A Beginning Investigation of High-Leverage and Best Practices for Engaging LGBT Students of Color: An Action Research Project
Item
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Title
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A Beginning Investigation of High-Leverage and Best Practices for Engaging LGBT Students of Color: An Action Research Project
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Creator
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Theodore Rodrigues-Smith
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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
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Date
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6/1/2021
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Abstract
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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.
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Committee Member
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Kenneth Carano, Heather McLean
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Rights
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Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.
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http://rightsstatements.org/vocab/InC/1.0/
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Language
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eng
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Date Available
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6/10/2022
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Type
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Text
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Identifier
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theses/79
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