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

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  • Dubeck, Margaret M.
  • Jukes, Matthew C.H.
  • Brooker, Simon J.
  • Drake, Tom L.
  • Inyega, Hellen N.

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.

Suggested Citation

  • Dubeck, Margaret M. & Jukes, Matthew C.H. & Brooker, Simon J. & Drake, Tom L. & Inyega, Hellen N., 2015. "Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya," International Journal of Educational Development, Elsevier, vol. 41(C), pages 88-96.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:88-96
    DOI: 10.1016/j.ijedudev.2014.11.022
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    References listed on IDEAS

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    1. David K. Evans & Arkadipta Ghosh, 2008. "Prioritizing Educational Investments in Children in the Developing World," Working Papers WR-587, RAND Corporation.
    2. Drummond, Michael F. & Sculpher, Mark J. & Torrance, George W. & O'Brien, Bernie J. & Stoddart, Greg L., 2005. "Methods for the Economic Evaluation of Health Care Programmes," OUP Catalogue, Oxford University Press, edition 3, number 9780198529453.
    3. David K. Evans & Arkadipta Ghosh, 2008. "Prioritizing Educational Investments in Children in the Developing World," Working Papers 587, RAND Corporation.
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    Cited by:

    1. Wolf, Sharon & Turner, Elizabeth L. & Jukes, Matthew C.H. & Dubeck, Margaret M., 2018. "Changing literacy instruction in Kenyan classrooms: Assessing pathways of influence to improved early literacy outcomes in the HALI intervention," International Journal of Educational Development, Elsevier, vol. 62(C), pages 27-34.
    2. Stranger-Johannessen, Espen, 2017. "The African Storybook, teachers’ resources, and pedagogical practices," International Journal of Educational Development, Elsevier, vol. 52(C), pages 26-36.
    3. Piper, Benjamin & Simmons Zuilkowski, Stephanie & Dubeck, Margaret & Jepkemei, Evelyn & King, Simon J., 2018. "Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides," World Development, Elsevier, vol. 106(C), pages 324-336.
    4. Christiansen, Iben & Bertram, Carol, 2019. "Early schooling teachers’ learning from a formal teacher development programme in South Africa," International Journal of Educational Development, Elsevier, vol. 66(C), pages 78-87.

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