As an instructional specialist, I work with teachers daily. I synthesize what I am learning in coursework to use in daily practice, I continually think of my research topic and how I can make my work and course work meld together. I want to tell the story of educators while being educated myself. I choose to research teacher practices when they are teaching vocabulary because of the demographic of students I work with. I am interested in vocabulary instruction because as a classroom teacher even my best students struggled with vocabulary. I honestly believe that what I see the "highly-effective" educators do quite effortlessly when they teach vocabulary can help every teacher. As a result, I am always watching what the highly effective teacher does.
So, I become teacher-researcher-coach as I work with my teachers. I am observed a few “highly Effective educators. I have trained my teachers on research-based best practices in vocabulary instruction and given them a few suggestions on how to incorporate vocabulary instruction in their school day. I presented them with this question: What would happen if you were intentional with your vocabulary instruction? Since that training, they have answered that question with things like:
Thank you for reading,
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Pearl Garden, Ed.D has completed her dissertation research involving understanding the vocabulary instruction practices of early grade teachers. She has a passion for the new and novice educator, and it is her goal to help educators tackle the achievement gap with her research findings. She will use this blog to share what she has learned in “pearls of literacy”. The ideas come from her dissertation titled “A Content Analysis of the Vocabulary Instruction Habits by Early Grade Teachers”.