Enhancing science performance of middle-school students with and without developmental and behavioral-based disabilities using the Content Acquisition Podcast Professional Development approach

被引:4
|
作者
VanUitert, Victoria J. [1 ]
Kennedy, Michael J. [1 ]
Peeples, Katherine N. [2 ]
Romig, John Elwood [3 ]
Mathews, Hannah M. [4 ]
Rodgers, Wendy J. [5 ]
机构
[1] Univ Virginia, Dept Curriculum Instruct & Special Educ, Charlottesville, VA 22903 USA
[2] Illinois State Univ, Dept Special Educ, Normal, IL 61761 USA
[3] Univ Texas Arlington, Dept Curriculum & Instruct, Arlington, TX 76019 USA
[4] Univ Florida, Sch Special Educ, Sch Psychol & Early Childhood Studies, Gainesville, FL USA
[5] Virginia Commonwealth Univ, Dept Counseling & Special Educ, Richmond, VA USA
关键词
multimedia; professional development; science vocabulary; students with DB disabilities; vocabulary instruction; LEARNING-DISABILITIES; SELECTIVE METAANALYSIS; VOCABULARY INSTRUCTION; READING DISABILITIES; TEACHING SCIENCE; KNOWLEDGE; DISORDERS; EDUCATION; IMPACT;
D O I
10.1002/tea.21808
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Understanding science allows students with and without developmental and behavioral-based (DB) disabilities to better appreciate the world around them as well as prepare them for the growing science-related job market. However, students in the United States consistently underperform on science achievement tests compared to students from other nations. This underperformance could be attributed, in part to science having many specialized vocabulary terms that are not often taught explicitly, leaving students with incomplete or inaccurate understandings of word meanings. Improving science vocabulary instructional practices may support students with and without DB disabilities in enhancing their science achievement. To address this need, researchers implemented multicomponent multimedia professional development (PD) to support middle-school science teachers in delivering high-quality vocabulary instruction in inclusive settings. In this paper, data collected from a study evaluating the efficacy of the PD were analyzed to determine the influence on student outcomes using ANOVA and multilevel modeling methodologies. Though initial results indicate a promising impact on teacher instructional practices, little is known whether teacher participation in the PD affected student science vocabulary and content knowledge growth. Using multilevel modeling, student science knowledge growth was evaluated following their teachers' exposure to the PD. The findings from this study indicate having indirect exposure to PD had a positive effect on science content knowledge for students with and without DB disabilities (N = 980). In addition, the authors found students with DB disabilities whose teachers had access to PD showed a larger gain in science knowledge than general education students whose teachers did not have access to the PD.
引用
收藏
页码:515 / 543
页数:29
相关论文
共 2 条
  • [1] Enhancing science performance of middle-school students with and without developmental and behavioral-based disabilities using the Content Acquisition Podcast Professional Development approach
    Department of Curriculum, Instruction, & Special Education, University of Virginia, Charlottesville
    VA, United States
    不详
    IL, United States
    不详
    TX, United States
    不详
    FL, United States
    不详
    VA, United States
    J. Res. Sci. Teach., 1600, 3 (515-543):
  • [2] Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers
    Kennedy, Michael J.
    Rodgers, Wendy J.
    Romig, John Elwood
    Mathews, Hannah Morris
    Peeples, Katherine N.
    TEACHER EDUCATION AND SPECIAL EDUCATION, 2018, 41 (02) : 140 - 157