Education Commons^™

Teaching Dystopia In Dystopian Realities: Trauma-Informed Pedagogy And The Dystopian Novel After Covid-19, Emily Rose Lavrador

Cal Poly Humboldt theses and projects

This project advocates for a trauma-informed approach when teaching dystopian literature, particularly those with plague or pandemic plots. To have a truly student-centered approach in the classroom, trauma-informed pedagogy is necessary for students not only to learn comfortably, but to actively be creative or retain information.

Dystopian literature is assigned and consumed at pervasive rates; this popularity calls for additional attention to its teaching. The survey data presented in this project shows that 68 of 100 students had been assigned one or more dystopian texts through school years 2020 onwards, and 72 additionally were seeking out the dystopian genre on …

Writing Across The Curriculum In Secondary Education, Katie L. Moles

Cal Poly Humboldt theses and projects

Academic writing is an undervalued practice in secondary education. Many teachers outside of the English Language Arts struggle to implement writing into their curriculum due to their lack of confidence in teaching different writing skills and the amount of time teaching and assessing writing can require. Writing is extremely beneficial to students developing content knowledge and discursive writing skills; however, because not many teaching emphasize the importance of writing, students do not develop necessary writing skills. In California, 49.88 percent of students in grades 3-11 who participated in the California Assessment of Students Performance and Progress (CAASPP) did not meet …

Promoting English Fluency Through Peer Feedback And Dialogue Journals In An Esl College Classroom, Sarah L. Stone

Cal Poly Humboldt theses and projects

This study investigated research methodologies which were proven to be successful in promoting English fluency among ESL students in the college level classroom. The history of second language learning was tied to popular teaching practices, such as journal writing, dialogue journals, peer feedback, and teacher feedback. Due to a lack of cohesion between the above methods and a rising gap in related literature, an experiment was formed to determine whether dialogue journals could be combined with peer feedback to facilitate an accelerated comprehension of English as an L2 language. Over a three-month period, 19 ESL students at Gavilan College were …

Playing And Learning Through Text And Images: Examining Features Of Adolescent Literacy And The Potential Of Graphic Novels As A Supportive Tool, Emily Ann Bushta

Cal Poly Humboldt theses and projects

Graphic novels have been making their way into the classroom steadily during the past two decades. Whether their use is for a pedagogical purpose or pleasure, graphic novels are grabbing the attention of adults and youth alike. As general interest arises surrounding graphic novels, increased scholarship discussing their purpose, structure, and use has appeared across a variety of disciplines. Educators, especially those with younger students, are drawn to the genre. Their interest has produced a growing body of literature; however, these publications often lack quantitative data and typically offer qualitative conclusions about the benefits of graphic novels in classroom contexts. …