Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers' Vocabulary Instruction

Autor/inn/en	Peeples, Katherine N.; Hirsch, Shanna Eisner; Gardner, Stephanie J.; Keeley, Randa G.; Sherrow, Breanna L.; McKenzie, Jennifer M.; Randall, Kristina N.; Romig, John Elwood; Kennedy, Michael J.
Titel	Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers' Vocabulary Instruction
Quelle	In: Teacher Education and Special Education, 42 (2019) 3, S.227-245 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gardner, Stephanie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406418801913
Schlagwörter	Multimedia Instruction; Feedback (Response); Instructional Improvement; Preservice Teachers; Vocabulary Development; Preservice Teacher Education; Reading Instruction; Instructional Effectiveness; Evidence Based Practice; Multimedia Materials; Video Technology; Program Implementation + Suchen Sie Ihr Suchwort? Multimediales Lernen; Unterrichtsqualität; Wortschatzarbeit; Lehramtsstudiengang; Lehrerausbildung; Leseunterricht; Unterrichtserfolg
Abstract	High-quality, effective vocabulary instruction is essential for supporting all students' academic success, and it is particularly important for students with disabilities. Teacher preparation programs are faced with the challenge of not only training preservice teachers to provide effective vocabulary instruction across grades and content areas, but also to prepare them to teach students with disabilities. This randomized control trial included 200 preservice teachers. We tested the effects that a combination of multimedia instruction and performance feedback on evidence-based practices for effective vocabulary instruction had on participants' knowledge and application of those practices. Compared with participants who received traditional lecture and text-based instruction and subjective feedback, we found that the group that received multimedia instruction and performance feedback implemented more of the practices, more frequently and for a longer duration. Implications for research and teacher preparation are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01