-
Title
-
Creating an Equitable Classroom Through Relationship Building
-
Creator
-
Brynn Eiffler
-
Degree Name
-
Master of Arts in Teaching (initial licensure)
-
Project Type
-
action_research
-
Date
-
6/11/2021
-
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.
-
Committee Member
-
Melanie Landon-Hays, Lisa Keating-Thomas
-
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/
-
Language
-
eng
-
Date Available
-
6/10/2022
-
Type
-
Text
-
Identifier
-
theses/101
