Effects of a Multimedia Professional Development Package on Inclusive Science Teachers' Vocabulary Instruction

Autor/inn/en	Kennedy, Michael J.; Rodgers, Wendy J.; Romig, John Elwood; Lloyd, John Wills; Brownell, Mary T.
Titel	Effects of a Multimedia Professional Development Package on Inclusive Science Teachers' Vocabulary Instruction
Quelle	In: Journal of Teacher Education, 68 (2017) 2, S.213-230 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116687554
Schlagwörter	Vocabulary Development; Science Instruction; Multimedia Instruction; Faculty Development; Inclusion; Science Teachers; Disabilities; Teaching Methods; Student Needs; Middle School Teachers; Observation; Evidence Based Practice; Video Technology; Instructional Materials; Feedback (Response); Coaching (Performance); Vignettes; Technology Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multimediales Lernen; Inklusion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Vocabulary knowledge is vital for students' success in school and beyond. However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary-level content area courses. Because many students with disabilities are now educated primarily in general education classrooms, their teachers report needing more professional development on instructional strategies to support this population. Using a multiple-baseline design, we tested the efficacy of a multimedia, multicomponent professional development package in which middle school science teachers in inclusive classrooms promoted science vocabulary knowledge. The professional development package improved the quality of the teachers' use of evidence-based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01