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Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

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Title: Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers
Language: English
Authors: Kennedy, Michael J., Rodgers, Wendy J., Romig, John Elwood, Mathews, Hannah Morris, Peeples, Katherine N.
Source: Teacher Education and Special Education. May 2018 41(2):140-157.
Availability: 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
Peer Reviewed: Y
Page Count: 18
Publication Date: 2018
Sponsoring Agency: National Center for Special Education Research (ED)
Contract Number: R324B130023
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Secondary Education
Junior High Schools
Descriptors: Middle School Teachers, Science Teachers, Vocabulary, Faculty Development, Inclusion, Multimedia Instruction, Telecommunications, Intervention, Instructional Effectiveness, Pilot Projects, Teacher Attitudes, Teacher Improvement, Disabilities, Middle School Students, Achievement Gains, Observation
DOI: 10.1177/0888406417745655
ISSN: 0888-4064
Abstract: Improving inclusive middle school science teachers' vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)-funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called the Content Acquisition Podcast Professional Development (CAP-PD) intervention process. In this article, the authors discuss the three iterative pilot studies conducted as a part of this project and how each contributed to its development. Drawing on a theoretical framework that considers the characteristics of effective professional development, CAP-PD has three elements: (a) use of instructional videos that highlight the steps of practices and embed modeling videos to demonstrate practice, (b) preproduced instructional materials that support the implementation of evidence-based practices, and (c) feedback for teachers using data outputs from a classroom observation tool developed as a part of this project. Across studies, teachers who engaged in the CAP-PD process made important gains in terms of how much time they spent delivering evidence-based vocabulary instruction and the number of different practices implemented with fidelity. Future research should address questions of the lasting impact of this process on student learning and how to adapt the CAP-PD to help teachers do more than improve their vocabulary instruction.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2018
Accession Number: EJ1176453
Database: ERIC
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  Data: Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. May 2018 41(2):140-157.
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  Data: 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
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  Data: Improving inclusive middle school science teachers' vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)-funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called the Content Acquisition Podcast Professional Development (CAP-PD) intervention process. In this article, the authors discuss the three iterative pilot studies conducted as a part of this project and how each contributed to its development. Drawing on a theoretical framework that considers the characteristics of effective professional development, CAP-PD has three elements: (a) use of instructional videos that highlight the steps of practices and embed modeling videos to demonstrate practice, (b) preproduced instructional materials that support the implementation of evidence-based practices, and (c) feedback for teachers using data outputs from a classroom observation tool developed as a part of this project. Across studies, teachers who engaged in the CAP-PD process made important gains in terms of how much time they spent delivering evidence-based vocabulary instruction and the number of different practices implemented with fidelity. Future research should address questions of the lasting impact of this process on student learning and how to adapt the CAP-PD to help teachers do more than improve their vocabulary instruction.
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        Value: 10.1177/0888406417745655
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        Type: general
      – SubjectFull: Science Teachers
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      – SubjectFull: Vocabulary
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