Exploring teacher and administrator perspectives of a vocabulary instructional intervention program

In Exploring Teacher and Administrator Perspectives of a Vocabulary Instructional Intervention Program teacher and administrator perspectives of the implementation and use of the ExC-ELL explicit vocabulary program were gathered using an online survey. Descriptive statistics examined how teachers perceived student achievement using the ExC-ELL program, as well as perceptions of the training and support that the target district was providing and how much training and support that they felt was needed to be successful using the vocabulary program. Teachers' perspectives of the program challenges as well as how confident they were in using the program were also examined and analyzed. A quantitative methodology was chosen for the research study. Teacher and administrator perspectives were compared and differences in how they perceived the implementation and use of the ExC-ELL vocabulary program were analyzed.;Correlations between teacher perspectives on the variables mentioned were sought and analysis performed as well as differences in how teachers perceived the program based upon their years of experience. A survey instrument was developed for this study and was conducted online in a small rural Alaskan school district that had used the ExC-ELL vocabulary program as an intervention for students with lower achievement. The sample consisted of all the teachers and administrators in the target school district. Mann-Whitney U tests, Pearson Correlations and Chi-square tests were performed on the different research questions of the study. Practical significance became more important to the research study than the statistical significance; however, some significance was noted statistically. It was found that teachers and administrators perceived the ExC-ELL vocabulary program worked with training and support for the program methods. No differences in how teachers perceived the different variables of the study were noted in analysis with years of experience of the teachers. Only one difference in perceptions between teachers and administrators was discovered in Mann-Whitney U tests analysis of responses to the variables of that part of the study. Practical implications for implementing and supporting the ExC-ELL explicit vocabulary program could result in better use of the program for districts choosing it to help with lower achieving students.