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An investigation of high school social studies teachers' understandings of vocabulary teaching and learning.

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Title: An investigation of high school social studies teachers' understandings of vocabulary teaching and learning.
Authors: Harmon, Janis (AUTHOR), Antuna, Marcos (AUTHOR), Juarez, Lucinda (AUTHOR), Wood, Karen D. (AUTHOR), Vintinner, Jean (AUTHOR)
Source: Reading Psychology. 2018, Vol. 39 Issue 3, p271-302. 32p.
Subjects: High school teachers, Social sciences education, Vocabulary education, English language, Decision making
Abstract: This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support vocabulary learning? Face-to-face interviews were conducted with 25 high school social studies teachers. Findings indicate that external factors shaped instructional decision-making for teaching vocabulary, teachers' belief systems guided instructional choices, and the diverse needs of students called for differentiated instruction not only for English language learners but also for all students given the unique nature of the language of social studies. [ABSTRACT FROM PUBLISHER]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: An investigation of high school social studies teachers' understandings of vocabulary teaching and learning.
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  Data: <searchLink fieldCode="AR" term="%22Harmon%2C+Janis%22">Harmon, Janis</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Antuna%2C+Marcos%22">Antuna, Marcos</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Juarez%2C+Lucinda%22">Juarez, Lucinda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wood%2C+Karen+D%2E%22">Wood, Karen D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vintinner%2C+Jean%22">Vintinner, Jean</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. 2018, Vol. 39 Issue 3, p271-302. 32p.
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  Data: <searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+education%22">Vocabulary education</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support vocabulary learning? Face-to-face interviews were conducted with 25 high school social studies teachers. Findings indicate that external factors shaped instructional decision-making for teaching vocabulary, teachers' belief systems guided instructional choices, and the diverse needs of students called for differentiated instruction not only for English language learners but also for all students given the unique nature of the language of social studies. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=128182296
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        Value: 10.1080/02702711.2018.1430633
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        Text: English
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        Type: general
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        Type: general
      – SubjectFull: Vocabulary education
        Type: general
      – SubjectFull: English language
        Type: general
      – SubjectFull: Decision making
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              Text: 2018
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