Item history (LFriese, Fri May 19 2023 23:53:05 GMT+0100 (BST))

TY - JOUR
TI - Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial
AU - Jukes, Matthew C. H.
AU - Turner, Elizabeth L.
AU - Dubeck, Margaret M.
AU - Halliday, Katherine E.
AU - Inyega, Hellen N.
AU - Wolf, Sharon
AU - Zuilkowski, Stephanie Simmons
AU - Brooker, Simon J.
T2 - Journal of Research on Educational Effectiveness
AB - We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
DA - 2017/07/03/
PY - 2017
DO - 10.1080/19345747.2016.1221487
DP - DOI.org (Crossref)
VL - 10
IS - 3
SP - 449
EP - 481
J2 - Journal of Research on Educational Effectiveness
LA - en
SN - 1934-5747, 1934-5739
ST - Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support
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KW - ERIC, Current Index to Journals in Education (CIJE)
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KW - Handheld Devices
KW - Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs
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KW - Intervention
KW - Interviews
KW - Kenya
KW - Literacy Education
KW - literacy instruction
KW - Maximum Likelihood Statistics
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KW - Rural Schools
KW - Statistical Analysis
KW - Teacher Improvement
KW - Teaching Methods
KW - Telecommunications
KW - What We Are Learning About Early Education in Sub-Saharan Africa
ER -

TY - JOUR
TI - Improving literacy instruction in Kenya through teacher professional development and text messages support: a cluster randomized trial
AU - Jukes, Matthew CH
AU - Turner, Elizabeth L.
AU - Dubeck, Margaret M.
AU - Halliday, Katherine E.
AU - Inyega, Hellen N.
AU - Wolf, Sharon
AU - Zuilkowski, Stephanie Simmons
AU - Brooker, Simon J.
T2 - Journal of Research on Educational Effectiveness
AB - We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students' literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children's literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
DA - 2017///
PY - 2017
DO - 10.1080/19345747.2016.1221487
DP - Google Scholar
VL - 10
IS - 3
SP - 449
EP - 481
ST - Improving literacy instruction in Kenya through teacher professional development and text messages support
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ER -

TY - JOUR
TI - Improving literacy instruction in Kenya through teacher professional development and text messages support: a cluster randomized trial
AU - Jukes, Matthew CH
AU - Turner, Elizabeth L.
AU - Dubeck, Margaret M.
AU - Halliday, Katherine E.
AU - Inyega, Hellen N.
AU - Wolf, Sharon
AU - Zuilkowski, Stephanie Simmons
AU - Brooker, Simon J.
T2 - Journal of Research on Educational Effectiveness
AB - We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students' literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children's literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
DA - 2017///
PY - 2017
DO - 10.1080/19345747.2016.1221487
DP - Google Scholar
VL - 10
IS - 3
ST - Improving literacy instruction in Kenya through teacher professional development and text messages support
UR - https://www.researchgate.net/publication/306069139_Improving_Literacy_Instruction_in_Kenya_Through_Teacher_Professional_Development_and_Text_Messages_Support_A_Cluster_Randomized_Trial
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Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial

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Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial

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