Culturally Responsive Teaching Can Support Student Engagement and Inclusiveness in Physical Education
Item
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Title
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Culturally Responsive Teaching Can Support Student Engagement and Inclusiveness in Physical Education
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Creator
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Trevor Karsseboom
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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Action Research Project
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Date
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6/15/2025
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Abstract
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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.
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Keywords
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Culturally responsive teaching
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student voice in PE
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differentiated instruction
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Committee Member
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Rachel Harrington
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Nancy Tedder
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Rights
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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.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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Text
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Identifier
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TrevorKarsseboom_ARP_2025
