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Content Area Vocabulary Instruction: Teachers' Beliefs, Knowledge, and Practices
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Content Area Vocabulary Instruction: Teachers' Beliefs, Knowledge, and Practices. |
| 개인저자 | Bergeland, John O. |
| 단체저자명 | University of Minnesota. Education, Curriculum and Instruction. |
| 발행사항 | [S.l.]: University of Minnesota., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 277 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085609784 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: O'Brien, David. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | In an effort to improve an understanding of content area vocabulary instruction and how to support teacher-educators, in this study I sought to determine which vocabulary instructional practices were selected from the corpus and applied in instruction. I examined the knowledge and beliefs held by the participants about vocabulary instruction in their respective disciplines. In addition, I worked to determine the sources from which teachers acquire information to professionally proceed with the vocabulary instruction that does occur. Using a mixed methods design, I studied grades 6-12 science, social studies, and technical studies teachers' beliefs about, and conceptions of, vocabulary instruction. While there has been increased attention to teaching vocabulary (Baumann, 2009 |
| 일반주제명 | Secondary education. Teacher education. Instructional design. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
