This action research project was completed as an action research project as part of Western Oregon University’s Master of Arts in Teaching program to complete initial licensure requirements alongside a period of student teaching in a middle school social studies classroom.
This action research project focused on the following three research questions: 1) how has my understanding of lesson planning for teaching diversity through comparative cultures changed over the course of this action research project, 2) how has my approach to lesson planning with regards to effective instruction changed over the course of this action research project, and 3) how have my own attitudes toward teaching experiential learning through historical simulations changed over the course of this action research project?
By practicing reflective analysis through examination of lesson plans, lesson materials, formal observation feedback, and research journal entries, this action research project focuses on changes in understanding, attitudes, and approach. This research further examines subthemes of diverse perspectives, culturally appropriate terminology, lesson planning, and student engagement.
Date of Award
Master of Arts in Teaching (initial licensure)
Student Engagement, Appropriate Terminology, Planning, Comprehensive Distance Learning, Historical Simulation, World of Warcraft
Type (DCMI Terms)
Text; Image; StillImage
Junior High, Intermediate, Middle School Education and Teaching | Online and Distance Education | Secondary Education and Teaching
Young, N. (2021). Reflexive Analysis of Diversity, Effective Instruction, and Experiential Learning (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/83
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