Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development

Autor/inn/en	Lauterbach, Alexandra A.; Benedict, Amber E.; Yakut, Ayse D.; Garcias, Alejandra A.
Titel	Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development
Quelle	In: Journal of Science Teacher Education, 31 (2020) 1, S.56-74 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lauterbach, Alexandra A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1661738
Schlagwörter	Science Instruction; Faculty Development; Inclusion; Learning Disabilities; Vocabulary; Morphology (Languages); Teacher Competencies; Secondary School Teachers; Science Teachers; Evidence Based Practice; Teaching Methods; Vocabulary Development; High School Teachers; High School Students; Program Effectiveness; Knowledge Level; Communities of Practice + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inklusion; Learning handicap; Lernbehinderung; Wortschatz; Morphology; Morphologie; Lehrkunst; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; High school; High schools; Oberschule; Student; Students; Schüler; Schülerin; Studentin; Wissensbasis; Community
Abstract	Secondary students with learning disabilities are likely to learn science in an inclusive classroom. Their success often depends on teachers' ability to support their literacy needs. In this quasi-experimental study, we examine the effect of teacher' involvement in intensive professional development designed to deepen secondary science teachers' knowledge of evidence-based morphological awareness practices and implementation of evidence-based morphological awareness instruction, and to improve students' science vocabulary knowledge. Teachers (n = 6) increased their knowledge of evidence-based morphological awareness practices and use of evidence-based morphological awareness instruction. Furthermore, their students' (n = 55) knowledge of science vocabulary improved. We provide recommendations for future research, and discuss implications for the way districts and teacher educators design professional development and for improving the accessibility of science content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01