| 000 | 01948nam a22002777a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20241011121902.0 | ||
| 008 | 241011b |||||||| |||| 00| 0 eng d | ||
| 022 | _a0220574 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aHD61 RIS |
| 100 | 1 |
_aRimbey, Michelle _eauthor |
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| 245 | 1 | 0 |
_aSupporting teachers to implement contextualized and interactive practices in vocabulary instruction _ccreated by Michelle Rimbey, Margaret Mckeown, Isabel Beck and Cheryl Sandora |
| 264 | 1 |
_aBoston: _bBUSE, _c2016 |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal of Education _vVolume 196, number 2 |
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| 520 | 3 | _aThis descriptive study explored how teachers implemented interactive practices during their vocabulary instruction after participating in a professional development initiative. The professional development was comprised of an initial workshop to provide an overview of vocabulary research and instruction, opportunities for teachers to receive targeted feedback on audiotaped classroom lessons, and an interim session where 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 meetings 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 between pre- and post-intervention lesson transcripts. | |
| 650 |
_aSupporting teachers _vContextualized and interactive practices _xVocabulary instruction |
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| 700 | 1 |
_aMckeown, Margaret _eco-author |
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| 700 | 1 |
_aBeck, Isabel _eco-author |
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| 700 | 1 |
_aSandora, Cheryl _eco-author |
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| 856 | _uhttps://doi.org/10.1177/002205741619600205 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c167691 _d167691 |
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