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dc.contributor.authorNarvaez, Melissa
dc.date.accessioned2021-08-19T19:50:46Z
dc.date.available2021-08-19T19:50:46Z
dc.date.issued2020-07-03
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1493
dc.description.abstractThis professional development (PD) study focused on teaching, learning, and growing in providing bias free lessons across all subjects. The leading participant in this study was myself with the fundamental guidance of my mentor, field supervisor, and students. All intervention was guided by my mentor and field supervisor. Personal journaling conserved a culmination of goal completion over the duration of six months which also entailed feedback from others and self-reflection. Results from the study found body language, voice tone, manipulatives, and diversified lessons aided in cultivating lessons free of prejudice, granting engaging lessons for all students.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectBiasen_US
dc.subjectStudent engagementen_US
dc.subjectLiteracyen_US
dc.titleA Professional Development Study to Diminish Teacher Subject Based Bias to Improve Student Engagementen_US
dc.typeCapstoneen_US
thesis.degree.disciplineAdult Education and Instructional Designen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolSchool of Education and Leadershipen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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