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Culturally Responsive Teaching, Kimberly Shorey
Culturally Responsive Teaching, Kimberly Shorey
Honors Program Theses and Projects
Many classrooms, across all academic domains (reading, math, science, and social studies), are not culturally inclusive in terms of student race and ethnicity. As teachers, we can address this problem by promoting and incorporating culturally inclusive practices as we present subject content. Culturally responsive teaching promotes equitable student growth and development in the academic classroom. The primary purpose of this research was to build a website that shares culturally responsive teaching methods that educators can implement for their students. This online resource shares techniques for implementing an array of culturally diverse books into the curriculum, integrating cultural aspects into math …
The Effects Of Critical Literacy Theory On Listening Comprehension And Student Engagement, Jay Girvan
The Effects Of Critical Literacy Theory On Listening Comprehension And Student Engagement, Jay Girvan
Honors Program Theses and Projects
The purpose of conducting this study is to better understand and assess the current critical literacy practices of classroom teachers and to gain a better understanding of how well these strategies increase engagement and reading comprehension of texts, especially those that address social justice issues. As outlined by the principles of critical literacy theory, teachers are encouraged to help readers understand the author’s intent. By comparing read-alouds not using critical literacy strategies and others with the preferred approach, researchers will be able to examine the differences in both student engagement and listening comprehension. Alongside anecdotal records and post reading comprehension …
Black History In The Early Childhood And Elementary Classrooms: Teacher Beliefs And Practices, Shannon Mccormack
Black History In The Early Childhood And Elementary Classrooms: Teacher Beliefs And Practices, Shannon Mccormack
Honors Program Theses and Projects
Educators across the United States have struggled with meaningfully yet appropriately addressing race within History and Social Studies lessons at the Early Childhood and Elementary level. Previous research has revealed the importance of these conversations and the benefits that learning accurate history has for students of all racial backgrounds. The literature has also revealed the discomfort and apprehensiveness that educators may feel while confronting and teaching about our nation’s complex and often grim history. The purpose of this research was to analyze teachers’ beliefs and comfortability regarding addressing race in the classroom and how that translates to their teaching practices. …