Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development

Alexandra A. LauterbachDepartment of Student Development, University of Massachusetts Amherst, Amherst, Massachusetts, USACorrespondence[email protected]

https://orcid.org/0000-0002-8868-2645

Amber E. BenedictSchool of Special Education, School Psychology and Early Childhood Studies, University of Florida, Gainesville, Florida, USA

Ayse D. YakutDepartment of Special Education Teaching, Biruni University, Zeytinburnu, Istanbul, Turkey

Alejandra A. GarciasDepartment of Student Development, University of Massachusetts Amherst, Amherst, Massachusetts, USA

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Zachary T. Barnes, R. Stacy Fields, Susanne Strachota & Katherine A. Mangione. (2023) Effective disciplinary literacy strategies for students with disabilities in middle and high school science classrooms. Preventing School Failure: Alternative Education for Children and Youth 0:0, pages 1-10.
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Articles from other publishers (4)

Victoria J. VanUitert, Michael J. Kennedy, Katherine N. Peeples, John Elwood Romig, Hannah M. Mathews & Wendy J. Rodgers. (2022) Enhancing science performance of m iddle‐school students with and without developmental and b ehavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach . Journal of Research in Science Teaching 60:3, pages 515-543.
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Sally V. Drew & Jeff D. Thomas. 2022. Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching. Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching 245 271 .

Sally Valentino Drew & Jeffrey Thomas. (2021) Reframing Literacy in the Discipline of Science with the Disciplinary Literacy Observation Tool (DLOT). Learning Disabilities Research & Practice 37:1, pages 64-79.
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Ayse Dilsad Yakut. (2021) Students with Specific Learning Disabilities in Inclusive Settings: A study of Teachers’ Self‐Efficacy. Learning Disabilities Research & Practice 36:2, pages 136-144.
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Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development

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Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development

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