Full metadata
Title
National Board certified teachers and methods they use to teach vocabulary
Description
This study examines the skills, strategies, and routines used by National Board Certified Teachers in order to teach vocabulary to kindergarten students. The research focused, specifically, on the strategies teachers used during shared reading activities to help children gain a better understanding of vocabulary, while also ensuring that students were meeting the academic standards. All of the participants were National Board Certified and taught in kindergarten classrooms around the Phoenix, AZ area and three of the teachers taught in Title I schools. They participated in two formal interviews that were voice recorded, as well as one week of classroom observations. During the interviews the teachers shared their experiences related to National Board Certification, their beliefs about teaching and more specifically about teaching vocabulary, and the best methods for teaching students vocabulary. They also discussed ways they use the academic standards from Common Core in their classroom, and shared if they think the standards are aligned with the National Board Professional Teaching Standards. Upon examination of the interviews and observation field notes, several themes emerged. 1) The process of National Board Certification impacted their teaching practice and increased self-reflection. 2) Vocabulary is taught throughout the school day, across all content areas, using both direct and indirect instruction. 3) All of the teachers use shared reading activities as one method of teaching vocabulary words to their students. 4) Teachers find value in academic standards and National Board Professional Teaching Standards; however, they do not all agree that the two types of standards support one another.
Date Created
2016
Contributors
- Nichols, Laura Cary (Author)
- Nakagawa, Kathryn (Thesis advisor)
- Enz, Billie (Committee member)
- Surbeck, Elaine (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
xi, 143 pages : color illustrations
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.40793
Statement of Responsibility
by Laura Cary Nichols
Description Source
Viewed on February 27, 2017
Level of coding
full
Note
Partial requirement for: Ph.D., Arizona State University, 2016
Note type
thesis
Includes bibliographical references (pages 120-126)
Note type
bibliography
Field of study: Curriculum and instruction
System Created
- 2016-12-01 07:05:08
System Modified
- 2021-08-30 01:20:26
- 2 years 8 months ago
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