Search results for: Kennedy Michael J.
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Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three training modules. They then completed one of two practice conditions—creating a multimedia product to teach a vocabulary word or completing a non-multimedia learning task during class. The two practice conditions resulted in similar gains on the knowledge measure, but the group that created the multimedia product significantly outperformed the group that completed the non-multimedia task in a demonstration of instruction. Implications for teacher education are discussed by the authors.
Updated: Jul. 29, 2019
The goal of this study is to describe an intervention intended to improve preservice teachers’ understanding of phonological awareness. The participants were teacher candidates, who randomly assigned to watch a Content Acquisition Podcast on phonological awareness significantly outperformed matched peers who read a practitioner-friendly article on the same topic.
Updated: Apr. 15, 2015
In this study, the authors investigate whether the sequence of instruction for Content Acquisition Podcasts (CAPs) exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning.
Updated: Apr. 13, 2014
A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback
The purpose of this article is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences.
Updated: Feb. 27, 2013
In this research study, the authors produced enhanced podcasts by using Mayer's cognitive theory of multimedia learning to deliver selected uncovered course content. Two randomly assigned groups of undergraduate teacher education candidates interacted with either audio podcasts or enhanced podcasts across two experiments. Researchers measured recall and higher order application ability of students to determine which podcast method resulted in higher scores.
Updated: Aug. 30, 2012