Item history (TomBlower, Mon Apr 12 2021 18:43:09 GMT+0100 (GMT Summer Time))

TY - JOUR
TI - Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua
AU - Lindenberg, Anni
AU - Henderson, Kathryn I.
AU - Durán, Leah
T2 - Global Education Review
AB - This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.
DA - 2016///
PY - 2016
VL - 3
IS - 1
SP - 66
EP - 87
LA - English
SN - 2325-663X, 2325-663X
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826517618?accountid=9851
AN - 1826517618; EJ1090169
DB - Education Collection
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Using+Technology+and+Mentorship+to+Improve+Teacher+Pedagogy+and+Educational+Opportunities+in+Rural+Nicaragua&author=Lindenberg%2C+Anni%3BHenderson%2C+Kathryn+I.%3BDur%C3%A1n%2C+Leah&volume=3&issue=1&spage=66&date=2016&rft.btitle=&rft.jtitle=Global+Education+Review&issn=2325-663X&isbn=&sid=ProQ%3Aeric_EJ1090169
KW - __:matched
KW - ⛔ No DOI found
KW - Barriers
KW - Early Childhood Education
KW - Educational Change
KW - Educational Opportunities
KW - Elementary Education
KW - Elementary School Students
KW - Elementary School Teachers
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Ethnography
KW - Foreign Countries
KW - Grade 3
KW - Grade 6
KW - Instructional Effectiveness
KW - Instructional Innovation
KW - Intermediate Grades
KW - Intervention
KW - Mathematics
KW - Mathematics Instruction
KW - Mentors
KW - Middle Schools
KW - Nicaragua
KW - Observation
KW - Pedagogical Content Knowledge
KW - Poverty
KW - Primary Education
KW - Rural Areas
KW - Semi Structured Interviews
KW - Teacher Education
KW - Teaching Methods
KW - Video Technology
ER -

TY - JOUR
TI - Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua
AU - Lindenberg, Anni
AU - Henderson, Kathryn I.
AU - Durán, Leah
T2 - Global Education Review
AB - This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.
DA - 2016///
PY - 2016
VL - 3
IS - 1
SP - 66
EP - 87
LA - English
SN - 2325-663X, 2325-663X
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826517618?accountid=9851
AN - 1826517618; EJ1090169
DB - Education Collection
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Using+Technology+and+Mentorship+to+Improve+Teacher+Pedagogy+and+Educational+Opportunities+in+Rural+Nicaragua&author=Lindenberg%2C+Anni%3BHenderson%2C+Kathryn+I.%3BDur%C3%A1n%2C+Leah&volume=3&issue=1&spage=66&date=2016&rft.btitle=&rft.jtitle=Global+Education+Review&issn=2325-663X&isbn=&sid=ProQ%3Aeric_EJ1090169
KW - __:matched
KW - ⛔ No DOI found
KW - Barriers
KW - Early Childhood Education
KW - Educational Change
KW - Educational Opportunities
KW - Elementary Education
KW - Elementary School Students
KW - Elementary School Teachers
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Ethnography
KW - Foreign Countries
KW - Grade 3
KW - Grade 6
KW - Instructional Effectiveness
KW - Instructional Innovation
KW - Intermediate Grades
KW - Intervention
KW - Mathematics
KW - Mathematics Instruction
KW - Mentors
KW - Middle Schools
KW - Nicaragua
KW - Observation
KW - Pedagogical Content Knowledge
KW - Poverty
KW - Primary Education
KW - Rural Areas
KW - Semi Structured Interviews
KW - Teacher Education
KW - Teaching Methods
KW - Video Technology
ER -

TY - JOUR
TI - Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua
T2 - Global Education Review
AB - This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.
DA - 2016///
PY - 2016
KW - __:import:01
KW - __:study_id:2096190
ER -

group: 2534378

itemKey: A6LCUC6A

itemKeyOld: 5IKXPAZE, FBSEQ7BK

item.extra: Publisher: Mercy College New York, 555 Broadway, Dobbs Ferry, NY 10522 KerkoCite.ItemAlsoKnownAs: 2534378:A6LCUC6A

itemOLD.extra: Publisher: Mercy College New York, 555 Broadway, Dobbs Ferry, NY 10522 KerkoCite.ItemAlsoKnownAs: 2534378:5IKXPAZE
itemOLD.extra:KerkoCite.ItemAlsoKnownAs: 2534378:FBSEQ7BK