This Action Research Project studies my individual growth as an educator through the lens of specific high-level practices. The intention of this document is to then perform phenomenological analysis of my own instructional choices as a student teacher. Through consideration of my clinical setting and student assets, three specific research questions were created to reflect on classroom successes or where there is room for improvement. Those three questions revolve around my understanding and implementation of differentiation, scaffolding, and literacies in the high school English language arts classroom for grade 10 students. In order to fully flesh out these concepts, you’ll find a philosophy of teaching, review of relevant educational literature, exploration of methods, data analysis, and implications within the distinct chapters.
Therefore, the overarching theme of this project is not to bask in successes or wallow in mistakes, but to become more efficient at recognizing those successes or mistakes and determining why they have occurred. Teaching is a constantly reflective practice that requires me to be a lifelong student of education itself. As I become more confident in this type of process, I will become a consistently better educator for all my students.
Date of Award
Master of Arts in Teaching (initial licensure)
ARP, differentiation, scaffolding, literacies
Type (DCMI Terms)
Educational Assessment, Evaluation, and Research
McLane, L. (2021). Improved Instructional Practices Through Reflective Data on Differentiation, Scaffolding, and Expanded Literacies (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/85
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