Linked Data Explorer
Vocabulary acquisition : effects of four instructional strategies, teachers' beliefs and teaching practices
- "Effects of four instructional strategies, teachers' beliefs and teaching practices"
- "Effects of four instructional strategies, teachers' beliefs and teaching practices"@en
- "Vocabulary acquisition, effects of four instructional strategies, teachers' beliefs and teaching practices"
- "The sample for the study consisted of twelve elementary inservice teachers, twelve preservice teachers and 323 third, fourth and fifth grade students. Data collection for Phase I and III consisted of observations, instrumentation (a questionnaire, a forced-choice survey and a lesson plan) and interviews for the purpose of determining if both sets of teachers' beliefs matched their practice. Teachers' beliefs and instructional strategies, matched with Anderson and Freebodys' (1979) three hypotheses concerning the relationship between vocabulary and comprehension, were more narrowly defined to assess the acquisition of vocabulary. The hypotheses were operationalized into a Vocabulary Guide Strategy (Instrumental); a Semantic Mapping Strategy (Knowledge): and, a Self-Selection Strategy (Aptitude and Control group). The fourth strategy was a Glossary strategy (Traditional)."
- "This study was conducted in three phases: (1) to identify inservice and preservice teachers' beliefs and practices related to vocabulary acquisition, as well as the best method for assessing teacher beliefs; (2) to determine which of four instructional strategies, coupled with contextual exposure, had the most effect on student performance using third, fourth and fifth grade students from two different socio-economic status schools; and, (3) to determine the influence of the use of instructional strategies on teachers' beliefs and practices."
- "Data collection for Phase II consisted of tests that measured knowledge of social studies definitions and use of words in context. Data were analyzed using MANCOVA. There were significant overall main effects for the Pretest, Grade Level and Group. Univariate tests also revealed a significant interaction between School (SES) and Group (Strategy) on the dependent measure of Definition Scores. Sixteen of the twenty-four inservice and preservice teachers embraced a knowledge orientation that matched their classroom practice by the end of Phase III. However, the intervention proved that the Instrumental strategy (Vocabulary Guide) was the most effective method for vocabulary acquisition of third, fourth and fifth grade students. Oblique measures were superior in measuring teachers' beliefs at the beginning of the study but not at the end. Implications are that teachers understand the importance of utilizing concept development, but may not know how to implement these strategies in their classrooms."
- "Academic theses"
- "Dissertations, Academic"
- "Dissertations, Academic"@en
- "Vocabulary acquisition : effects of four instructional strategies, teachers' beliefs and teaching practices"@en
- "Vocabulary acquisition effects of four instructional strategies, teachers' beliefs and teaching practices"