In authors or contributors

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

Resource type
Journal Article
Authors/contributors
Title
Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
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.
Publication
International Journal of Educational Development
Volume
41
Pages
88-96
Date
03/2015
Journal Abbr
International Journal of Educational Development
Language
en
ISSN
07380593
Accessed
16/05/2020, 10:06
Library Catalog
DOI.org (Crossref)
Extra
shortDOI: 10/f7fghr
Citation
Dubeck, M. M., Jukes, M. C. H., Brooker, S. J., Drake, T. L., & Inyega, H. N. (2015). Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya. International Journal of Educational Development, 41, 88–96. https://doi.org/10.1016/j.ijedudev.2014.11.022