Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices

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dc.contributor.authorBradley, Nancy Annen
dc.contributor.committeechairBarksdale, Mary Aliceen
dc.contributor.committeememberMagliaro, Susan G.en
dc.contributor.committeememberMesmer, Heidi Anne Edelbluteen
dc.contributor.committeememberBillingsley, Bonnie S.en
dc.contributor.departmentTeaching and Learningen
dc.date.accessioned2014-03-14T20:14:51Zen
dc.date.adate2010-09-02en
dc.date.available2014-03-14T20:14:51Zen
dc.date.issued2010-07-23en
dc.date.rdate2012-05-08en
dc.date.sdate2010-08-06en
dc.description.abstractThe purpose of this study was to determine the impact of professional development designed to enhance vocabulary instruction on four first-grade teachers’ vocabulary instructional practices. The study incorporated a formative design methodology and the collection of baseline data on current instructional practices to inform the design of the professional development and subsequent intervention. According to Nagy and Scott (2004), word knowledge encompasses aspects and stages that surpass the common acceptance of what it means to know a word, definitional knowledge, and into the incorporation of that word into a child's working vocabulary knowledge. The teacher participants were provided with vocabulary instructional strategies through professional development with the goal of improving their vocabulary instructional practice. Following the professional development, the researcher initiated an eight-week intervention including observations, group meetings, and interviews to evaluate the impact of the professional development. Findings indicated that the professional development and intervention positively impacted the vocabulary instructional practices of the four first-grade teachers. Implications for future research include the benefit of using effective practices in professional development and a formative design framework to impact the instructional practice of primary teachers.en
dc.description.degreePh. D.en
dc.identifier.otheretd-08062010-151730en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-08062010-151730/en
dc.identifier.urihttp://hdl.handle.net/10919/28552en
dc.publisherVirginia Techen
dc.relation.haspartBradley_NA_D_2010.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectProfessional Developmenten
dc.subjectLiteracyen
dc.subjectPrimary Learnersen
dc.subjectVocabulary Developmenten
dc.subjectInterventionen
dc.subjectFormative Design Experimenten
dc.titlePractices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practicesen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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