An Investigation of an Innovative Initiative to Support Teachers’ Robust Vocabulary Instruction

• In Event: Roundtable Session 29
  In Roundtable Session: Innovative Teaching Supports in Diverse Classroom Settings

Abstract

This descriptive study explored the effectiveness of a specific professional development model targeted to enhance teachers’ vocabulary instruction. Instantiation of the model comprised an initial workshop to overview vocabulary research and instruction, opportunities for teachers to receive targeted feedback on audio-taped classroom vocabulary lessons, and an after-school session where participating teachers discussed the process of implementation. Data were gathered through interviews and lesson transcripts. Teachers reported that they valued the feedback on classroom lessons and opportunities to meet with grade level colleagues. In addition, they reported positive changes in their instruction as a result of the professional development activities. Lesson transcripts showed that the instructional changes teachers reported corresponded to changes identified between pre and post intervention lesson transcripts.

Authors

• Michelle Ciancosi-Rimbey, University of Pittsburgh

• Margaret G. McKeown, University of Pittsburgh

• Isabel L. Beck, University of Pittsburgh

• Cheryl Sandora, University of Pittsburgh