Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices
Emily Ely, Mary Baldwin College, United States ; Michael J. Kennedy, Paige C. Pullen, University of Virginia, United States ; Mira Cole Williams, James Madison University, United States ; Shanna Eisner Hirsch, University of Virginia, United States
TATE Volume 44, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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: An International Journal of Research and Studies, 44(1), 35-43. Elsevier Ltd. Retrieved March 24, 2023 from https://www.learntechlib.org/p/202201/.
This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.07.012