Summer 2017



Degree Name


Primary Advisor/Dissertation Chair

Thereasa L. Gluek

Secondary Advisor/Reader One

Susan Harmon

Peer-Reviewer/Reader Two

Tyanna Delmedico


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.

Research Methodology

Curriculum Development


At-risk Students, Literacy, Staff Development, Teachers/ Teaching

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