Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices

Ely, Emily; Kennedy, Michael J.; Pullen, Paige C.; Williams, Mira Cole; Hirsch, Shanna E.

doi:10.1016/j.tate.2014.07.012

Cited by 29 publications

(23 citation statements)

References 59 publications

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“…A sample CAP-TV is available at https://vimeo.com/143387419. Kennedy and his colleagues have completed four direct empirical tests of the impact of CAP-TV on teacher learning across content areas (Alves et al, 2017, Ely, Kennedy, Pullen, Williams, & Hirsch, 2014; Kennedy, Rodgers, et al, 2017; Kennedy, Hirsch, et al, 2017). In each study, teachers who learned from the CAP-TV approach implemented more elements of specific evidence-based practices with fidelity than comparison teachers who learned using traditional lectures or other PD approaches.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Kennedy

Rodgers

Romig

et al. 2017

Teacher Education and Special Education

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Improving inclusive middle school science teachers’ vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)–funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called the Content Acquisition Podcast Professional Development (CAP-PD) intervention process. In this article, the authors discuss the three iterative pilot studies conducted as a part of this project and how each contributed to its development. Drawing on a theoretical framework that considers the characteristics of effective professional development, CAP-PD has three elements: (a) use of instructional videos that highlight the steps of practices and embed modeling videos to demonstrate practice, (b) preproduced instructional materials that support the implementation of evidence-based practices, and (c) feedback for teachers using data outputs from a classroom observation tool developed as a part of this project. Across studies, teachers who engaged in the CAP-PD process made important gains in terms of how much time they spent delivering evidence-based vocabulary instruction and the number of different practices implemented with fidelity. Future research should address questions of the lasting impact of this process on student learning and how to adapt the CAP-PD to help teachers do more than improve their vocabulary instruction.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Kennedy

Rodgers

Romig

et al. 2017

Teacher Education and Special Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…To address this call, researchers have created and evaluated cost-effective methods such as multimedia. Multimedia instruction is a promising approach for improving preservice teacher knowledge on academic instruction as well as behavioral practices due to the pragmatic and flexible nature of delivery (Ely et al, 2014; Kennedy et al, 2017). Instructors can assign the content outside of scheduled face-to-face time, allocating more time to discussion-based and interactive learning.…”

Section: Fbamentioning

confidence: 99%

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

Hirsch

Chow

Randall

et al. 2020

Behavioral Disorders

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We report the findings of a randomized controlled trial examining the use of content acquisition podcasts for teachers (CAP-Ts) with 94 preservice teacher participants from two public universities. This study is an extension of a previous CAP-T study. We examined whether active embedded questions in CAP-Ts increased participant knowledge of functional behavioral assessments (FBAs). Participants completed a pretest, treatment, and posttest assessment to measure the extent to which CAP-Ts with active embedded questions supported participant knowledge, improved application of FBA skills, and impacted social validity as compared with traditional CAP-Ts. Findings indicate that CAP-T with embedded questions did not produce significant changes in preservice teacher knowledge and application of skills. Limitations and future directions are discussed.

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“…The literature on CAPs is relatively new in special education teacher preparation programs; however, the evidence shows promise in supporting undergraduate learner engagement and cognition (Ely, Kennedy, Pullen, Williams, & Hirsch, 2014). For example, CAPs have been used to support teacher candidates’ knowledge of curriculum-based measurement (CBM).…”

Section: Teacher Preparation For Students With Math Disabilities or Dmentioning

confidence: 99%

Special Education Preservice Teacher Knowledge of Mathematics Methods: The Effects of Content Acquisition Podcasts (CAPs)

Green

Stuckey

Towson

et al. 2019

J Spec Educ Technol

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In undergraduate college courses, assignments designed to showcase preservice teacher learning traditionally include classroom presentations, papers, projects, and tests. Often, these activities do not translate into permanent products that will be utilized outside the course. The purpose of this pilot study was to investigate the effects of self-created video podcasts on content acquisition among undergraduate preservice special education teachers. Preservice teachers in two undergraduate courses were randomly assigned to one of two conditions: (1) podcast condition (treatment group; n = 25) and (2) traditional live presentation condition (control group; n = 25). The participants in each group were then assigned targeted instructional strategies for teaching mathematics. Pre–post measures included a comprehensive multiple-choice test and an open-ended assessment targeting each assigned strategy. During the last 2 weeks of the semester, participants presented their final product and completed the posttests. Results suggested that the participants in the treatment group (podcasts) acquired a deeper understanding of their assigned strategy than the participants from the comparison group (live presentations). The treatment group also outperformed the control group on the comprehensive multiple-choice test.

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Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices

Cited by 29 publications

References 59 publications

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

Special Education Preservice Teacher Knowledge of Mathematics Methods: The Effects of Content Acquisition Podcasts (CAPs)

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