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Mazurett-Boyle, Rosa
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2024-08-27
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Final Capstone.pdf
Adobe PDF, 6.01 MB
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Final PD Cover.pdf
Adobe PDF, 55.46 KB
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Abstract
As educators it is our job to give students the most efficient opportunity to be successful. Not
only do educators teach curriculums, but they also teach life lessons, cognitive, and social skills. This capstone project aims to inform educators on how to incorporate a culturally responsive
framework to a health curriculum. Since, English language learners (ELLs) find it difficult to
relate to material within the curriculum due to different experiences. In fact, to build
opportunities for all our students is important to build an environment where all students feel
comfortable, connected, involved, and valued. Health is a class that provides knowledge of
health and safety to students. This capstone includes a professional development to teachers on
how they can be culturally responsive with the context and topics that are covered in the
curriculum. Therefore, the PD strives for teachers to be aware of different cultural views when
teachings. Since the research shows that students are more responsible, respected, and engaged
when their teachers are intuitive with them. In New York State it is required that in Middle
School all students complete 54 hours of health class and high schoolers a health credit is a
requirement for graduation. To ensure our students' success, this capstone proposes developing a more culturally responsive framework for health class for middle school curriculum.