Professors Ford-Connors and Paratore to be Published in Review of Educational Research Journal
Professors Evelyn Ford-Connors and Jeanne Paratore co-authored an article entitled Vocabulary Instruction in Fifth Grade and Beyond: Sources of Learning and Productive Contexts for Development, which will be published in the Review of Educational Research (RER) journal.
The RER is the top-ranked journal in Education & Ed Research in the Thomson Reuters Journal Citation Reports. It publishes critical, integrative reviews of research literature bearing on education, including conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research.
Below is an abstract of the article co-authored by Ford-Connors and Paratore that is currently available in a pre-publication, online version at http://rer.sagepub.com/content/early/2014/07/01/0034654314540943.
Increasing the vocabulary knowledge of young adolescent and adolescent students has been a focal point of educational research and many teacher professional development initiatives. Yet many teachers continue to use traditional, but generally ineffective, methods of classroom-based vocabulary instruction. Synthesizing the literature around the general topics of vocabulary instruction, classroom discourse, and teacher talk, this review provides a comprehensive and critical examination of instruction that supports vocabulary learning in older students with a particular focus on practices that promote productive discussions of content.