type Text Identifier theses/236 Language eng Rights 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/ Abstract My motivation for my thesis is rooted in my experiences with the people in my life and more specifically, my experiences with watching fathers navigate societal and cultural norms in education. Date Available 3/17/2023 Degree Master of Science in Education: Early Childhood Education Note Andrea Emerson, Ya-Fang Cheng, Dana Ulveland Type thesis -- Url https://wou.omeka.net/s/repository/item/4338 Title Exploring professional identity: a study of American Sign Language/English interpreters Creator Nicole Harwood Subject 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 Date 6/14/2017 Type Text Identifier theses/37 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/14/2017 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Erin Trine, Ruhama Freeman Type thesis -- Url https://wou.omeka.net/s/repository/item/4337 Title Expanding the collective narrative: exploring the experiences of American Sign Language/English interpreters of Asian heritage Creator Christine Nakahara Subject 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 Date 4/29/2016 Type Text Identifier theses/30 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 5/25/2016 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Melanie Landon-Hays, Geri Mu Type thesis -- Url https://wou.omeka.net/s/repository/item/4336 Title Examining the Effects of COVID-19 on Young Families: A Comprehensive Review Creator Cara O'Brien Subject Early Childhood Education Young families teen parents COVID-19 community early childhood Date 6/11/2022 Type Text Identifier theses/204 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this paper is to study how global crises can play a role in affecting young families. A comprehensive literature review of peer-reviewed journals was conducted to investigate the impact of the COVID-19 pandemic on parenting teens. Existing evidence was gathered, examined, and analyzed to gain a better understanding of the circumstances young families have faced since early 2020. Results uncovered three themes, including impacts on ‘parents’, ‘children’, and ‘community supports’. The overall benefits and hardships experienced by adolescent parents throughout the pandemic were then synthesized to create an in-depth review with suggestions for future research. Date Available 6/8/2022 Degree Master of Science in Education: Early Childhood Education Note Cindy Ryan, Cindy Ryan, Andrea Emerson, Marie LeJeune Type thesis -- Url https://wou.omeka.net/s/repository/item/4335 Title Examining the Divide: Understanding the Perceptions and Relationships between Community and Educational Interpreters Creator Jordan Ward Subject Arts and Humanities Language Interpretation and Translation Sign Languages Horizontal Violence Community Interpreting Educational Interpreting Interpersonal Relationships Consumer Impact Interpersonal Conflict Date 6/11/2022 Type Text Identifier theses/190 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Interpersonal relationships lay the foundation for the work of ASL–English interpreters. Professional relationships can have a significant impact on one’s behaviors, physical health, and psychological health, all of which can have impact on the work of an interpreter. This thesis explores the perceptions of, and relationships between, interpreters working primarily in community and K-12 educational settings. Prior to this study, no known research has been conducted examining the nature of interpersonal relationships between professional interpreters working in settings different from their own. An exploratory study was conducted through a survey and an interview to understand if and how interpreters develop and maintain cross-setting relationships with interpreters working in different primary settings. Date Available 6/7/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Kimberly Patella, Erin Trine Type thesis -- Url https://wou.omeka.net/s/repository/item/4334 Title Esteem, Why Should We Care? The Importance of Work-Esteem in Our Field, Our Work, and Ourselves Creator Katrina N Wadsworth Subject American Sign Language Language Interpretation and Translation Sign Languages Date 6/10/2022 Type Text Identifier theses/158 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Esteem is an important part of our lives as human beings both personally, with selfesteem, and professionally, with work-esteem. Work-esteem is important to the work of interpreters, and it can also affect the work produced by interpreters. Esteem encompasses a lot of different aspects, but this research on work-esteem focuses on the theories of Maslow and his hierarchy of needs of motivational theory and Rosenberg’s self-esteem theory and the corresponding self-esteem scale. The literature review explores Maslow’s and Rosenberg’s connection to work-esteem, self-esteem’s impact on work, life experiences impact on esteem, work-esteem as a perception/outcome/or both, interpersonal relationships and esteem, horizontal violence and esteem, perfectionism and esteem, imposter syndrome and professional identity, our authenticity and worth— looking at mental and moral strength, than finally self-care and work-care and moving forward with improving and balancing our work-esteem and life. Two questionnaires were sent out the interpreting community: one before doing four weeks of a variety of activities for development and improvement and then again after four weeks. The findings illustrated that by working on one’s work-care and selfcare, the interpreter did indeed increase their work-esteem. Date Available 6/8/2022 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Sarah Hewlett, Audrey Ramirez-Loudenback Type thesis -- Url https://wou.omeka.net/s/repository/item/4333 Title Equity Through the Instrumental Music Education Program Creator John Donnelly Subject Music Education Music Pedagogy Instrumental Music Bilingualism culturally responsive education private school band call for action Date 6/11/2022 Type Text Identifier theses/191 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Equity Through the Instrumental Music Education Program. This paper describes what the instrumental music program requires for equity through culturally responsive pedagogy, bilingualism, and action for change. By using the focus of the narrative and a collection of qualitative and quantitative data, a support for the instrumental music program can be found through equity. This action research paper will guide the instrumental music educator through my own research and findings. The research also examines current literature and resources to support the instrumental music educator in culturally responsive practices. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Jeffrey Wilson Type action_research -- Url https://wou.omeka.net/s/repository/item/4332 Title Empowering the Arts Creator Jeanine Newsome Subject Art Education Education art empowerment holistic inspire understanding culture respect Date 6/11/2021 Type Text; Image; StillImage Identifier theses/106 Language eng Rights http://creativecommons.org/licenses/by-nc-nd/4.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Christa Schmeder Type action_research -- Url https://wou.omeka.net/s/repository/item/4311 Title Embracing Vulnerability: Exploring the Need for Strength-Based Interventions to Support the Mental Health of Sign Language Interpreters Creator Darcie L. Chin Subject American Sign Language Language Interpretation and Translation mental health sign language interpreters strength-based interventions Date 12/2/2019 Type Text Identifier theses/133 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project focuses on one American Sign Language (ASL)/English interpreter’s mental health journey in the first two years of her professional career over two six-month periods. The aim of this study is to present strength-based interventions that may help support interpreters’ mental health and professional development. A secondary purpose is to reduce stigma by educating the ASL/English interpreting profession and opening a discussion about mental health. Burnout, compassion fatigue, and vicarious trauma are discussed as some of the complexities of mental health strain that ASL/English interpreters face in the field. Strength-Based Theory and Self-Efficacy Theory are used as the theoretical frameworks. The methods used in this project included journaling and grounded theory analysis. Strength-based interventions such as workplace accommodations, personal therapy, and coaching were utilized and implemented for the stabilization of the mental and emotional health for this interpreter. However, the results showed a lack of strength-based interventions accessible to this interpreter during the six-month periods. Such interventions may have been beneficial in the prevention of and recovery from mental health strain experienced on the job. Results show this interpreter achieved mental health stability, yet lacked support when returning to work after a mental health leave of absence. Strength-based interventions, including supervision, extended internships, and the Mental Health First Aid training course are suggested for further research for the ASL/English interpreting field to reduce mental health strain. Mental health resources are listed at the end of the paper. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4310 Title Efficiency in Classroom Management Creator Lauren Biamont Subject classroom management Date 6/1/2021 Type Text Identifier theses/89 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The subject of classroom management can arguably be one of the most important aspects of an individual’s teaching career. When looking at my field of study, physical education, it can have a positive impact on student learning or be detrimental to the lesson at hand. All the planning and preparation ahead of time on subject matter can mean nothing if good classroom management is not in place. Konti (2011) maintains, “Class management is one of the most significant aspects of teaching because of the reason that teaching could be more effective when a proper class management is applied. It does not matter how excellent a teaching is set, it is not possible to be successful unless a class is managed accurately. As a result class management should be regarded as the basic ingredient at making the teaching successful” (pg. 37). This action research project examined studies on what strategies for classroom management are the most effective and how these can be differentiated for best practices in the physical education environment. This action research project dives into a literature review, looks into the data, and analyzes the data to determine best practices Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hayes Type action_research -- Url https://wou.omeka.net/s/repository/item/4309 Title Effects of Exercise on an American Sign Language Interpreter: Work Production, Mental Health and Physical Health Creator Sierra Greiner Subject exercise mental burnout ASL interpreters mental health physical health Date 12/1/2022 Type Text Identifier theses/224 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract Mental burnout and physical fatigue are common in American Sign Language interpreters. In this action research project, I studied the relationship between exercise and one interpreter’s mental and physical strain and job performance. Exercise has always been my main source of self-care. I wanted to take a deeper look at the scientific reasoning behind why a regular exercise routine can lead to a clearer working mind. I conducted research on myself over 20 weeks using a log of my daily workouts, weekly work samples, and weekly journal entries, focusing on how I was feeling mentally and physically. This study allowed me to see how my weekly exercise routine has had a direct positive impact on my work and my mental and physical health. Date Available 12/6/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4308 Title Effective Teaching Strategies for an Up-and-Coming Science Teacher Creator Daniel Lampe Subject Education Action Research Project Science Teaching Education New Teacher Teaching Philosophy Date 7/29/2022 Identifier theses/205 Language eng Rights Western Oregon University Library has determined, as of 6/21/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract For a science teacher beginning their career in teaching, there are a multitude of what are considered to be good teaching practices they will need to know. It can be overwhelming for an individual to hone in on the best practices to focus on first. For this action research project, I combed through these practices and selected a few major themes that I believed to be effective teaching strategies for an up-and-coming science teacher. 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. Date Available 6/14/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Brock Ferguson Type action_research -- Url https://wou.omeka.net/s/repository/item/4307 Title Effective Lesson Planning for First Year Teachers to Encourage an Equitable Learning Environment Creator Madalyn Grieb Subject Curriculum and Instruction Disability and Equity in Education Educational Methods Educational Technology Indigenous Education Secondary Education lesson plan equity IEP ESOL learning environment teaching Date 6/9/2021 Type Text Identifier theses/111 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Action research is a process of inquiry, design, and data collection used by professionals in any field. It is a branch of research whereby an element of one’s work is examined and reflected upon to yield knowledge and relevant information pertaining to the topic of study. I am doing this action research project because I value the importance of self-development and believe that I can start teaching on a stronger note through this research. In addition, it is great practice for me in the future to test my teaching strategies. Through this research, my connection to the material has grown and developed for the appreciation that it takes to take on a well-researched strategy into the classroom. I became fascinated with the importance of building an equitable learning environment for a diverse group of students. From the Masters of Arts in teaching program at Western Oregon University my interest in the lens of students with IEP/504 plans, ESL learners, and the backgrounds of indigenous people has grown. For example, for IEP/504 students using a web based system there are some advantages and disadvantages that the teacher should be aware of before beginning. Ensuring the system will be effectively achieved in paying attention to the student’s growth and development (Kowalski, 2009). In relation, INTASC is an acronym for Interstate Teacher Assessment and Support Consortium. States, districts, professional organizations, teacher education programs, and teachers use the INTASC Standards as an additional resource to develop policies and programs to prepare, license, support, evaluate, and reward today’s teachers. states, districts, professional organizations, teacher education programs, and teachers. Through the INTASC standard that explains how the teacher can understand students that come from a diverse culture, background, ability, or community to ensure an inclusive learning environment that enables each learner to meet high standards. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Kyle Calder Type action_research -- Url https://wou.omeka.net/s/repository/item/4306 Title Effective Geometry Teaching through Communication, Collaboration, and Common Core Standards Creator Lydia Vincent Subject Science and Mathematics Education Date 6/1/2021 Type Text; Image; StillImage Identifier theses/93 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Students today move through high school thinking about what they want to do after graduation. While science classes show students what scientists do, and CTE programs show them what life would be like working in a trade, math classes are notorious for implementing “drill and kill” strategies to teach arbitrary formulas and rules. Switching the classroom focus to that of a cooperative learning environment gives students the opportunity to see what life would be like as a mathematician: they see that math is filled with inquiry, perseverance, and collaboration. This has the potential to open their eyes to careers in STEM fields, such as Engineering and Computer Science. Furthermore, they see the relevance and beauty of mathematics through the tasks they complete in class, whether that be independently or collaboratively. This review examined research on the importance of engaging families and communities in the learning process, cooperative learning strategies and their effects on learning, and how the Common Core State Standards for Mathematics has affected educators. The research and literature so far show that if you can engage students and their families in work that is meaningful to them, they will not only see the importance of math, but will be more willing to take the risk to learn, too. This aligns with Frier’s definition of teaching: “to teach is not to transfer knowledge but to create the possibilities for the production or construction of knowledge (Freire, 1968). Through researching best practices and analyzing my current strategies for teaching Geometry, I have gained an appreciation for effective teaching and have learned that I, too, am capable of teaching Geometry well. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Michael Jennings Type action_research -- Url https://wou.omeka.net/s/repository/item/4305 Title Educational Technology and Educational (In)Equity: A Look at the Impact of Comprehensive Distance Learning on Students Who Are Emergent Bilingual Creator Lauri H. Walker Date 3/11/2022 Type Text; Image; StillImage Identifier theses/150 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The shift to virtual education has exposed the magnitude of inequitable access to educational resources and support that are necessary to adequately meet the needs of students who are emergent bilingual. During the wide-spread school closures of the past two years we have learned many lessons and discovered many virtual tools that can continue to serve students who are emergent bilingual far beyond the season of comprehensive distance learning. One of the important instructional lessons learned is that educators need to think about ways to provide quality instruction using online tools to assist with bridging equitable access to both the language and content of schools. Through a case study and discourse analysis, this professional project investigates the disproportionate impact of COVID-19 and subsequent switch to distance learning on educational opportunities for students who are emergent bilingual. Date Available 5/18/2022 Degree Master of Science in Education Note Kristen L. Pratt, Maria Dantas-Whitney, Joshua Schulze Type professional_project -- Url https://wou.omeka.net/s/repository/item/4304 Title Does the Use of TAPs Impact a Final Interpreted Product: A Self-study Creator Stacey Stevens Subject Education Other Languages Societies and Cultures Date 12/6/2019 Type Text Identifier theses/60 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/10/2019 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Christyn Burcham, Laurence Hayes Type thesis -- Url https://wou.omeka.net/s/repository/item/4303 Title Do we play well with others? Personalities and interpersonal interactions among signed language interpreters Creator Sarah L. Hewlett Subject Interpersonal and Small Group Communication Personality and Social Contexts Signed Language interpreters Interpersonal interactions rogue personality Date 5/21/2013 Type Text Identifier theses/7 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The aim of this study was to collect information from spoken/signed language interpreters about their own personalities and what personality traits they appreciate and do not appreciate in other professionals. By asking respondents about their feelings toward working with others, this research will take a pulse of the current morale in the field. Initially, the hypothesis was that the morale of the profession is negatively affected by the interpersonal communication conflicts interpreters experience as a result of different personality styles not meshing well. Data was collected through a questionnaire in which 127 responses were obtained from all over the United States, as well as a few respondents from two other countries. Research revealed that interpreters dislike common traits in peers, but because there is no standard approach to deal with tension between colleagues as it is a sensitive subject, the morale of the field is at a tipping point. Since there is very little research about interpersonal relationships between team members in the signed/spoken language interpreting and spoken language interpreting professions, literature was reviewed that focused on personality characteristics that make for good interpreters, interpersonal communication, and tension. The data collected from the questionnaire, as well as the literature reviewed, suggest that while there is a diverse range of personalities and preferences within the signed/spoken language interpreting field, and some of the diversity is appreciated, some is detrimental to work and esteem. Also, the results of this study suggest that interpreters may not be self-aware in regard to how we come across to others. Date Available 5/28/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Cindy Volk Type thesis -- Url https://wou.omeka.net/s/repository/item/4302 Title Do we eat our young and one another? Horizontal violence among signed language interpreters Creator Emily K Ott Subject Interpersonal and Small Group Communication horizontal violence signed language interpreters intergenerational communication interpersonal communication conflict oppression Date 11/28/2012 Type Text Identifier theses/1 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The aim of this study is to research whether signed language interpreters in Ohio experience intergenerational communication conflict. The initial hypothesis was that interpreters do experience such conflict. The first phase of research was a survey of interpreters in the state of Ohio to determine whether preliminary evidence existed to suggest that new interpreters and more experienced interpreters do experience communication conflict. Such evidence was found. The second phase of research was a process of interviews with two new interpreters and two more experienced interpreters. The data revealed that while there is evidence to support that there is conflict between new and more experienced interpreters, the evidence is perhaps indicative of a larger problem in the field: horizontal violence. Both the survey data and the interview data support the idea that horizontal violence may take place in the interpreting field. Literature from the fields of education and nursing were consulted, since no research has been done about horizontal violence in the field of signed language interpreting. Information from the literature, as well as survey and interview data suggest that while new interpreters and more experienced interpreters do seem to experience conflict, such conflict is indicative of the larger problem of horizontal violence. Further research about horizontal violence in the field of signed language interpreting is recommended. Date Available 12/5/2012 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Julie Armstrong Type thesis -- Url https://wou.omeka.net/s/repository/item/4301 Title Discussing the Current Perception of Horizontal Violence Within the Sign Language Interpreting Profession: Are There Misconceptions? Creator Kathy Miller Subject American Sign Language Date 1/16/2023 Type Text Identifier theses/235 Language eng Rights 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/ Abstract Sign language interpreters are becoming more accustomed to acts of horizontal violence (HV). Research shows the magnitude of the problem in other fields, such as nursing, midwifery, and educational settings. However, little research was available with respect to sign language interpreters. This study investigated sign language interpreters' understanding of HV and emotional intelligence (EI) while determining the differences between feedback, critiquing, and criticism through participants' perspectives. The participants were from varied backgrounds and levels of knowledge, skills, and abilities. In addition, the research assessed how interpreters perceived the terminology presented. The research also investigated participants' experiences with HV as a student or practicing professionals and their thoughts on any association between HV and EI. Date Available 2/14/2023 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Colleen Jones, Jeff Upton Type thesis -- Url https://wou.omeka.net/s/repository/item/4300 Title Differentiation, Gradual Release of Responsibility, and Second Language Methods in the World Language Classroom Creator Lauren Row Subject Education Date 6/1/2022 Type Text Identifier theses/192 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research was to analyze my own teaching in relation to the InTASC Model Core Teaching Standards, with a specific focus on Standard #2 learner differences, Standard #7 planning for instruction and Standard #4, content knowledge. From these standards and my philosophy of education, I identified three research questions regarding my own teaching practice: (1) How do I differentiate in my lesson plans and instructional activities to respond to diverse student needs? (2) How does my teaching reflect a gradual release of responsibility? And (3) what is my preferred language teaching method? I conducted thematic analysis of formal lesson plans, observer feedback and rubrics, a reflective journal, and miscellaneous data that arose during collection, such as student feedback. Results and discussion indicated growth over the course of the year in my ability to differentiate and release responsibility for learning to students while proficiency-oriented instruction that balanced meaning and form emerged as my preferred language method. I also found a general preference for the Natural Approach of the Somos Spanish curriculum compared to the Communicative Approach of the Realidades curriculum. Additional goals that arose for future action research were differentiating up for higher-ability levels, data-guided instruction and diversity of assessments, and professional development on new language methods. Keywords: action research, differentiation, gradual release of responsibility, proficiency-oriented instruction, Realidades, Somos. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Suzanne McFarland-Price Type action_research -- Url https://wou.omeka.net/s/repository/item/4299 Title Dibels Data Informing Literacy Intervention in Primary Grades Creator Wendy Cortright Subject Education Tier II Assessment data-driven instruction phoneme fluency Date 6/11/2022 Type Text Identifier theses/162 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract With assessments built in, a solid phonics program, and a rigorously taught core reading curriculum, our school should see kindergarten and first-grade students reading fluently at grade level. However, we continue to see low reading levels on screeners and nationally normed comprehensive diagnostic assessments. This paper aims to show the importance of using a screener to inform instruction in small, specifically targeted groups for a determined duration in time, directly related to deficits seen in the resulting data from these assessments. Date Available 6/8/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Chloe Hughes, Lin Wu Type professional_project -- Url https://wou.omeka.net/s/repository/item/4298 Title Development of an Open Education Resource for Pharmacology to Address Equity in Veterinary Medicine Instruction Creator Carl E Ruby Subject Education open education resource equity higher education STEM textbook pharmacology Date 7/27/2022 Type Text; Image; StillImage Identifier theses/208 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/16/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schlulze, Marcus Wenzel, Jason Vlcek Type professional_project -- Url https://wou.omeka.net/s/repository/item/4297 Title Developing my Teaching: Analyzing Personal Teaching Strategies Creator Jessica Schimmoller Subject Education Date 6/11/2021 Type Text Identifier theses/102 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project is to better understand how my teaching practices relate to research-based strategies. Throughout my Action Research, I chose to focus on three areas: implementing diverse texts, implementing scaffolding, and implementing civic literacy strategies. These focus areas were studied over the course of an eight-week period where I tracked when and how each of these areas was present in my lesson plans, my research journal, and my classroom observations. I collected and examined data from my personal practice and used the resulting analysis to anticipate further growth in these areas as I continue my education career. 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Kellen Sherwood Type action_research -- Url https://wou.omeka.net/s/repository/item/4296 Title Developing bilingualism in interpreting students Creator Amelia Bowdell Subject Bilingual Multilingual and Multicultural Education Educational Assessment Evaluation and Research Language Interpretation and Translation American Sign Language ASL Bilingualism Second Language Acquisition Interpreter Commission on Collegiate Interpreter Education CCIE Assessment Date 3/21/2018 Type Text Identifier theses/44 Language eng Rights http://creativecommons.org/licenses/by-nc/4.0/ Abstract American Sign Language (ASL)/English interpreters have a responsibility to the communities and consumers with whom they work to be ethical and effective interpreters. Being bilingual is part of being an effective interpreter. A student’s level of bilingualism at the point of graduation from an interpreter education program is influenced, in part, by the coursework they are required to take while in college. With this in mind, students’ fluency in both ASL and English should be an essential part of the coursework. This also suggests that faculty should assess their students’ levels of fluency in both languages to insure that true bilingualism has been achieved. The purpose of this thesis is to look at the curriculum of the bachelor’s degrees accredited by the Commission on Collegiate Interpreter Education (CCIE) as of February 2018 and to review their curriculum related to developing and assessing students’ level of bilingualism. The focus is on the number and types of ASL, English, and linguistic courses, as well as how various programs are assessing their students’ level of bilingualism. This thesis also outlines ways to apply second language acquisition theories and research to ASL and interpreting programs. Date Available 3/21/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Erin Trine, Earl Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4295 Title Designing a Self – Management Program Creator Taylor Wakeland Subject Education Date 6/11/2022 Type Text Identifier theses/161 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Designing a Self – Management Program Date Available 6/8/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Marcus Wenzel, Alyssa Heuberger Type professional_project -- Url https://wou.omeka.net/s/repository/item/4294 Title Demonstrating the Proximal Need for Interpreter Education Creator Jodi Upton Subject Language Interpretation and Translation Sign Languages Date 3/1/2022 Type Text; Image; StillImage Identifier theses/151 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This professional project is an assessment for the greater Chattanooga area on the need for an interpreter education program. Surveys were sent to stakeholders within a two-hour radius of Chattanooga, Tennessee. This includes American Sign Language students, working interpreters, interpreting agencies/organizations, and the Deaf community. The data collected from these surveys will be used to assess the need for an interpreter education program since the closing of Tennessee Temple University, the main source of interpreter education in the greater Chattanooga area. Should the surveys show a need in the deaf community and in interpreting agencies for more qualified interpreters, as well as a desire of interpreting students to have a local option for schooling, establishing an interpreter education program in this area could increase the pool of qualified interpreters in the greater Chattanooga area and offer better service to the deaf communities we serve. Date Available 4/11/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Lisa Godfrey, Colleen Jones Type professional_project -- Url https://wou.omeka.net/s/repository/item/4293 Title Deaf-hearing interpreter teams: navigating trust in shared space Creator Laurie Reese Reinhardt Subject Accessibility Bilingual Multilingual and Multicultural Education Disability and Equity in Education Deaf-hearing interpreter teams trust theory team interpreting interdependence delegation exercise power Date 6/8/2015 Type Text Identifier theses/21 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This mixed-method study was designed to explore whether role function inequalities among Deaf and hearing interpreters contribute to trust issues within Deaf-hearing interpreter teams. The initial hypothesis stated that role functionality, when not clearly delineated, contributes to the formation and perpetuation of mistrust within Deaf-hearing interpreter teams. Llewellyn-Jones & Lee’s (2014) axes of role-space functionality include interaction management, consumer alignment, and the “presentation of self” and address the interpreters’ interface with the consumers in an interpreted event. The data did not support the presence of explicit issues of trust when the team moved outward to interact with consumers. Survey data revealed evidence to support implicit as well as explicit trust issues present within the team dynamic. The data indicated three domain areas in which intra-team trust issues tend to appear: preparation, linguistic mediation, and imbalances in role/function duty distribution. Castelfranchi and Falcone’s (2010) socio-cognitive theory of trust provides a lens through which to make the respondents’ experiences better understood. Trust is based upon a series of actions that allows the individual to make informed choices on how to proceed through establishing a shared goal, making a positive evaluation to delegate a task/action to an individual, and exercising their power/competency to carry out the specific task or action. When these series of actions are carried out successfully, Deaf-hearing interpreter teams function in accord to Hoza’s (2010) construct of team interdependency utilizing trusting, effective partnerships in which individual roles and functions are equally understood and valued. Date Available 6/8/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Adele Schepige, Ellie Savidge Fourth Advisor: Robert G. Lee Type thesis -- Url https://wou.omeka.net/s/repository/item/4292 Title Deaf interpreter education: stories and insights shared by working deaf interpreters and deaf interpreting students Creator Jeremy Rogers Subject Curriculum and Instruction Disability and Equity in Education Educational Methods Other Education Teacher Education and Professional Development Deaf interpreter education Deaf interpreting student Interpreter preparation Deaf interpreter Certified Deaf Interpreter Curriculum Date 5/16/2016 Type Text Identifier theses/31 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this research study was to identify existing practices in interpreter preparation as it relates to Deaf interpreting students and working Deaf interpreters. In an effort to identify patterns in curricula, instructional approach, and formative experiences, the researcher aimed to distinguish effective instructional approaches for Deaf interpreting students. Working Deaf interpreters were interviewed to offer their perspective on existing preparation practices, both in formal academic settings and formative training. Secondly, Deaf interpreting students currently enrolled in Interpreter Preparation Programs (IPPs) were asked to reflect on their academic experiences and identify the most effective practices employed in their training programs, as well as the least effective practices. It was discovered that there are several inconsistencies in IPPs across the nation related to modifying skill development exercises for Deaf students, including but not limited to: lack of Deaf presence in the classroom, limited access to Certified Deaf Interpreters (CDIs) for mentoring partnerships, lack of appropriate resources for students, and instructors’ unpreparedness for effectively training Deaf interpreters. It was concluded that existing IPP curricula need revisions to incorporate a stronger presence of Deaf professionals as interpreter educators in the classroom and that programs need to work toward increasing the numbers of enrolled Deaf interpreting students. Additionally, it was found that it might be more effective for Deaf interpreting students’ development if certain courses and skill development exercises were completed independently of hearing classmates. Date Available 5/28/2016 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Carole Lazorisak, Melanie Landon-Hays Type thesis -- Url https://wou.omeka.net/s/repository/item/4271 Title Data Analytics Helps Business Decision Making Creator Fengzhu Jiang Subject Management Information Systems decision making data analytics business intelligence IBM Watson analytics Date 3/20/2017 Type Text Identifier theses/125 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract While business analytics increases its use in gaining data driven insights in supporting business decision making, there has been little research done concerning some of the mechanisms that business analytics uses in improving decision making. Drawing on contingency theory and information processing views, this paper analyzes data analytics, linking IBM Watson Analytics to organizations such as an analytics analyzing airline survey, as well as how data analytics helps in decision making. The purpose of this study is, therefore, to examine the data analytics in decision making. This study examines the history of data analytics and the significance of data analytics while reviewing the traditional business intelligence solutions. Additionally, this study provides a statement of problems demonstrating the features and capabilities of IBM Watson analytics; business components, including the benefits offered by business analytics and cost involved; technology components and IBM Watson Analytics demonstration; and results. IBM Watson results show that it intelligently connects, analyzes, and secures data, hence, improving decision making, as well as customer service. Therefore, the key results and findings show that business analytics positively impact the capability of information processing, which in turn, positively influences decision making. This study’s results supports literature from business analytics through inclusion of useful insights into applications, features, and capabilities of IBM Watson Analytics and assistance of data driven decision-making while comparing IBM Watson Analytics with other tools in decision-making. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, John Morris Type professional_project -- Url https://wou.omeka.net/s/repository/item/4270 Title Current teaming practices in video relay service Creator Stacey L Rainey Subject Broadcast and Video Studies Communication Interpersonal and Small Group Communication Other Communication Other Languages Societies and Cultures Video Relay Service VRS Teaming Communication Date 6/4/2013 Type Text Identifier theses/6 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The field of signed language interpreting is a young profession. Professionally recognized in the 1960s, American Sign Language/English interpretation has been through much change and growth over the years. At the beginning of the profession and still to this day, the most prevalent settings where interpreters work are in the community and educational systems, as well as the medical field and performing arts, to name a few. Interpreters often work alone, although sometimes interpreters are placed with another interpreter during certain assignments. This is called teaming or team interpreting. Since the early 2000s, there has been fast growth in technology and a new means of communication has launched for the deaf community to use American Sign Language (ASL) in communicating with hearing people through a professional signed language interpreter. This innovation is called Video Relay Service (VRS). VRS facilitates the communication of a deaf and a hearing person to communicate over the phone via a professional ASL/English interpreter. Communication between the two parties is possible with a webcam or videophone using American Sign Language and a phone line using spoken English. The Video Interpreter (VI) has the complex task of processing calls between persons with two languages and cultures, as well as operating the technological demands and interpreting, all at the same time. Often the VI does not have any idea what the call will be about, or the goal of the conversation. Now imagine putting a second interpreter into this situation. Teaming in VRS compared to working in the community looks very different. In this study, the following questions are asked: “Do teaming practices exist within VRS?” and, if so, “What are current teaming practices within VRS? Date Available 6/12/2013 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Jill R. Baker Type thesis -- Url https://wou.omeka.net/s/repository/item/4269 Title Current practices: pre-admission assessment of American Sign Language and English language competency in interpreter education programs Creator Cari A Carter Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Educational Assessment Evaluation and Research IEP Admission Assessments ASL and English Language Competency Readiness to Credential Gap Pre-admission Langauge Assessment Date 2/15/2015 Type Text Identifier theses/17 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this study is to ascertain what, if any, assessments of American Sign Language (ASL) and English language competency are currently used for admission to interpreter education programs (IEP). Research consisted of a mixed methodology discovery study conducted over two phases. Each phase sought to expound upon and clarify all facets of the pre-admission assessment process. Phase I, conducted through a nationwide survey was designed to discover what interpreter education programs are currently using—pre-admission—to assess ASL and English language competency. Information was collected about the presence of any pre-admission ASL and English language competency assessments as well as the components of those assessments. Phase II included semi-structured interviews with interpreter education program coordinators, assessment designers, faculty responsible for assessment administration, or any combination thereof. The interview was comprised of questions about pre-admission ASL and English language assessment practices including but not limited to: theory to support assessment components, assessment design, progression of the assessment design, materials used during assessment, as well as perceived strengths and weaknesses of the assessment tool(s). Data were analyzed to identify the percent of interpreter education programs without a pre-admission ASL and English language competency assessment as well as similarities and differences in the assessments that are currently in use by interpreter education programs. Date Available 2/16/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Adele Schepige, Tiffany Braga Type thesis -- Url https://wou.omeka.net/s/repository/item/4268 Title Culturally Responsive Teaching, Project Based Learning and Health Teaching Goals Creator Julia Shinkle Subject Educational Administration and Supervision Health and Physical Education Health Project Based Learning Culturally Responsive Teaching Grades Date 6/12/2021 Type Text; Image; StillImage Identifier theses/90 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Brandi Jackson Type action_research -- Url https://wou.omeka.net/s/repository/item/4267 Title Culturally Responsive Teaching in 8th Grade Social Studies Creator Aubrey Rogers Subject Education Date 6/11/2022 Type Text Identifier theses/164 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Melanie Landon-Hays Type action_research -- Url https://wou.omeka.net/s/repository/item/4266 Title Culturally Responsive Pedagogy and the Reduction of Anxiety in a Mathematics Classroom Creator Valerie Schockelt Subject Education Secondary Mathematics Classroom Anxiety Date 6/11/2022 Type Text Identifier theses/169 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Tucker Brack Type action_research -- Url https://wou.omeka.net/s/repository/item/4265 Title Culturally Responsive Pedagogy Creator Emily Pennington Subject Education Date 6/11/2022 Type Text Identifier theses/187 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research was to conduct a review of culturally responsive teaching and study my growth in using the pedagogy in my practice during the course of teaching while enrolled in Western Oregon University Master of Arts in Teaching: Initial Licensure program. There are three questions of focus in this study: 1) How has my implementation of culturally responsive pedagogy changed to support inclusive practices in the learning environment? 2) How does my instruction reflect what the literature states are best practices for culturally responsive pedagogy? 3) What culturally responsive teaching practices do I use to help students in the mathematics environment? To answer these questions, I analyzed data from observation commentaries, lesson plans, and my personal journal. By examining these questions, it was my hope to identify areas I used best practices in culturally responsive pedagogy. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Laurie Way Type action_research -- Url https://wou.omeka.net/s/repository/item/4264 Title Culturally Responsive Pedagogy Creator Kim Jackson Subject Education culturally repsonsive pedagogy differentiation best practices Date 6/1/2021 Type Text Identifier theses/77 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Kyle Calder Type action_research -- Url https://wou.omeka.net/s/repository/item/4263 Title Culturally Relevant Instruction and Literacy in Art Pedagogy Creator Kelsie Leach Provancha Johnston Subject Art Education Fine Arts Secondary Education art pedagogy literacy differentiation scaffolding gradual release of responsibility Date 6/1/2022 Type Text Identifier theses/215 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract Strategies for instance, differentiation or scaffolding as a tool to support literacy in the Art classroom. This research project concluded the analysis of my student teacher’s practicum experience in the 2021 – 2022 school year. I spent the year in a multi-grade (9th to 12th) secondary school Digital Arts classroom. The research details an analysis of these three questions: How have differentiation, culturally relevant pedagogy, and inclusive education changed my Art classroom? How can scaffolded instruction be used to develop an inclusive lesson plan? How does literacy adapted to Art pedagogy inform content-specific strategies in the classroom? Data was compiled from journal entries, formal observations, formative and summative assessment, and lesson plans. This paper includes an introduction, philosophy of education, literature review, research methods and presentation of data, as well as implications and concluding thoughts. To curate a strong literacy of a subject, one must first define and teach the expectations of the classroom. Art content specifically is not special, as most literacy strategies will adapt to support the gradual release of responsibility being taught. Keywords: art pedagogy, literacy, differentiation, scaffolding, gradual release of responsibility Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Mary Barnett Type action_research -- Url https://wou.omeka.net/s/repository/item/4262 Title Cultural Familiarity Through Mentorship: A Way to Increase People of Color Retention within Interpreting Education and the Profession Creator Valerie Manseau Subject Language Interpretation and Translation Sign Languages Mentoring interpreting educators Latinx people of color students ITP Date 6/11/2022 Type Text Identifier theses/152 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The goal of this study is to explore one way to increase the retention of People of Color (PoC) within the interpreting field in hopes of increasing numbers within Interpreter Training Programs (ITPs). Short term mentoring experiences consisted of four stages with various mentors of different backgrounds. I gathered reflective data via journaling pre- and post-mentorship meetings. This is a personal narrative from a recent ITP graduate entry-level interpreter who is continuing to seek mentorship and growth while starting in the professional field. Interpreter mentoring for this project consists of discussions centered around interpreting skills, decision making, self-care aspects, self-identity, imposter syndrome, and perspectives on how to break through the barriers as a PoC interpreter. The objective is to identify different mentoring experiences with various types of mentors. The desire is to spread knowledge to ITP educators, students, interpreters, and mentors within the field about the benefits of working with a mentor/mentee who has a similar cultural background and lived experience. Lastly, a goal of this project is to increase institutional awareness of the need for more PoC involvement in education, mentorship, and overall interpreting. I aim to demonstrate the importance of how this process is similar to the butterfly effect; the phenomenon whereby a minute localized change in a complex system can have large effects elsewhere and can lead to significant results over time. By providing familiar mentors, retention of PoC interpreting students can increase, therefore, increasing the numbers of PoC graduates within ITPs. More importantly, retention of PoC interpreters provides more options for the PoC Deaf community. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4261 Title Cultivating Confidence: Embodying Self-Esteem and Self-Efficacy in Novice Signed Language Interpreters Creator Kiarah Moore Subject Education Other Languages Societies and Cultures Personality and Social Contexts Competence Confidence Self-Efficacy Self-Esteem Novice Signed Language Interpreter Date 6/10/2020 Type Text Identifier theses/62 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2020 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Tyriibah Royal, Amber Galloway Type thesis -- Url https://wou.omeka.net/s/repository/item/4260 Title Critical Thinking, Life Skills, and Social Studies Creator Ken Armstrong Subject Keywords: teaching critical thinking life skills spelling Date 6/8/2022 Type Text; Image; StillImage Identifier theses/199 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract The purpose of this Action Research Project is to examine how I can effectively teach critical thinking and life skills through the lens of the high school social studies classroom. I designed my research questions to evaluate how I was doing with this objective and how I could improve my teaching practice. Through gathering data from a variety of sources, I examined the following research questions: How can I use my lesson plans to successfully support the development of critical thinking skills in my high school social studies classes? What strategies can I use to implement Evidence-Based and High-Leverage practices to teach critical thinking skills? How can I construct my lesson plans and implement strategies to correlate social studies with learning skills important for success in life: critical thinking, grammar and spelling. My data sources included my personal teacher journal, my lesson plans, and commentaries from my Cooperating Teacher and my Field Supervisor. I categorized my data according to several themes, which helped reveal areas of strength and success, and areas that need improvement. I believe that through continuing examination of these ideas I will become a better teacher and will help my students grow in the vital area of critical thinking. My literature review (chapter 2) and my data (chapter 4) did not reveal as much information as I had hoped relative to my research questions, but they did show where gaps in the research exist and suggested to me the value of continuing work on my research. To me, they represent a career-long inquiry that will result in better teaching and better student performance. Keywords: teaching, critical thinking, life skills, spelling Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Jordan Graneto Type action_research -- Url https://wou.omeka.net/s/repository/item/4259 Title Critical Thinking in a Culturally Responsive Classroom Creator Joseph Cirello Subject Educational Assessment Evaluation and Research Culturally responsive teaching Critical thinking Date 6/1/2021 Type Text Identifier theses/100 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract This document is an action research project that follows my growth as an educator over my time in the Western Oregon University Masters of Arts program. I wanted to see what the current best practices were for teachers and then analyze how I can best align my teaching to match those. First I researched the best practices in the field of teaching that related to culturally responsive pedagogy, discipline specific literacy, and sourcing in a social studies classroom. This gave me an understanding of how I wanted to teach once in a classroom, and what I wanted to focus on, and best practices, for improvement while there. Once teaching in a classroom I recognized the need to focus on two questions: how can I get students to display critical thinking in their responses to questions, and how can I plan lessons to best display culturally responsive practices in the classroom? These were both aspects of teaching I prioritized in my philosophy of teaching, and wanted to make sure I could excel at once in a career. During the process of research I attempted different strategies that attempted to answer the first question with varied results. I eventually came to the conclusion that asking students questions about the factual information before asking them to respond to prompts with more in depth thinking provided better results than going straight into in depth questions. For my second question I found that I was far more inconsistent in making lessons that were appropriately culturally responsive. Although not entirely negative, I was disappointed in the consistency and depth of the culturally responsive pedagogy that I taught. Fortunately this was only one year of student teaching, and this project provided me with the ability to study and adjust my teaching for the better in the many years of my career to come. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays Type action_research -- Url https://wou.omeka.net/s/repository/item/4258 Title Crisis Intervention and Response Program Analysis Creator Morgan Perkey Subject Crisis intervention team co-response team community-based response community response program crisis response program crisis response unit crisis intervention methods Date 6/11/2022 Type Text Identifier theses/174 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract To address the reallocation of tasks and responsibilities of police officers regarding mental health crises in recent years, a variety of response programs have been employed and investigated. Such programs like Crisis Intervention Teams (CIT) and Co-Response Teams (CRT) have been examined in prior literature. However, the current study aimed to examine programs utilizing a third approach: the Community Response Program (CPR) method as utilized by CAHOOTS in Springfield and Eugene, Oregon. These teams differ from the two previous methods as they do not rely on police officer intervention as part of their default approach when responding to crisis calls. A total of nine programs across the US utilizing this approach were identified and a content analysis was conducted in order to compare the descriptions and information available of each program website. Overall, there were inconsistencies regarding access and transparency of information of the team compositions, the target populations served, data recorded, and clarity of program goals. Further research regarding this approach may result in a more consistent baseline or reference for CRPs that may increase subject success rates and positive outcomes after interventions. Date Available 6/7/2022 Degree Master of Arts in Criminal Justice Note Misty Weitzel, Terry Gingerich, Taryn VanderPyl Type thesis -- Url https://wou.omeka.net/s/repository/item/4257 Title Creating Effective English Language Art Strategies for Junior High Students Creator Mackenzie Hall Subject Education Date 6/11/2022 Type Text Identifier theses/180 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Creating Effective English Language Art Strategies for Junior High Students Date Available 6/7/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Marie LeJeune, Chloe Hughes Type professional_project -- Url https://wou.omeka.net/s/repository/item/4256 Title Creating an Inclusive Social Studies Classroom Through Best Practices Creator Arthur Monson Subject Education Date 6/1/2022 Type Text Identifier theses/209 Language eng Rights Western Oregon University Library has determined, as of 6/21/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Creating an Inclusive Social Studies Classroom Through Best Practices Date Available 6/16/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Lanay Creech Type action_research -- Url https://wou.omeka.net/s/repository/item/4255 Title Creating an Equitable Classroom Through Relationship Building Creator Brynn Eiffler Subject Education education equity relationship building Date 6/11/2021 Type Text Identifier theses/101 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Integrating relationship-building strategies in the classroom can lead to an equitable classroom environment where all student voices and perspectives are heard and celebrated. This research project details the analysis of a student teacher’s instruction and planning of curriculum during their practicum experience in the 2020 – 2021 school year. I spent the year in a ninth-grade English Language Arts classroom. The research details an analysis of these three questions: 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Lisa Keating-Thomas Type action_research -- Url https://wou.omeka.net/s/repository/item/4254 Title Creating an Effective and Diverse Classroom Library Creator Crista Adovnik Subject Education Date 6/11/2022 Type Text Identifier theses/189 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Creating an Effective and Diverse Classroom Library Date Available 6/7/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Shannon Wellsteed, Cindy Ryan Type professional_project -- Url https://wou.omeka.net/s/repository/item/4253 Title Confidence—What Does It Have To Do With It? Everything! Creator Christina Woods Subject Language Interpretation and Translation confidence interpreting interpreter interpreting studies Date 8/2/2019 Type Text Identifier theses/131 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Through my short history of being an interpreter, confidence has always been a factor in my interpretations. In this paper, I seek to shed some light, from the lens of a new interpreter, on how confidence has an impact on interpreting skills while testing different techniques to improve interpreting confidence level. As Harwood (2017) stated, “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?” (p. x). Confidence helps shape this identity for new interpreters, which reflects on every decision-making skill, especially in uncertain situations. When novice interpreters lack in confidence, some strategies may help support their confidence with interpreting. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4252 Title Components for a Successful Band Program Creator Jonathan Corona Subject Education music electives band school classes class Date 6/1/2021 Type Text Identifier theses/109 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Running a successful band program demands strategies that increase enrollment and retention numbers. This research project takes 4 teachers’ experiences to extract insight and strategies on what can be implemented to have students join and remain in band classes. The data extracted was used to build my band program in the first year of being the middle school’s band director. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Mike Reetz Type action_research -- Url https://wou.omeka.net/s/repository/item/4231 Title Communicative equality: Needs assessment of sign language interpreters in South Dakota Creator Cyndi Fisher Subject 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 Date 6/16/2018 Type Text Identifier theses/48 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/13/2018 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Erine Trine, Marlee Dyce Type professional_project -- Url https://wou.omeka.net/s/repository/item/4230 Title Cloud Computing: Current and Future Impact on Organizations Creator Yiyun Zhu Subject Management Information Systems cloud computing business infrastructure Date 3/20/2017 Type Text Identifier theses/123 Language eng Rights http://creativecommons.org/licenses/by/4.0/ Abstract This project focuses on the business application of cloud computing, both at present and in the future. This investigation aims to assist business users of cloud computing services to improve the perception of cloud computing, to assess the value of their cloud computing service relationships, and to assist in selecting appropriate cloud computing services. This project bases its information on the existing cloud computing technology to clarify the technical aspects of current cloud services and companies. It presents the key elements of conception of cloud computing, its definitions, main service models, and implementation types. Ultimately, this paper analyzes the cons and pros of cloud computing based on business using cases. Also, this paper includes a demonstration to display the process of the cloud vendor providing service. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, John Morris Type professional_project -- Url https://wou.omeka.net/s/repository/item/4229 Title Classroom Environment: The Essentials Of Teaching Physical Education Creator Leah Jones Subject Education Date 6/9/2021 Type Text; Image; StillImage Identifier theses/91 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project was to take a step back and thoroughly analyze data sets to see if my planning and teaching was reflective of a positive classroom environment. More specifically, I examined differentiation techniques, best practices in physical education and my teaching philosophy goals in relation to embracing diversity and student voice in order to create a positive classroom environment. Before collecting any data sets, I took a deep read through the research to see what the best practices in elementary physical education, what differentiation techniques should be used, how to incorporate those techniques and why specific best practices are successful. The next step was to gather data of my own teaching and planning. This was gathered from lesson plans as a student and full-time student teacher, observation notes from mentor teachers, EdTPA commentary forms and interview transcripts from teachers and administrators. Through analysis of each of these data sets, action research has demonstrated improvement in my planned differentiation techniques, my frequency and usage of best practices in physical education and the specific implementation of my teaching philosophy goals to all work together in creating a positive classroom environment with my students so that we are fostering an environment of growth and positivity. These results point to me as a continued learner and educator. While the results show a positive outcome, I know I am a lifelong learner and hope to continue this path of growth as I continue educating and learning alongside my students. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Gay Timken Type action_research -- Url https://wou.omeka.net/s/repository/item/4228 Title Changes in community contact characteristics in interpreter education Creator Vicki Darden Subject Special Education and Teaching cultural competence ASL Deaf space Deaf community acculturation Date 6/6/2013 Type Text Identifier theses/4 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this study, changes in the amount and type of student contact with the Deaf community outside of classroom hours were examined at three bachelor-level degree programs for American Sign Language (ASL)/English interpreting. Research was conducted in three phases: by survey, examination of program syllabi, and interviews. Institutional demographics from a sample comprising 40% of the 40 bachelor-level ASL/English interpreter programs in the United States were gathered by survey in the first phase. From that initial sample, a smaller sample of three institutions (7.5% of the total initial population of 40) was established for the next two phases of research. Requirements for both virtual and in-person contact with the Deaf community were documented in course syllabi from three programs for the academic years 2002/2003 – 2011/2012 and examined for evidence of change. Interviews with program faculty expanded on data found in syllabi. Findings show that requirements for students’ association with the Deaf community, in person, at Deaf events, have declined over a ten-year period. An increase in virtual modes of contact between programs and Deaf community, as well as an increasing use of technology in programs generally, was documented. Indications of fewer opportunities for in-person community contact and a change in approach by programs for facilitating community contact and opportunities to gain cultural competence for their students were identified. Findings are presented to encourage further research and to inform ASL/English interpreter educators seeking to promote cultural and communicative competence among their students. Date Available 6/11/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Joan Paluzzi Type thesis -- Url https://wou.omeka.net/s/repository/item/4227 Title Can Lesson Plans and Effective Teaching Strategies Create an Inclusive Classroom? Creator Holly Blakely Subject Education Science and Mathematics Education Date 6/1/2022 Type Text Identifier theses/203 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this project is to create an inclusive classroom that becomes an environment that students learn in. I am going to be looking at the InTASC standards #1 and #2 and how my teaching aligns with them. I am hoping that by analyzing my teaching and my lessons plans, my planning for an inclusive classroom will become more deliberate and also more of a second nature for me. I am also hoping that by creating this environment, I will see that disruptions in class or other behavioral issues will go down because I am using my lesson plans to work with their needs and skill abilities. I want my teaching to be more of a group lesson instead of finding myself teaching or talking at students. The research supports the need for inclusive classroom but does not touch much on how the effective teaching in the inclusive classroom can lower the disruptions or need for discipline. I am hoping to see that my work in the classroom will have a positive result. I will analyze my lesson plans, use feedback from my university supervisor and my mentor teachers and use self-reflection and journaling to see if I am creating an inclusive environment for the students in my class. I will see how I implement effective teaching styles in my inclusive classroom and how that that affect possible disciplinary issues in the classroom. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Donna Pierson Type action_research -- Url https://wou.omeka.net/s/repository/item/4226 Title Called to service and finding a purpose: A mixed-method study of signed language interpreters volunteering in church and religious settings Creator Jennifer Kinnamon Subject Education Other Languages Societies and Cultures Church Interpreting Religious Interpreting Deaf Ministry Non-professional Interpreting Professional Interpreter Signed Language Interpreter Date 6/15/2018 Type Text Identifier theses/49 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/12/2018 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Vicki Darden Type thesis -- Url https://wou.omeka.net/s/repository/item/4225 Title But How Do I Sign That: A Look at How to Improve ASL Discourse Creator Caren Carr Subject Language Interpretation and Translation Date 3/24/2023 Type Text Identifier theses/241 Language eng Rights 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/ Abstract Discourse is the complex interwoven aspects of communication. Every language and culture has discourse norms followed by those in the inner circle. The goal of this study is to examine how to effectively build discourse skills in American Sign Language (ASL). Discourse is broken down into individual segments to explicate current skill level as well as the effect of intentional practice. Intentional practice and an interpreter’s intrapersonal perspective were found to be essential components of effective ASL skill discourse acquisition. Further research is required to decipher the relationship between interpreter mindset and ASL discourse skill development. Date Available 2/20/2023 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4224 Title Building Partnerships with Families through Community Literacy Events Creator Najma Cheema Date 7/27/2022 Type Text Identifier theses/219 Language eng Rights Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Building Partnerships with Families through Community Literacy Events By: Najma Cheema Master of Science: Education MSED: Reading Western Oregon University July, 2022 This professional project describes the development of family literacy nights for our school. My life experience has motivated me to help our ELL students and families. As an ELL student myself I struggled with literacy since I didn’t have access to resources to help me. With my own experience and working as an ELD teacher for one year and assessing our schools needs I quickly realized that there wasn’t enough family engagement or involvement. Our ELL students are some of the most underserved students with low reading scores. Using my experience and research I was able to plan for eight family literacy nights. My goal is to support students with literacy by engaging our families with our school. Date Available 7/26/2022 Degree Master of Science in Education: Reading Note Chloe Hughes, Rheanna Mathis, Joshua Schulze Type professional_project -- Url https://wou.omeka.net/s/repository/item/4223 Title Building Engagement in Social Studies Through Culturally Sustaining Pedagogy and Relationship Building Creator Celine Farrimond Subject Education Secondary Education Date 6/11/2022 Type Text Identifier theses/160 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Building Engagement in Social Studies Through Culturally Sustaining Pedagogy and Relationship Building Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schultze, Kenneth Carano Type action_research -- Url https://wou.omeka.net/s/repository/item/4222 Title Bridge Curriculum for Middle School STEM Classrooms Creator Zachary Brehm Subject Science and Mathematics Education Bridge Bridges STEM Curriculum Date 12/6/2022 Type Text Identifier theses/231 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract STEM education is becoming more and more prevalent and relevant. STEM education has grown out of the understanding that life is inherently cross-curricular and interdisciplinary in nature and that education should match. “It is no wonder that many secondary school students complain that school is irrelevant to the larger world. In the real world, we do not wake up in the morning and do social studies for 50 minutes. The adolescent begins to realize that in real life we encounter problems and situations, gather data from all of our resources, and generate solutions. The fragmented school day does not reflect this reality” (Hayes Jacobs, 1989, p. 1). We have known for decades, long before the term STEM was first used, that interdisciplinary education makes sense, as it better prepares students to face the problems that the postsecondary world will throw their way. In essence, the engineering curriculum, and STEM curriculum overall need to prepare students to solve problems, and bridges pose a problem. Experts state: There are more than 617,000 bridges across the United States. Currently, 42% of all bridges are at least 50 years old, and 46,154, or 7.5% of the nation’s bridges, are considered structurally deficient, meaning they are in “poor” condition. Unfortunately, 178 million trips are taken across these structurally deficient bridges every day. (infrastructurereportcard.org, 2021, Bridges) This information comes directly from the American Society of Civil Engineers, and this is one reason why it is important to educate students about bridges and the engineering conundrum they provide. Date Available 12/8/2022 Degree Master of Science in Education Note Joshua Schultze, Stephanie Sutton, Mary Tyree Type professional_project -- Url https://wou.omeka.net/s/repository/item/4221 Title Beyond Theory: Simulation and Role-play in Interpreter Education Creator Cameo Hunsaker Subject Curriculum and Instruction experiential learning role-play simulation signed language interpreter education authenticity Date 3/18/2020 Type Text Identifier theses/61 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 3/18/2020 Degree Master of Arts in Interpreting Studies Note Amanda Smithh, Elisa Maroney, Sarah Hewlett Type thesis -- Url https://wou.omeka.net/s/repository/item/4220 Title Betting on Yourself: Developing Confidence as a Novice Sign Language Interpreter Creator Alison Steinmetz Subject Education Language Interpretation and Translation confidence self-esteem novice interpreting Date 12/1/2022 Type Text Identifier theses/233 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/8/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4219 Title Best Practices for Effective Teaching Through Implementing Research Based Methods for Classroom Management, Scaffolding, and Technology Integration Creator Sarah Keefauver Subject Secondary Education Date 6/11/2022 Type Text Identifier theses/163 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Best Practices for Effective Teaching Through Implementing Research Based Methods for Classroom Management, Scaffolding, and Technology Integration Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Lindsay Androy-Koberstein Type action_research -- Url https://wou.omeka.net/s/repository/item/4218 Title Becoming a better teacher through differentiation: new instructional methods and addressing controversy in the social studies classroom. Creator Benjamin Finnegan Subject Curriculum and Instruction Education Educational Methods Secondary Education Differentiation Classroom Climate Technological Instructional Methods Controversial topics in social studies Date 6/11/2022 Type Text Identifier theses/216 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Creating a classroom that ensures students growth, success, comfortability, and cohesion is critical to a successful educational experience for students. All students come from different learning and life experiences, and these experiences help enrich the learning environment for all students. This research project examines how creating this type of environment can be achieved through the 2021-2022 school year. During this school year I spent my practicum experience in both a 9-10th grade Social Studies course, as well as a course specifically for 10th grade students. The research in this project focuses on the questions of: 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 Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden, Rachel Duncan Type action_research -- Url https://wou.omeka.net/s/repository/item/4217 Title Beauty and the Butch: The Lesbian Interpreter Creator Stephanie Ehrlich Subject Education Other Languages Societies and Cultures lesbian interpreter coming out appearance LGBTQ Date 3/18/2020 Type Text Identifier theses/58 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 3/20/2020 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Tie Burcham, Elizabeth Donovan Type thesis -- Url https://wou.omeka.net/s/repository/item/4216 Title Assessing Teacher Readiness in Secondary Mathematics Education Creator Riley Lamont Subject Education teaching readiness mathematics Date 6/12/2021 Type Text Identifier theses/86 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this tumultuous school year and changing learning environment, it is crucial that teachers are able to look at their own teacher readiness to approach a myriad of topics. These include criticality in the classroom, differentiated instruction, and inquiry-based learning. Using a variety of strategies, the process of self-reflection is paramount to the success of teachers and their ability to adapt instruction and overall preparedness to take the lead in a classroom. 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Atalie Frank Type action_research -- Url https://wou.omeka.net/s/repository/item/4215 Title Art Classroom: Creativity, Motivation, Discovery Creator Rebekah Halstead Subject Art and Design Art Ceramics Creativity Date 6/11/2022 Type Text; Image; StillImage Identifier theses/185 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract I have conducted a qualitative action research project focusing on high school students in a ceramics classroom. In exploring my essential question in this study: How can classroom strategies be altered to produce an encouraging influence on student engagement and motivate them to challenge themselves in their creative development and discover further than what has been asked and expected of them? I include the following descriptors to aid in my research and teaching: Culturally Responsive Pedagogy, Scaffolding, Evidence-Based Practices, and Education Strategies. I want to encourage to create an art culture in the students in where (a) students can have meaningful peer-to-peer conversations, (b) use skills and knowledge beyond the art classroom, and (c) have student discover their unique artistic voices. For this research, I taught a classroom of 30 students through a ceramics unit where students would use research, practice writing, and create physical works of art. Students choose what they want to create that reflects the theme given in the lesson, and once they finish, they must complete a self-evaluation of their work. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Paula Booth Type action_research -- Url https://wou.omeka.net/s/repository/item/4214 Title Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters. Creator Audrey Ramirez-Loudenback Subject Accessibility Bilingual Multilingual and Multicultural Education Curriculum and Social Inquiry Special Education and Teaching Theory and Philosophy interpreting values motivation signed language Schwartz PVQ motivational values Date 12/4/2015 Type Text Identifier theses/25 Language eng Rights http://creativecommons.org/licenses/by/4.0/ Abstract The goal of this research is to begin a discussion in the ASL/English interpreting field about how personally held motivations and values impact the decision making process. From the decision to enter this field to the decisions an interpreter makes on a daily basis, values are central to understanding that process. The first step in this analysis was to collect data from current interpreters and interpreting students to see what motivational values are prioritized within professional communities. This data was collected through an online questionnaire made available through multiple social media websites that support various ASL/English interpreting communities. Through statistical analysis of the results of this questionnaire and the coding of one short answer question the following questions are addressed: What motivational values do ASL/English interpreters prioritize? How are these values expressed when interpreters are asked to articulate the reasons for pursuing a career in this field? Do participant’s demographic characteristics (e.g., native language(s), educational background, ethnic identity, and specialized work settings) relate with prioritization of motivational value types? The results showed that the sample prioritized the motivational types of self-direction, benevolence, and universalism most highly. Some possible reasons for this value prioritization will be explored as well as sub-populations with the sample that diverged from this motivational value system. The hope is that by examining the findings of this data, practicing interpreters and interpreting students can begin to explore their own individually held values and how conflicting and congruent values are expressed and assessed within their practice. Date Available 12/4/2015 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Hamid Behmard, Lyra Behnke Type thesis -- Url https://wou.omeka.net/s/repository/item/4213 Title Applying Social Constructivism in a Middle School Social Studies Classroom Creator Jonathan Penrice Subject Education Date 6/11/2021 Type Text; Image; StillImage Identifier theses/95 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Jason Bradley Type action_research -- Url https://wou.omeka.net/s/repository/item/4212 Title Applying Process Theory to Motivate Music Students Creator Mark Pipes Subject Music Education Music Pedagogy music education process theory differentiation pedagogy self-agency Date 6/10/2022 Type Text Identifier theses/198 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Process theory is applied as a best practice to motivate, scaffold, and address differentiation among music students in an ensemble. This action research project examines a jazz ensemble consisting primarily of 9th and 10th graders who are developing performance, improvisation, musical facility, and ensemble skills. The author examines his own pedagogical development by examining journal entries, mentor feedback, and a student survey. The research focused on three primary questions: 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 Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Kevin Egan Type action_research -- Url https://wou.omeka.net/s/repository/item/4192 Title Applying Culturally Relevant Pedagogy to Planning, Instruction & Assessment to Create an Effective Learning Environment Creator Rachel Graham Subject Education Secondary Education Learning Environment Culturally Relevant Pedagogy Date 6/1/2022 Type Text Identifier theses/175 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 5/26/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Susan Shaw Type action_research -- Url https://wou.omeka.net/s/repository/item/4191 Title An investigation of student perception how to better prepare signed language/English interpreters for the real world Creator Darlene K Wilbeck Subject Education Other Languages Societies and Cultures Curriculum Gap Internship Mentorship Practicum Support Date 6/7/2017 Type Text Identifier theses/39 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/13/2017 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Vicki Darden Type thesis -- Url https://wou.omeka.net/s/repository/item/4190 Title An Iditarod Curriculum: the Power of Integration in Learning Creator Jenna Rank Subject Education Date 6/11/2022 Type Text Identifier theses/184 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract An Iditarod Curriculum: the Power of Integration in Learning Date Available 6/7/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Randall Ulveland, Kathi Holvey Type professional_project -- Url https://wou.omeka.net/s/repository/item/4189 Title African American interpreters in the video relay service setting Creator Taiwo A Olopade Subject Education Other Languages Societies and Cultures Racial mircroaggressions Racism Video relay service setting African American interpreters Burnout Video interpreters Qualitative research Date 4/12/2017 Type Text Identifier theses/38 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 4/29/2017 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Erica West Oyedele Type thesis -- Url https://wou.omeka.net/s/repository/item/4188 Title Adjusting Instruction to Enhance the Digital Classroom Creator Jake Ruger Subject Education Educational Methods Date 6/11/2021 Type Text Identifier theses/116 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract One of the biggest questions asked of young educators is “How will you adjust your instruction to meet the needs of your students”? There is a plethora of ways to adjust instruction to best fit the needs of students. Differentiation is a term that is well known throughout most educational practice and pedagogy. Using assessment data to adjust instruction is another way to adjust for students. Even a student's cultural values can be used to adjust instruction. While all these practices apply to traditional classrooms very well, what happens when the traditional classrooms are taken away? Obviously, life for teachers becomes a lot more challenging if there are no students in the desks of their classrooms. The term “when the going gets tough, the tough get going” applies in this situation. In this review I look at (among other things) how the tough got through the Covid-19 pandemic. 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. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Ken Carano Type action_research -- Url https://wou.omeka.net/s/repository/item/4187 Title Add-on Course Registration System Creator Yilin Li Subject Management Information Systems Banner course registration system DegreeWorks Date 3/16/2017 Type Text; Image; StillImage Identifier theses/121 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The current course registration system (Banner) has problems with tedious registration flow, insufficient registration information, and a lack of feedback. It costs Western Oregon University students, advisors, and registrar’s office too much unnecessary time, money, and labor. A well designed course registration system can help advisors and the registrar’s office reduce workload, and help students efficiently and accurately select and enroll in their courses. Through the satisfaction survey of the course registration system at Western Oregon University, the interviews of the registrar and the chief information officer, and the experience of the Banner system, people realized that the students using the Banner system must move between multiple web pages to complete the registration process. And the requirement system (DegreeWorks) and the Banner are two separate systems, which does not allow the student to track their progress towards a chosen degree. Moreover, the Banner only provides limited information for students. Western Oregon University needs a new Add-on Course Registration System, which helps students to choose appropriate courses, avoids time conflicts without switching between multiple screens, gets the information of meeting degree requirements, provides a “forecast” number of each course, and offers course recommendation ranking and reviews. After a design is completed, Western Oregon University has two options: the university will build the system, or they have a software company build the system and buy the new system from them. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, Tommy Burrell Type professional_project -- Url https://wou.omeka.net/s/repository/item/4186 Title Action Research Project: Practice in Action Improvement Through Self-Study Creator Matthew Neltner Subject Educational Methods Junior High Intermediate Middle School Education and Teaching Language and Literacy Education Secondary Education Differentiation Life-long learners High Regard Date 12/8/2022 Type Text; Image; StillImage Identifier theses/230 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract Learners are at the heart of the teachers profession. In order for teachers to provide the best environment for their students, the teachers themselves must be learners as well. This project examines my teaching practices as I went through my practicum. It examines how well I differentiate my plans to meet student needs. It also looks at my implementation of best practices. And finally, it exams if I can keep my students in high regard despite the challenges of teaching. Date Available 12/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden, Carin Cameron Type action_research -- Url https://wou.omeka.net/s/repository/item/4185 Title Action Research in Applying Culturally Responsive Teaching, Engaging Lesson Plans, and Balancing a Learning Management System with Lecture Creator Jesse Aitken Subject learning management system pandemic action research distance learning classroom management Date 6/10/2021 Type Text Identifier theses/114 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract An action research project performed while distance learning during the COVID-19 pandemic at an alternative high school, this study focuses on the student teacher's progress of using the Universal Design for Learning, applying classroom management methods, and utilizing a learning management system with instruction. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Rachel Harrington Type action_research -- Url https://wou.omeka.net/s/repository/item/4184 Title Act like a lady: the impact of gender identity on American Sign Language – English interpreters Creator Grace B Artl Subject Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Feminist Gender and Sexuality Studies Gender and Sexuality Gender Race Sexuality and Ethnicity in Communication Inequality and Stratification Interpersonal and Small Group Communication Organizational Communication Other Communication Social and Behavioral Sciences Sociology gender identity Bem Sex-Role Inventory sign language interpreters American Sign Language - English Interpreters feminist theory female-dominated professions Date 6/5/2015 Type Text Identifier theses/20 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this study, trends in gender-related traits among practitioners of American Sign Language – English interpreting are investigated. The impact of gender identity on practitioners’ perceptions of their role and professional experiences is also explored. Limited research exists to address issues of gender within the American Sign Language – English interpreting field but is largely focused on differences in discourse among male and female practitioners. Data for this study was collected through quantitative and qualitative means: an online survey incorporating the Bem Sex-Role Inventory and interviews with five practitioners of American Sign Language – English interpreting. A review of related literature supported the notion that while societal views of gender have shifted over time, certain qualities and characteristics remain valued for men and women. Research on female-dominated professions shows men experience gender identity privilege in the workplace. While this study shows that male and female practitioners may value or possess similar traits and characteristics, female practitioners experience gender identity oppression in a manner that male practitioners do not, especially related to their bodies and expressions of femininity. The experiences of female practitioners creates an additional layer of consideration that must be addressed prior to focusing on the myriad considerations inherent in the work of American Sign Language – English interpreters. Educators are advised to take current classroom practices into consideration for supporting all students, regardless of gender identity, and practitioners are encouraged to seek diverse communities of practice. These communities may provide the forum during which practitioners can engage in discussions of identity oppression and potential mitigating strategies. Date Available 6/9/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Molly Mayhead, Emily Ott Type thesis -- Url https://wou.omeka.net/s/repository/item/4183 Title Academic Vocabulary & Language Handbook for the Field of Social Studies Creator Gabriela Acevedo-Solis Date 6/11/2022 Type Text; Image; StillImage Identifier theses/193 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Academic Vocabulary & Language Handbook for the Field of Social Studies Date Available 6/8/2022 Degree Master of Science in Education: ESOL Note Joshua Schulze, Maria Dantas-Whitney, Ken Carano Type professional_project -- Url https://wou.omeka.net/s/repository/item/4182 Title A Work in Progress: Establishing, Growing, and Maintaining Working Relationships Between Educational Interpreters and their Administrators Creator Kallie Rank Subject Education Other Languages Societies and Cultures educational interpreters relationships administration mainstream education deaf hard of hearing deafblind Date 2/25/2021 Type Text Identifier theses/64 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 3/7/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Erin Trine, Julie Holma Type thesis -- Url https://wou.omeka.net/s/repository/item/4181 Title A Study of Relationships as a Contributor to Student Success Creator Rhoda Scherrer Subject Health and Physical Education Junior High Intermediate Middle School Education and Teaching Secondary Education Secondary Education and Teaching teacher and student relationship effective instruction strategies best practices in the Health classroom healthy and safe classroom environment Date 6/12/2021 Type Text Identifier theses/75 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract ABSTRACT The purpose of this Action Research Project was designed to assist myself in developing my teaching practice, particularly in the areas of developing the relationships with students as more effective and meaningful to encourage students to succeed both inside and outside of the classroom. Secondly, to differentiate my teaching through effective instruction strategies to meet the needs of culturally diverse students and the array of learning abilities. Finally, the research touched on best practices to use in the health classroom that form better teaching practice specific to the content discipline and at the same time engage the backgrounds and experiences of students. These were all researched with the motivation of the connection between building relationships in order to engage students and the teacher towards academic and life-long success. Through collection of classroom data, including all artifacts from over the course of two terms of writing in a journal, observation commentaries by experienced educators, and formal lesson plans, I was able to learn the value of teacher and student relationships for success both in the practice for the teacher and the academic success for students. I concluded, through this action research process that learning the background of your students helps to build relationship and is motivational for student learning, engaging with effective instruction strategies builds student confidence for all levels of learning, and focusing on best practices helps students to relate to discipline specific content in more meaningful ways. Though this action research does not conclusively answer the research questions that were posed, only steps towards them, it does suggest that continued practice of the data collection and analysis will further new goals to be set and questions to be asked, ever improving the teacher profession. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Eduardo Soboll Type action_research -- Url https://wou.omeka.net/s/repository/item/4180 Title A Required Geography Unit in Social Studies Creator Emalee Hauck Subject Curriculum and Instruction Geography Social Studies Social Science curriculum Oregon social studies curriculum Date 6/11/2022 Type Text Identifier theses/173 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract A Required Geography Unit in Social Studies Date Available 6/7/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schluze, June Morris, Kenneth Carano Type professional_project -- Url https://wou.omeka.net/s/repository/item/4179 Title A Post-Pandemic Philosophy of Music Education Creator Andrea Morgan Subject Educational Methods Elementary Education and Teaching Secondary Education and Teaching music education pandemic differentiation pedagogy Date 6/11/2022 Type Text Identifier theses/183 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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 Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Dianne Nelson, Hillary Fouts Type action_research -- Url https://wou.omeka.net/s/repository/item/4178 Title A New Interpreter: The Path to Educational Interpreting and Deepening Their Connection to Their Process Creator Harllee M. Noda Subject interpreting process educational interpreting practice Date 3/24/2023 Type Text Identifier theses/240 Language eng Rights 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/ Abstract This study focuses on my journey through trying to become a qualified educational interpreter while trying to connect with my interpreting process. Over a year, data were collected to be analyzed for patterns of error that I could improve. As areas of error were identified in my practice, my work was evaluated through two Colonomos models. This allowed me to learn where my errors were originating in my process. Through reflective practice, I was able to learn from experience and create skill focused practice to improve those areas, which is focusing on improving one skill rather than a list of them. From this study, I learned that a huge roadblock in my improvement was my confidence. I had to learn to improve my confidence to support my interpreting skill growth. In the end, I realized the importance of working on the interpreter as a whole. Date Available 2/21/2023 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4177 Title A Modern Take on Research and Teaching Science Creator Andrew Weber Subject Education Teaching Science Research Best Practice English Language Learners. Date 6/11/2022 Type Text Identifier theses/176 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Larkin Foley Type action_research -- Url https://wou.omeka.net/s/repository/item/4176 Title A Look at How We Discuss the Work: Observations of Feedback in the Interpreting Classroom Creator Chevon Nicole Ramey Subject Education Other Languages Societies and Cultures Date 12/10/2021 Type Text Identifier theses/71 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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. Date Available 12/8/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Sarah Hewlett, Tom Cox Type thesis -- Url https://wou.omeka.net/s/repository/item/4175 Title A Journey of Growth Through Practicum: Research Based Strategies of Differentiation, Planning, and Content Pedagogy Creator Darcie Gutierrez Subject Education Differentiation Universal Design for Learning Technology Date 6/8/2022 Type Text Identifier theses/178 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract 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 Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Deborah Parker Type action_research -- Url https://wou.omeka.net/s/repository/item/4174 Title A Deaf Interpreter’s Experience with DCS Supervision: A Dialogic Autoethnography Creator Daniel Gough Subject American Sign Language Bilingual Multilingual and Multicultural Education Counselor Education Critical and Cultural Studies Curriculum and Instruction Disability Studies Discourse and Text Linguistics Educational Methods Educational Psychology Gender Race Sexuality and Ethnicity in Communication International and Intercultural Communication Interpersonal and Small Group Communication Language and Literacy Education Sign Languages Social Influence and Political Communication Social Justice Typological Linguistics and Linguistic Diversity Interpreting DCS ASL Autoethnography Status Quo Power Dynamics Date 11/29/2022 Type Text Identifier theses/225 Language sgn-US, eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this thesis, I sought to examine myself as a Deaf interpreter in Demand and Control Schema (DC-S) supervision sessions. The methodology was a dialogic analysis based on power/communication dynamics in DC-S supervision as a Deaf interpreter. The platform that I used was the Interpreting Institute for Reflection-in-Action & Supervision (IIRAS) platform online sessions. In the session, the hearing participants were 18 years or older, they either work or have worked as ASL/English interpreters. They attended at least three supervision sessions. The data collected included the researcher's journaling, video recordings, and responses from interviews.questions with participants and supervision leaders. There was evidence of hearing and Deaf individuals communicating comfortably and effectively. Date Available 12/7/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Kendra Keller Type thesis -- Url https://wou.omeka.net/s/repository/item/4153 Title A Beginning Investigation of High-Leverage and Best Practices for Engaging LGBT Students of Color: An Action Research Project Creator Theodore Rodrigues-Smith Subject Curriculum and Social Inquiry Secondary Education and Teaching action research project english language arts best practices high leverage practices LGBT students of color Date 6/1/2021 Type Text Identifier theses/79 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract My focus for this research is best practices in secondary ELA for LGBT students of color. Specifically, I examined diversity, differentiation, inclusive education, culturally responsive pedagogy; strategies, scaffolding, effective instruction, high leverage practices, evidence-based practices; and subject-specific, disciplinary issues related to my goals for teaching improvement. This focus aligned with several INTASC Standards for teacher professional development. Additionally, I considered how studying my own practice in line with INTASC Standards could improve my own instruction and therefore, student learning. My purpose for this study was to determine how well my instruction utilized best practices in secondary ELA for LGBT students of color. I will monitor and test my own professional growth by comparing and contrasting my instruction and planning against my research questions. These standards tie into my research questions by having me focus on instructional development and professional development and critiquing my best practices. Ultimately, my research and study findings demonstrate a range of successes and failures, along with implications for further research and professional development. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Heather McLean Type action_research -- Url https://wou.omeka.net/s/repository/item/4152 Title “I Don’t Do Mental Health:” Exploring Barriers to Mental Health Interpreting Creator Elizabeth Adler Subject interpreting deaf sign language interpreting deaf mental health mental health interpreting interpreting specialization interpreter training Date 12/10/2022 Type Text; Image; StillImage Identifier theses/226 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.; http://rightsstatements.org/vocab/InC/1.0/ Abstract Language concordant mental health care is the gold standard in supporting deaf people, however, there are not enough mental health providers who use American Sign Language (ASL). Use of interpreters remains necessary for provision of services. There is a chronic shortage of interpreters and even smaller numbers qualified for work in mental health settings. Many professional ASL/English interpreters choose not to work in mental health. Through qualitative interviews, this study explored reasons why. Participants shared their mental health interpreting experiences and reasons for no longer working in the setting. Data showed that a variety of demands related to the work of interpreting in mental health created substantial barriers for them. For one, they did not have any specialized training. There is only one comprehensive mental health interpreter training in the U.S. Participants experienced lack of preparedness, difficulty understanding language impacted by mental health symptoms, challenging intrapersonal responses, and limited access to structured professional support. This study examined barriers to the work of mental health interpreting, explored recommendations, and is a step in the direction toward identifying facilitators to mental health interpreting. Date Available 12/10/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Audrey Ramirez-Loudenback, Alexander Wilkins Type thesis -- Url https://wou.omeka.net/s/repository/item/4151 Title “Ever since I left the city”: An auto-ethnographic action research project on interpreting in a K-12 setting Creator Halle Hamilton Subject Education Other Languages Societies and Cultures K-12 Interpreting Social Capital Auto-ethnography Action Research Mentoring Date 8/3/2018 Type Text Identifier theses/129 Language eng Rights http://creativecommons.org/licenses/by-nc/4.0/ Abstract 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. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4150 Title ¿Tú no entiendes? Medical Interpreters and Dominican Spanish Creator Ashley Lilón Subject Caribbean Languages and Societies Language Interpretation and Translation Spanish Linguistics interpreting Dominican Spanish linguistic prestige cross-dialectal communication Date 6/5/2022 Type Text; Image; StillImage Identifier theses/166 Language eng; spa Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Spanish interpreters working in health care can often be expected to handle a wide variety of accents and dialects though they may not always be familiar with the specific dialects they are interpreting. Codes of ethics and standards of practice are lacking in solutions that interpreters can employ when working with unfamiliar dialects, outside of recusing themselves from assignments or managing with clarifications (California Healthcare Interpreting Association, 2002; Hernandez-Iverson, 2010; National Council on Interpreting in Health Care, 2004). There is currently little to no research available on medical interpreters’ management of unfamiliar dialects and also limited to no educational opportunities for interpreters to improve these skills. The objective of this thesis was to survey what dialects of Spanish interpreters are most and least familiar with, as well as to compare the perceptions that interpreters have about how they handle an unfamiliar dialect such as Dominican Spanish. This was done by calculating rate of errors in interpreters’ renditions of a short vignette of a patient-provider appointment in which the patient is a native speaker of Dominican Spanish. This study will examine interpreters’ identification of challenges (demands) when working with Dominican Spanish as well as their potential responses (controls) to see if educational opportunities on cross-dialectal communication are an option that interpreters even consider. Date Available 6/8/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Patricia Giménez Eguíbar, Michelle Pinzl Type thesis -- Url https://wou.omeka.net/s/repository/item/4149 Title "Pursue Some Path": Green Space as a Self-care Method Creator Caitlin Masterson Subject Environmental Studies Leisure Studies Other Mental and Social Health Outdoor Education Urban Studies and Planning Green Space stress interpreting self-care Date 12/11/2019 Type Text Identifier theses/135 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research begins with an exploration of “Green Space,” a theory that claims nature has a deep and meaningful impact on the psyche. Green Space has been shown to help reduce anxiety and increase attention, creativity, and memory. The Transactional Theory Framework is examined in tandem with Green Space theory. The transactional theory is a means to evaluate the processes of coping with stress and stressful events. I applied the concept of Green Space as a primary self-care method and then collected and analyzed data. I looked at how Green Space combats stress and burnout. Additionally, I explored in what ways Green Space impacts my work as an American Sign Language/ English interpreter. I did this by viewing and/or participating in a Green Space event, collecting data via daily journaling, as well as writing pre and post journal entries, and creating work samples Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4148 Title "I Need Help! The Journey of a Novice Interpreter with Their Mentor and Coach" Creator Daniela Lopez Subject Coaching mentoring novice interpreter apprentice proteges and student interpreter Date 12/1/2022 Type Text Identifier theses/232 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. http://rightsstatements.org/vocab/InC/1.0/ Abstract My coach always made sure that center of our sessions was to achieve long-term excellent performance. I would present a problem area in my work that I wanted to improve, and my coach would focus our meetings on how we can better this problem, but also ensure that this issue would longer linger in my work. That approach was successful, as that problem area was improved, and it no longer remains in my work. Therefore, one of the end products from my coaching was long-term excellent performance. Date Available 12/8/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4147 Title Traditional Commerce Meets Big Data- e-commerce Era Has Arrived Creator Dongxue Leng Subject Management Information Systems Date 3/23/2018 Type Text Identifier computerscience_studentpubs/3 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract project will compare the different sources for Coach handbag, circular saw and red wine. It allows us to examine the advantages and disadvantages of each source. It is important to understand the process for starting a store on each of these platforms. Each of the platforms has advantages and disadvantages. A comparison of hosted commerce and self hosted commerce allows companies to make an informed choice. Using the Magento platform to demonstrate the building of the main components of an online site, this demo can show inventory, sales, and how to add products. An e-commerce platform like Matengo, provides the resources to customize and host an online store. More and more people would like to choose online shopping. When the market is growing rapidly, companies are supposed to have better opportunities to make money. Traditional stores are typically limited to serving customers within a reasonable driving distance from their stores. Many traditional commercial businesses would like to break out of this situation and move forward with e-commerce to increase sales and profits. Many e-commerce platforms provide services for building online stores, such as Amazon, Ebay and Yahoo. When a business wants to use one of the e-commerce platforms to build an online store, they need to know the conditions and requirements for establishing an online site. In the process of using online store operations, management and payment processes, the business will encounter security risks. Business needs to know how to use online stores to serve their advertising needs, promote products, and manage large amounts of customer data. Date Available 3/23/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scot Morse, Anna Mahony Type professional_project -- Url https://wou.omeka.net/s/repository/item/4146 Title The New Sharing Economy: How Developing Technologies Enable Dramatic Changes to Our Lives Creator Donglin Yu Subject Management Information Systems Sharing Economy Knowledge Management Geolocation Technology Date 3/21/2018 Type Text Identifier computerscience_studentpubs/9 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract Consumption is an essential part of people's daily lives. With the development of information technology and the popularity of the internet, people's daily consumption behavior is undergoing great change. More and more goods and knowledge individual consumers have are being shared, and the "sharing economy" is becoming a mainstream industry. As the sharing economy becomes more and more popular around the world, a lot of companies try their best to provide products or services within it. There are many opportunities for companies within the sharing economy, as well as many risks. At first, this research project introduces the correct understanding of sharing economy, and presents an integrated overview of what the sharing economy is. Secondly, it focuses on the knowledge management to analyze how most sharing economy companies use this new method promoting their operations. In the third part, in order to research how Uber gets the location information of users, this paper uses Google Maps API to create a simple website. Nextly, it makes an investigation of two new popular sharing economy companies(Airbnb and Uber) to understand the attributes that make them successful, and illustrates how existing mobile services help them provide necessary components in their daily businesses based on their mobile applications. Finally, the paper analyzes the common characteristics of failed companies may provide insight into success focusing on the bike sharing companies in China. Date Available 3/21/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scot Morse, Paul Disney Type professional_project -- Url https://wou.omeka.net/s/repository/item/4145 Title The Mobile Gaming Industry Meets Big Data Creator Huanqing Wu Subject Management Information Systems Mobile Gaming Industry Big Data Knowledge Management Date 3/21/2018 Type Text Identifier computerscience_studentpubs/10 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract Currently, the mobile gaming industry is taking over the video gaming industry. The convenience and universality of mobile devices are rapidly growing the revenue of the mobile gaming industry. With large amounts of players’ data leave both in-game and outside the game, mobile game companies can use techniques of “Big Data” to store and process the data they gathered, and increasing profits and competitive edge by using it. The paper addresses three aspects of using big data in mobile game industry: Taking a look at the types of user’s mobile data that are available to developers. Examining the ways that the collected data can help companies in optimizing the game experience. Precise delivery of material such as targeted advertising may prove to be a good way for mobile gaming companies to manage the data. In other areas of business, leading companies like Amazon, T-Mobile, and Starbucks are using big data, but only a few companies such as Tencent in the mobile gaming industry using big data to improve their business. While the mobile gaming industry is well-developed, there is still room to improve, and when they start using big data, a new era will unfold. Date Available 3/21/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scot Morse, Paul Disney Type professional_project -- Url https://wou.omeka.net/s/repository/item/4144 Title The Future of Analytics in the National Basketball Association Creator Dustin Triano Subject Management Information Systems Analytics Basketball NBA Technology Sports Data Technology in Sports Future of Basketball Date 6/14/2018 Type Text Identifier computerscience_studentpubs/1 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract Analytics have become an important part of the NBA and this paper highlights the uses and progressions that have been made. Sports have always kept statistics but the advancements in technology in our world have led to different ways for statistics to be tracked and used to help teams gain a competitive advantage. Sports analytics became popular in 2011 when the film “Moneyball” was released, this movie told the story of the Oakland Athletics’ general manager who used key metrics to build a low budget team that was successful. Other sports franchises began to use the data to their advantage and itchanged the NBAcompletely. The NBA now uses analytics in their business decision-making as well as in decisions made on the court. This paper looks at three main problems that come with the use of analytics: the difficulty of tracking, storing, and sorting the data, the problem of knowing what data to use and how to use it effectively and finally, the problem of people not wanting to, or being slow to, implement the new system. Technology has played a large role in solving the first of the three problems. The use of software and programs has given analytic staff members the ability to record and store data into databases that can easily produce valuable information. Programs such as Second Spectrum, Synergy Sports Technology, and SportVU allow games to be recorded through video and provide hundreds of statistics that are useful to teams. Programming languages such as SQL and R can be used by team staff members who know how to interpret the data and provide documents or figures that can be used by players and coaches to increase their knowledge about certain aspects of the game. The solution of the second problem comes through the acquisition of the analytic staff members by NBA organizations, as they are able to provide useful information to the people who need it by recalling stats from the databases and using them to produce metrics that gives their team knowledge. The final problem is one that is ongoing; when systems change, or new methods are introduced, some people are hesitant to adapt. The use of analytics by NBA teams has been proven to work. The adoption of the use by some teams has given them success and it can be traced back to how the organization uses analytics. This paper shows that the future of the NBA is analytics and it also shows how the game has changed from this use. This paper also explores the possibility of future research that could be done in the field of sports analytics and how it may impact the world of sports. Date Available 6/14/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Mark Salisbury, Mitchel Fry Type professional_project -- Url https://wou.omeka.net/s/repository/item/4143 Title The Democratization of Artificial Intelligence Creator Dan Li Subject Management Information Systems AI Machine Learning face recognition， training model， statement of problems，technology method Date 3/21/2018 Type Text Identifier computerscience_studentpubs/11 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract This project presents a comprehensive overview of the tools and resources available to business to leverage the latest advancements in machine learning. Image classification of machine learning is a new trend for now and the future. Machine learning will continue to be developed more widely and deeper. Based on machine learnings’ development, this project will give a sample of face recognition. Machine Learning services can reach different types of demands for business. For example, how does business get machine learning help from Microsoft Azure. Date Available 3/21/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scot Morse, Type professional_project -- Url https://wou.omeka.net/s/repository/item/4142 Title Online Grocery and Meal Kit Delivery Services: Disruption for Traditional Grocers and Food Preparation Creator Junyi Zhao Subject Online Grocery Meal kit delivery Mockplus Date 3/21/2018 Type Text Identifier computerscience_studentpubs/6 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract People need to eat. The most common way that people feed themselves is going to the grocery store, and buying some fresh ingredients for one week. They go back home every night to cook those ingredients. Problems include: high cost, food spoilage and waste, cooking difficulties, traveling frequently to the store, and lack of food preparation help. Meal kit delivery services and online groceries can solve these problems. Traditional grocery stores need to make changes. They need a system to help them to improve their service. Date Available 3/21/2018 Department or school name within institution Computer Science Note David Olson, Scot Morse, Mark Elton Type professional_project -- Url https://wou.omeka.net/s/repository/item/4141 Title Mobile Payments in United States: Challenges, Opportunities and Solutions Creator Zitong Zhang Subject Management Information Systems Date 3/21/2018 Type Text Identifier computerscience_studentpubs/4 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract Innovation in technology has changed the way individuals fulfill an easier payments method in people’s lives, which is called Mobile Payments. It can be defined as any payment transaction, whether in close or remote proximity, executed on mobile devices or internet payments made through mobile phones. The M-Payments market is potential, as the different trends in business models and technologies shape the M-Payments evolution. Business decision makers may use these insights to develop action plans to seize the M-Payments opportunity. However, some problems remain, especially the adoption of mobile payment in the U.S moved slowly, but is increasing and expanding widely throughout Europe and Asia countries. This project provides an integrated view of improvements to mobile payments in both the U.S. and China, and analyzes the factors that influence the adoption of mobile payment apps in U.S. The author compares different third-party payments to explore the valuable functions, demonstrate new technologies of mobile payments and the integration of mobile payments with e-commerce website and mobile applications that improve transaction efficiency and make it easier to pay. Date Available 3/21/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scot Morse, Tom L.Burrell Type professional_project -- Url https://wou.omeka.net/s/repository/item/4140 Title Introducing Lightweight aPaaS Mobile Applications: WeChat Mini Program Platform Creator Lexin Ning Subject Computer and Systems Architecture Date 3/19/2018 Type Text Identifier computerscience_studentpubs/12 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract Nowadays, people dislike smartphone and computer applications because of their complex processes. A Platform as a Service (aPaaS) applications is showing its essential value. APaaS is a cloud-based service that offers a development environment for application services for various devices. For example, the famous online video game PUBG (PLAYERUNKNOWN'S BATTLEGROUNDS) requires a GPU (Graphics Processing Unit) that is better than any MacBook has, so Apple and NVIDIA came up with the idea to run the game in the cloud. NVIDIA provided all the hardware and Apple provided the interfaces the game required[1]. For smartphones, WeChat published the mini program platform to provide a second entrance to applications. This project will use mini programs to introduce aPaaS and analyze the differences between mini programs and native applications. Mini programs are similar to native applications but they do not need to be installed or deleted. Additionally, lower cost and more functionality bring more benefits to small businesses, and highly efficient development is a benefit for developers. Currently, mini programs cannot achieve all the functions of native applications or websites, so a market analysis must be completed before it is used. However, it is possible for the Mini Program platform to become an app supplier, and other app stores fear them occupying the market. All the steps for how to make and use mini programs to improve the business income will be shown. Date Available 3/19/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program.) Department or school name within institution Computer Science Note David Olson, Scot Morse, Anna Mahony Type professional_project -- Url https://wou.omeka.net/s/repository/item/4139 Title Development of Staffless Convenience Stores: How Automation and Intelligent Systems can Transform the Retail Shopping Experience Creator Yue Chen Subject Management Information Systems Date 3/21/2018 Type Text Identifier computerscience_studentpubs/7 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract This research project presents an integrated overview of how the new technologies are altering traditional convenience stores to be an original convenience store, and are providing customers with a different shopping experience. It begins by establishing a definition and introducing three examples of staffless convenience stores, followed by classification of staffless convenience stores by their technologies. Secondly, it states three main problems, which are overhead costs on labor, a different shopping experience, and how technologies work in a staffless store, explaining an integrated overview of staffless convenience stores. In the third part, it analyzes the business components containing target audience, four Ps, and SWOT analysis which are used to do the marketing strategy. Also, it also figures out the feedback from customers who have already shopped in a staffless store and the reasons for their willingness of buying in a staffless store. In the paper, it tests a demonstration about teaching a machine to recognize an image and to show the result. Finally, it uses three examples of staffless convenience stores to illustrate their operation principle with technologies such as facial recognition, Radio-frequency Identification (RFID), e-payment, etc. It makes some comparison between staffless convenience stores and traditional convenience stores with data to demonstrate the benefit of running a staffless convenience store. Date Available 3/21/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scot Morse, Mark Elton Type professional_project -- Url https://wou.omeka.net/s/repository/item/4138 Title Cloud Storage Applications and Cloud Platforms: Analysis, Trends, and Uses Creator Rui Zhang Subject Management Information Systems Date 3/23/2018 Type Text Identifier computerscience_studentpubs/2 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract I have been an international student studying five years at Western Oregon University, which is nestled among the hills and rivers. Not only does the campus provides a safe haven and an extremely beautiful study atmosphere, but it also provides an advanced knowledge of science and technology. This assignment is my graduate final project. Before choosing the topic that I would like to research, I asked myself, what habit has made the biggest difference for me in this five years of overseas life and study. The most obvious changes were I gave up flash drive USB and have used to cloud storage, like Google Drive, Apple cloud, and so on. Nowadays, the USB flash drive has been abandoned, but us still needed sometimes for computer-to-computer file transfer at home. Cloud storage especially appeals to those have ever lost important data on a failed or lost the flash drive. Cloud storage is a new substitute for the older storage way. The explosion of cloud storage is all the rage from the small tech companies to the large, wealthy tech giants Amazon, Apple, Google and Microsoft, and which is one of the most significant trends of this decade. With the rapid development the amount of data, all industry has also become critically dependent on data availability. Nearly everyone is looking forward to accessing their data continuously and quickly from any device system, at any time, from any location. In order to obtain the accurate trend data of the Cloud platform, this professional project analyzes the cloud storage industry market value and development especially Amazon’s AWS (Amazon Web Services)- S3(Amazon Simple Storage Service). The research will explain what is physical implementation back to the cloud. With the cloud storage becoming more and more popular, is cloud storage suitable for all customers? Therefore, this paper will compare their respective performance and prices. It will also create a AWS account and access the AWS S3 cloud storage from a programmer’s standpoint and make a low-level demonstration on my Mac OS operating system. Date Available 3/23/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scot Morse, Randy Palmer Type professional_project -- Url https://wou.omeka.net/s/repository/item/4137 Title Approaches to Data Visualization for Business Applications and their Importance Creator Xiaoqi Liu Subject Data visualization Date 3/21/2018 Type Text Identifier computerscience_studentpubs/5 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract With the development of the Internet, people now need to process multitudes of information every day. Organizations process and analyze the data to extract valuable information that guides their operation. Data visualization is an important method for understanding the information. The paper addresses three aspects of data visualization: Data visualization tools provide alternate ways to view data and make it more understandable. Tableau is easy to use. It provides users a strong visualization performance and does not require a coding background. R is an alternative for more complex data visualization and data manipulation, and it can explore data using other methods, such as statistical modelling. Tableau is a software that produces interactive data visualization products; it does not require any coding background and technology knowledge. It is easy to start with, provides strong performance, and displays the visual data in beautifully organized graphics to help users understand and analyze the data. R is an open source programming language and software which provides a strong performance in data manipulation and data visualization; it requires a coding and mathematics background. Although R has a steep learning curve, people would receive significant rewards once they master it. Date Available 3/21/2018 Department or school name within institution Computer Science Note David Olson, Scot Morse, Tom L. Burrell Type professional_project -- Url https://wou.omeka.net/s/repository/item/4136 Title Advancing Business Communications with Real-Time Communications (RTC) Technologies Creator Chenjiong Yu Subject Management Information Systems Real time communication Communication Platform WebRTC Date 3/21/2018 Type Text Identifier computerscience_studentpubs/8 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract This project focuses on the real-time communication (RTC) technologies used in business—instead of legacy communication tools (e.g., email, mobile, etc.) to interact with customers and exchange information between employees. However, businesses do not want to eliminate the old forms of communication; they are more likely to combine old and new forms of communication tools to build a multi-functional communication platform. RTC technology plays a critical role and not only makes real-time chat efficient but also improves the customer experience and employees’ productivity. This project focuses on three areas. Real-time communications (RTC) technologies offer features that overcome many of the weaknesses of common methods of communication. Comparing the features and functions of three RTC platforms Studying business expectations and improvement of current RTC software Date Available 3/21/2018 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scot Morse, Randy Palmer Type professional_project -- Url https://wou.omeka.net/s/repository/item/4135 Title A Guide: NoSQL or Relational Database, Which One is Suitable for Your Requirements? Creator Zan Zhang Subject Management Information Systems NoSQL MongoDB RDBMS Horizontal scalability Big data Date 6/13/2017 Type Text Identifier computerscience_studentpubs/13 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract Database systems are critical to the operation of organizations. In the long-term, relational databases, using SQL (Structured Query Language) programming, have dominated the database field. Nevertheless, the emergence of the NoSQL database has changed this situation gradually. More and more organizations are considering the NoSQL databases for their operations. Both these two database systems have their advantages and disadvantages. These systems operate on fundamentally different principles and have different characteristics. However, there is no clear guidance for choosing which database type to use in various situations. To solve this problem, this paper examines specific databases, such as NoSQL ( MongoDB) and relational database (Oracle), to compare their properties in different business and technology situations. Conclusions are made based on the present analysis to solve the problems as a guide. Date Available 6/13/2017 Degree This project was submitted as part of the requirements for the Masters in Management and Information Systems program. Department or school name within institution Computer Science Note David Olson, Scott Morse, John Leadley Type professional_project -- Url https://wou.omeka.net/s/repository/item/4134 Title Heroes or Villains: Placing Narcocorridos in the Mexican Corrido Tradition Creator Sarah Berry Subject corrido tradition narcocorrido Date 4/1/2012 Type Text Identifier pat/3 Language eng Rights Western Oregon University Library has determined, as of 05/31/2023, 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/ Abstract In this paper I sought to understand whether narcocorridos represent an aberration or a continuation of the corrido tradition. Drawing upon the subaltern theories advanced by Antonio Gramsci, we find that corridos represent a form of cultural communication in an extremely class stratified society. The concept of the social bandit as conceived by the British Marxist historian Eric Hobsbawm sheds further light on how and why heroes—or anti-heroes—are treated not only as real men, but archetypal manifestations of agency and self-determination that is out of reach for all but a few. Exploring the historic roots of the Mexican corrido we see that the narcocorrido is deeply rooted in Mexican culture, and like the traditional corridos of the Revolutionary period represent a narrative attempt to reconcile complex and often contradictory elements of daily life in a country ‘at war.’ Bibliographic Citation Berry, Sarah. “Heroes or Villains: Placing Narcocorridos in the Mexican Corrido Tradition.” Paper presented at the Phi Alpha Theta Pacific Northwest Regional Conference, Spokane, Washington, April 12-14, 2012. Note John Rector --