Date of Award/Publication

2007

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

Vocabulary is found in all areas of academic study. How the vocabulary is approached with regards to instruction varies widely. Through a review of the literature, multiple strategies have been outlined for use in the classroom. Some of these strategies were employed into action research using the Japanese lesson study model to determine the appropriate method for vocabulary instruction in a particular inner city high school science inclusion classroom. The results of the study were in correlation with the review of the literature where student achievement was impacted by the addition of vocabulary instruction to the regular class curriculum. Student grades were impacted positively as well as confidence in the classroom as students gained an understanding of their vocabulary that was essential to the understanding of the science concepts.

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