Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices
Abstract
Teacher education efforts must prepare future teachers to implement evidence-based practices that are effective for all students. A strand of practices necessary for reading competence is vocabulary instruction; however, teachers spend less time teaching vocabulary as opposed to other literacy skills. In this experimental study, researchers investigated a multimedia-based intervention, which pairs video with a Content Acquisition Podcast (i.e., video plus CAP) to teach preservice teachers (N = 49) to implement vocabulary practices with struggling students. Those who watched the video plus CAP used significantly more teaching behaviors associated with an evidence-based vocabulary practice during instruction than the comparison group.
Reference
Ely, E., Kennedy, M. J., Pullen, P. C., Williams, M. C., & Hirsch, S. E. (2014). Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices. Teaching and Teacher Education, 44, 35–43. http://doi.org/10.1016/j.tate.2014.07.012
Journal
Teaching and Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- Elementary
- Special Education
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
49
Duration of Data Collection
Data Sources
- IVI fidelity checklist (observation instrument) (Maynard et al., 2010)
- pre-/post-assessment
Data Analysis Tools
Researcher Positionality
Research Questions
To what extent can video plus CAP (a)
support preservice teacher knowledge of effective vocabulary
instruction, and (b) help preservice teachers demonstrate vocabulary
practices embedded in IVI with struggling elementary student(s)
compared with peers who only read the same content?
Is this research question explicit from the manuscript? Yes