Abstract
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.
Exit Requirement
Action Research
Date of Award
6-11-2021
Degree Name
Master of Arts in Teaching (initial licensure)
Committee Chair
Melanie Landon-Hays
Committee Member
Lisa Keating-Thomas
Keywords
education, equity, relationship building
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Education
Recommended Citation
Eiffler, B. (2021). Creating an Equitable Classroom Through Relationship Building (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/101
Rights Statement URL
http://rightsstatements.org/vocab/InC/1.0/
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
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