Graduate Program
Curriculum and Instruction
Degree Name
Master of Science in Education (MSEd)
Semester of Degree Completion
Spring 2023
Thesis Director
Amy Davis
Thesis Committee Member
Sham'ah Md-Yunus
Thesis Committee Member
Angela Glaros
Abstract
Ensuring that adolescents get the care and support they need to be successful both academically and socially is crucial as an educator. A major part of this process is examining your personal biases and beliefs in order to identify areas that may negatively impact the students in your classroom. This is especially true for students who are high needs, either in terms of learning differences or cultural differences. The following addresses how teachers can impact their students and what practices observable within the classroom have shown beneficial to students of diverse backgrounds, with a specific focus on Muslim students. This thesis will examine two questions, 1) to what extent do the conscious and unconscious beliefs regarding culture and learning of teachers impact lesson planning and delivery, and 2) how do these beliefs impact diverse students in the classroom, both in their academic and social-emotional learning and development?
Recommended Citation
Poeschl, Brooke, "Critical Consciousness, Social-Emotional Learning, and Serving Diverse Students" (2023). Masters Theses. 4970.
https://thekeep.eiu.edu/theses/4970
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Humane Education Commons, Secondary Education Commons
