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Direct linkPeeples, Katherine N.; Hirsch, Shanna Eisner; Gardner, Stephanie J.; Keeley, Randa G.; Sherrow, Breanna L.; McKenzie, Jennifer M.; Randall, Kristina N.; Romig, John Elwood; Kennedy, Michael J. – Teacher Education and Special Education, 2019
High-quality, effective vocabulary instruction is essential for supporting all students' academic success, and it is particularly important for students with disabilities. Teacher preparation programs are faced with the challenge of not only training preservice teachers to provide effective vocabulary instruction across grades and content areas,…
Descriptors: Multimedia Instruction, Feedback (Response), Instructional Improvement, Preservice Teachers
Download full textKennedy, Michael J.; Rodgers, Wendy J.; Romig, John Elwood; Mathews, Hannah Morris; Peeples, Katherine N. – Teacher Education and Special Education, 2018
Improving inclusive middle school science teachers' vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)-funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called…
Descriptors: Middle School Teachers, Science Teachers, Vocabulary, Faculty Development
Alves, Kat D.; Kennedy, Michael J.; Kellems, Ryan O.; Wexler, Jade; Rodgers, Wendy J.; Romig, John Elwood; Peeples, Katherine N. – Teacher Education and Special Education, 2018
General and special education teachers need to have an understanding of effective practices for providing vocabulary instruction to students with and without disabilities across grade levels and content areas. Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three…
Descriptors: Preservice Teachers, Vocabulary Development, Teaching Methods, Instructional Improvement
