REFLECTION

Upon my initial interest in furthering my academic career post-grad, the University of Kansas seemed like the perfect place. Through learning more about the accomplishments of the faculty and the focus on equity in education, there was no doubt in my mind that my interests, ambitions, and pursuits in life would be thoroughly improved by my experiences in this program. Through various research methodology and theory inquiry, I have developed a much better understanding of the characteristics of a strong literacy program; learning what it takes to develop the minds of students from varying backgrounds and experiences. These critical understandings consequently had a tremendous impact on me as a reading instructor, allowing me to develop my own skills and techniques to harness the most success within all of my students. My sole purpose for being in education is to be a fundamental tool in the fight for equitable education for all, and this program has given me more tools and the opportunity to do just that. 

In my undergraduate experience, I had been told many times by my professors that research would be a critical aspect of graduate school, and needless to say they were absolutely correct. What I did not know then, that I can affirm now, is that research was extremely fundamental in my development as an educator in the context of the classroom. I had no classroom experience prior to my entry into the program, so much of this research was foundational in my experience as a teacher. For example, when daunted with the task of creating and managing functional guided reading groups in my first year teaching, many considerations were made. However, authors like Lori Oczkus (2018) gave me tangible skills and techniques within the “Reciprocal Teaching Method” that gave me an opportunity to make small group learning time meaningful for my kids, yet rigorous enough for them to grow academically. Other research fundamental to my development as an educator were through the works of Banks & Banks (2013). These authors cemented my stern interest in creating a classroom welcoming to diverse bodies of students, but not lacking in rigor or expectations. They explain a subject called “equitable pedagogy” which essentially deems necessary that teachers develop skills, traits, and strategies that will allow for all students to be successful; equitable in the sense that all students have access and are able to succeed, not lowering expectations based on biases or experiences. There were many more authors who made critical considerations, but these are among the ones who most resonate with my personal experiences. 

The varying research theories that I was able to explore allowed me an opportunity to further develop my skills as a literacy instructor and equitable educator. I have been exposed to literary theory, methodology, pedagogical techniques, and other research that has given me an opportunity to use my knowledge and apply it to the classroom. As a fairly new educator, theories and practice are fundamental to my growth as an instructor. With the culmination of research based instructional practices and equity in mind, I can continue to be an advocate for all of my students, vowing to continue to grow and develop my practices for their sake. Thanks to this program, I am able to go out and aid in the fight for educational equity.