Abstract
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.
Exit Requirement
Action Research
Date of Award
6-11-2022
Degree Name
Master of Arts in Teaching (initial licensure)
Committee Chair
Melanie Landon-Hays and Amy Bowden
Committee Member
Scott Graves
Keywords
empathy, engagement, peer-learning, reading, language arts, diversity, relationship-building, literature
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Language and Literacy Education
Recommended Citation
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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