An Examination of Secondary English Teachers' Vocabulary Instructional Practices and the Impact on Them from Professional Development

Autor/inn/en	Nelson, Kristin L.; Watkins, Naomi M.
Titel	An Examination of Secondary English Teachers' Vocabulary Instructional Practices and the Impact on Them from Professional Development
Quelle	In: Reading Improvement, 56 (2019) 3, S.118-133 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Middle School Teachers; High School Teachers; English Teachers; Teacher Attitudes; Vocabulary Development; Professional Development; Correlation; Teaching Methods; Instructional Effectiveness; Learning Strategies; Selection Criteria; Best Practices; Independent Study; Time Management; Public Schools; Massachusetts; Utah + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; English language lessons; Englischunterricht; Lehrerverhalten; Wortschatzarbeit; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selection criterion; Auslesekriterium; Selbststudium; Zeitmanagement; Public school; Öffentliche Schule; Master-Studiengang
Abstract	This study surveyed 649 secondary middle and high school English teachers from two U.S. states on their vocabulary instructional practices and on the professional development they had received to do so. The results showed that teachers are likely not selecting enough words of which to explicitly teach the meanings and that their methods of teaching are more teacher directed than student directed. It is unclear whether teachers are selecting mainly Tier II words, as recommended by research, but that they are clearly not differentiating their instruction for English Learners. In addition, as is true for teachers at all grade levels, teachers are not providing adequate instruction in independent word-learning strategies and spending much time raising students' consciousness about words and language in general. However, teachers with more than eight hours of professional development were significantly more likely to provide several types of instruction and to utilize specific assessment procedures. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/reading-improvement
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01