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Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices
ARTICLE

, Mary Baldwin College, United States ; , , University of Virginia, United States ; , James Madison University, United States ; , University of Virginia, United States

TATE Volume 44, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

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 July 21, 2019 from .

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

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