Abstract

As an action research project (ARP), this paper seeks to analyze the educational practices of planning, instruction, and assessment as they align with Interstate Teacher Assessment and Support Consortium (InTASC) standards. Specifically, this ARP seeks to understand current strategies, practices, and materials used in LGBTQ+ inclusive social studies classrooms and how improvement can be made at the middle school level. Themes such as gaps in research and lack of teacher support were identified through personal experience, a review of literature, and data collection. Findings suggest the most effective practice is that of a critical pedagogy that encourages students to question and seek answers regarding the marginalization of groups and narratives throughout history.

Exit Requirement

Action Research

Date of Award

6-11-2022

Degree Name

Master of Arts in Teaching (initial licensure)

Committee Chair

Joshua Schulze

Committee Member

Telia McDonald

Committee Member

Hillary Fouts

Keywords

LGTBQ+ inclusion, middle school, social studies, history, queer history, critical pedegogy

Language

eng

Type (DCMI Terms)

Text

Subject Categories

Education

Rights Statement

Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.

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http://rightsstatements.org/vocab/InC/1.0/

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