Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya


Dubeck, MM; Jukes, MCH; Brooker, SJ; Drake, TL; Inyega, HN; (2015) Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya. International journal of educational development, 41. pp. 88-96. ISSN 0738-0593 DOI: https://doi.org/10.1016/j.ijedudev.2014.11.022

Full text not available from this repository.

Abstract

What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge.

Item Type: Article
Keywords: Literacy, Reading instruction, Teacher education, Kenya, Text messages, Perception
Faculty and Department: Faculty of Public Health and Policy > Dept of Global Health and Development
URI: http://researchonline.lshtm.ac.uk/id/eprint/4086852

Statistics


Download activity - last 12 months
Downloads since deposit
0Downloads
20Hits
Accesses by country - last 12 months
Accesses by referrer - last 12 months
Impact and interest
Additional statistics for this record are available via IRStats2

Actions (login required)

Edit Item Edit Item