Archive for August, 2017
JTE Author Interview: Boosting Vocabulary Instruction in the Inclusive Middle School Science Classroom
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with one author of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.
This interview features insights from the article “Effects of a Multimedia Professional Development Package on Inclusive Science Teachers’ Vocabulary Instruction,” by Michael J. Kennedy, Wendy J. Rodgers, John Elwood Romig, John Wills Lloyd, and Mary T. Brownell. The article, which appears in the March/April issue of JTE, is summarized in the following abstract:
Vocabulary knowledge is vital for students’ success in school and beyond. However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary-level content area courses. Because many students with disabilities are now educated primarily in general education classrooms, their teachers report needing more professional development on instructional strategies to support this population. Using a multiple-baseline design, we tested the efficacy of a multimedia, multicomponent professional development package in which middle school science teachers in inclusive classrooms promoted science vocabulary knowledge. The professional development package improved the quality of the teachers’ use of evidence-based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes.
This article is the first in a series of three showcasing the transformation of preservice field experiences at Louisiana Tech University. The views expressed in this post do not necessarily reflect the views of AACTE.
With a vision of quality, rich field experiences connected to theory and practice for many years, Louisiana Tech University was well positioned to chart a path in the early years of Louisiana’s Believe and Prepare initiative to transform traditional student teaching to a full-year clinical residency. Already, the redesigned model is having a positive impact on teacher preparation and engagement, not only in our programs but throughout the state.
A new advocacy guide is now available for download in AACTE’s Advocacy Center. This guide, “Creating Leave-Behind Documents for Meetings With Elected Officials,” is part of our ongoing effort to provide opportunities to advance your advocacy capacity.
Through this AACTE members-only resource, you will learn of some best practices for developing materials to take to meetings with elected officials and other important stakeholders. As participants in AACTE’s Day on the Hill can attest, developing one-page “leave-behinds” for these meetings is important when time is short and you have much to share about your programs and their impact on your community and state. Leave-behind documents allow you to focus your meeting time on key talking points while supplying more in-depth information as a reference for elected officials or their staff. To learn more, check out the new guide!