This action research project (ARP) is an analysis of my practice of becoming a teacher based on the educational classes I underwent in the Masters of Education Program at Western Oregon University. I analyzed my planning, instruction, and assessment data from my student teaching placement. I aligned my research with the Interstate Teacher Assessment and Support Consortium (InTASC) standards. In this ARP I attempted to analyze the implementation of Culturally Responsive Pedagogy in an 8th-Grade US History Classroom. A secondary research goal was to determine if my use of technology in the classroom enhanced student learning. My findings suggest that Cultural Responsive teaching alone is insufficient as a single teaching principle. In simple terms, contrary to my initial assumption, being a culturally responsive teacher requires using CRT as a tool in the toolbox of teaching, not the entire toolbox. In regards to my use of technology in the classroom reflect similar findings. Technology use in the classroom can be used to enhance student learning, but can not be solely relied upon as the only means of instruction.

Exit Requirement

Action Research

Date of Award


Degree Name

Master of Arts in Teaching (initial licensure)

Committee Chair

Joshua Schulze

Committee Member

Melanie Landon-Hays



Type (DCMI Terms)


Subject Categories


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