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Title
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Teaching for Empathy in the Language Arts Classroom
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Creator
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Cylinda Neidenbach
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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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6/11/2022
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Abstract
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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.
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Committee Member
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Melanie Landon-Hays and Amy Bowden, Scott Graves
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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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6/8/2022
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Type
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Text
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Identifier
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theses/159
