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.
Date of Award
Master of Arts in Teaching (initial licensure)
Melanie Landon-Hays and Amy Bowden
empathy, engagement, peer-learning, reading, language arts, diversity, relationship-building, literature
Type (DCMI Terms)
Language and Literacy Education
Neidenbach, C. (2022). Teaching for Empathy in the Language Arts Classroom (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/159
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Additional FilesNeidenbach, Cylinda ARP.pdf (528 kB)
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