Teacher Perceptions and Contributions in a Formative Long-Term Vocabulary Intervention

• In Event: Poster Session 14
  In Poster Session: Division C, Section 1 Poster Session

Abstract

The objective of this study was to collect and analyze teacher perceptions and contributions during the formative development of a long-term vocabulary intervention. Twelve teachers from three sites, Midwest, South and West, were involved in a 3-year federally funded project to develop methods for orchestrating best-practices in vocabulary development in real classrooms. Using teacher interviews, logs, observations, surveys and exit focus groups, their concerns and suggestions were collected over a two year period. Six categories of formative contributions emerged from the data which helped shape the third and final year of the project.

Authors

• Camille Blachowicz, National Lous University

• James F. Baumann, University of Missouri - Columbia

• Patrick C. Manyak, University of Wyoming