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Supporting Mathematics Vocabulary Instruction for Elementary School Teachers Using the Content Acquisition Podcast Professional Development Process

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Title: Supporting Mathematics Vocabulary Instruction for Elementary School Teachers Using the Content Acquisition Podcast Professional Development Process
Language: English
Authors: Nathan P. Welker (ORCID 0009-0001-9387-9565), Susan M. Aigotti (ORCID 0000-0002-8493-8367), Olivia Fudge Coleman, Danielle A. Waterfield (ORCID 0009-0008-1677-3135), Francis Corr (ORCID 0009-0005-5598-3854), Michael J. Kennedy
Source: Journal of Special Education Technology. 2026 41(2):267-283.
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: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Mathematics Education, Vocabulary Development, Teacher Improvement, Faculty Development, Multimedia Materials, Multimedia Instruction, Program Effectiveness, Teacher Attitudes, Modeling (Psychology), Coaching (Performance), Scaffolding (Teaching Technique)
DOI: 10.1177/01626434251383498
ISSN: 0162-6434
2381-3121
Abstract: Mathematics vocabulary (MV) is foundational to student success in mathematics, yet many elementary teachers report limited training in how to teach it effectively. This study examined the impact of the Content Acquisition Podcasts Professional Development (CAP-PD) process on teachers' implementation of explicit MV instruction. Using a multiple probe across participants with maintenance design, four elementary teachers were observed during baseline, intervention, and maintenance phases. Results indicated a functional relation between CAP-PD and improved teacher implementation of MV practices, with strong maintenance effects following the withdrawal of coaching. Teachers perceived CAP-PD as effective, efficient, and easy to integrate into their instructional routines. While implementation gains varied across participants, all teachers improved over time, suggesting CAP-PD's flexibility in meeting educators at different starting points. These findings offer promising evidence for the role of technology-enhanced professional development in supporting MV instruction and provide direction for future research focused on student-level outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501634
Database: ERIC
FullText Text:
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  Data: Supporting Mathematics Vocabulary Instruction for Elementary School Teachers Using the Content Acquisition Podcast Professional Development Process
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  Data: <searchLink fieldCode="AR" term="%22Nathan+P%2E+Welker%22">Nathan P. Welker</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-9387-9565">0009-0001-9387-9565</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+M%2E+Aigotti%22">Susan M. Aigotti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8493-8367">0000-0002-8493-8367</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olivia+Fudge+Coleman%22">Olivia Fudge Coleman</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+A%2E+Waterfield%22">Danielle A. Waterfield</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-1677-3135">0009-0008-1677-3135</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francis+Corr%22">Francis Corr</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-5598-3854">0009-0005-5598-3854</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+J%2E+Kennedy%22">Michael J. Kennedy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2026 41(2):267-283.
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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: https://sagepub.com
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  Data: Y
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  Data: 17
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink>
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  Data: 10.1177/01626434251383498
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  Data: 0162-6434<br />2381-3121
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Mathematics vocabulary (MV) is foundational to student success in mathematics, yet many elementary teachers report limited training in how to teach it effectively. This study examined the impact of the Content Acquisition Podcasts Professional Development (CAP-PD) process on teachers' implementation of explicit MV instruction. Using a multiple probe across participants with maintenance design, four elementary teachers were observed during baseline, intervention, and maintenance phases. Results indicated a functional relation between CAP-PD and improved teacher implementation of MV practices, with strong maintenance effects following the withdrawal of coaching. Teachers perceived CAP-PD as effective, efficient, and easy to integrate into their instructional routines. While implementation gains varied across participants, all teachers improved over time, suggesting CAP-PD's flexibility in meeting educators at different starting points. These findings offer promising evidence for the role of technology-enhanced professional development in supporting MV instruction and provide direction for future research focused on student-level outcomes.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1501634
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        Value: 10.1177/01626434251383498
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      – Text: English
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        PageCount: 17
        StartPage: 267
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Vocabulary Development
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      – SubjectFull: Teacher Improvement
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      – SubjectFull: Scaffolding (Teaching Technique)
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      – TitleFull: Supporting Mathematics Vocabulary Instruction for Elementary School Teachers Using the Content Acquisition Podcast Professional Development Process
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