Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers
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| Vydáno v: | Education Sciences vol. 15, no. 6 (2025), p. 709-727 |
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| Další autoři: | , , , , , , , |
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MDPI AG
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| On-line přístup: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15060709 |2 doi | |
| 035 | |a 3223900380 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Battaglia, Noah |u Department of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, Canada; batt5250@mylaurier.ca (N.B.); agottardo@wlu.ca (A.G.); | |
| 245 | 1 | |a Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study examined the effectiveness of an 18-week online blended teacher professional development program for Kenyan in-service teachers. Also, teachers received instruction on the use of an evidence-based early literacy software program for children. The 94 teachers completed two professional development training modules (alphabetics and fluency) and four surveys (one before and one after each module). Surveys assessed teachers’ confidence and knowledge consistent with the primary elements of the TPACK model (i.e., content, pedagogy, technology). Knowledge gains were observed for fluency content, but not alphabetics content. Across the program, there were gains in pedagogical knowledge and teachers’ confidence. Given the importance of technology in the present study, additional analyses involving intersections of key elements with technology were examined. Outcomes supported the importance of technological pedagogy for the overarching integrated TPACK model. Overall, the TPD and accompanying course material provided some support for teachers who struggle with literacy instruction. | |
| 651 | 4 | |a Kenya | |
| 653 | |a Teaching | ||
| 653 | |a Students | ||
| 653 | |a Reading comprehension | ||
| 653 | |a Learning | ||
| 653 | |a Pedagogy | ||
| 653 | |a Educational Quality | ||
| 653 | |a Educational Practices | ||
| 653 | |a Phonemics | ||
| 653 | |a Curriculum Development | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Addition | ||
| 653 | |a Active Learning | ||
| 653 | |a Direct Instruction | ||
| 653 | |a African Languages | ||
| 653 | |a Educational Innovation | ||
| 653 | |a Educational Technology | ||
| 653 | |a Minimum Competencies | ||
| 653 | |a Class Size | ||
| 653 | |a Language of Instruction | ||
| 653 | |a Educational Change | ||
| 653 | |a Emergent Literacy | ||
| 653 | |a Blended Learning | ||
| 653 | |a Literacy Education | ||
| 653 | |a Child Development | ||
| 653 | |a Pedagogical Content Knowledge | ||
| 653 | |a Classrooms | ||
| 653 | |a Phonemic Awareness | ||
| 653 | |a Computer Software | ||
| 653 | |a Achievement Gains | ||
| 653 | |a Educational Facilities Improvement | ||
| 700 | 1 | |a Wood, Eileen |u Department of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, Canada; batt5250@mylaurier.ca (N.B.); agottardo@wlu.ca (A.G.); | |
| 700 | 1 | |a Gottardo, Alexandra |u Department of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, Canada; batt5250@mylaurier.ca (N.B.); agottardo@wlu.ca (A.G.); | |
| 700 | 1 | |a Livison, Chovu |u Aga Khan Academy, Mombasa P.O. Box 90066-80100, Kenya | |
| 700 | 1 | |a Ghaa Clifford |u Aga Khan Academy, Mombasa P.O. Box 90066-80100, Kenya | |
| 700 | 1 | |a Santhosh Edwin |u Department of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, Canada; batt5250@mylaurier.ca (N.B.); agottardo@wlu.ca (A.G.); | |
| 700 | 1 | |a Vogel, Natasha |u Department of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, Canada; batt5250@mylaurier.ca (N.B.); agottardo@wlu.ca (A.G.); | |
| 700 | 1 | |a Wade, Anne |u Centre for the Study of Learning and Performance, Concordia University, Montreal, QC H3G 1M8, Canada; anne.wade@concordia.ca (A.W.); philipc.abrami@concorida.ca (P.C.A.) | |
| 700 | 1 | |a Abrami, Philip C |u Centre for the Study of Learning and Performance, Concordia University, Montreal, QC H3G 1M8, Canada; anne.wade@concordia.ca (A.W.); philipc.abrami@concorida.ca (P.C.A.) | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 6 (2025), p. 709-727 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3223900380/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3223900380/fulltext/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3223900380/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |