Primary Advisor/Dissertation Chair
Thereasa L. Gluek
Secondary Advisor/Reader One
The purpose of this research was to identify high impact vocabulary strategies for urban learners and create professional development for the staff at my elementary school. I determined what would be high-impact by looking at my students three different ways. First, I examined students who are English language learners, second, students who live in poverty, and third, standard English learners. Next, I read research about the best practices for teaching vocabulary in all three categories. Finally, I looked for similarities, ultimately identifying and synthesizing what works best for all three types of students, keeping in mind that the urban classrooms also have students that do not fit into the three previously identified categories, as well. In the end, I determined that culturally responsive teaching is best practice in an urban classroom. I created a Google slideshow highlighting three high impact vocabulary strategies, that teachers can immediately use in their classroom.
At-risk Students, Literacy, Staff Development, Teachers/ Teaching
Norenberg, Sarah K., "How Can Teachers Enhance The Acquisition And Retention Of Vocabulary In Their Urban Learner?" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4358.