Abstract
Utilizing evidence-based strategies to increase student engagement and intrinsic motivation will deepen overall learning. As well as foster a lifelong love of learning that students take with them throughout their lives. This research project details an analysis of a student teacher’s instruction and planning of curriculum during their practicum experience in the 2021 - 2022 school year. I spent the year in an 11th-grade English language arts classroom. The research details an analysis of the following questions:
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How have my differentiation strategies improved throughout my teaching to increase accessibility and equity?
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How have I improved my own teaching through the implementation, reflection, and analysis of evidence-based teaching practices?
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How have I improved my teaching of English language arts through content-specific strategies to increase overall engagement and deepen learning?
Data was analyzed from journal entries, lesson plans, and supervisor feedback. This paper includes a philosophy of education, a literature review, research methods, presentation of data, implications, and concluding analysis.
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
Jason Jenkins
Keywords
Education, accessibility, high leverage practices, intrinsic motivation, engagement
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Education
Recommended Citation
Warren, M. (2022). Integrating Best Instructional Practices into the English Language Arts Classroom (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/194
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