کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6841304 | 1435114 | 2015 | 9 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
ترجمه فارسی عنوان
طراحی برنامه ای برای توسعه حرفه ای معلمان برای حمایت از شروع خواندن در کنیا
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کلمات کلیدی
سوادآموزی دستورالعمل خواندن، آموزش معلم، کنیا، پیام های متنی، ادراک،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
توسعه
چکیده انگلیسی
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.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: International Journal of Educational Development - Volume 41, March 2015, Pages 88-96
Journal: International Journal of Educational Development - Volume 41, March 2015, Pages 88-96
نویسندگان
Margaret M. Dubeck, Matthew C.H. Jukes, Simon J. Brooker, Tom L. Drake, Hellen N. Inyega,