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Perceptions and Pedagogical Considerations in Professional Development Training for Integration of an Early Literacy Program in Kenya
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Wood, Eileen; Vica, Cristiana; Gottardo, Alexandra; Iminza, Rose; Kiforo, Enos; Wade, Anne – Oxford Review of Education, 2022
The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum…
Descriptors: Foreign Countries, Literacy Education, Faculty Development, Computer Software
Assessing Blended and Online-Only Delivery Formats for Teacher Professional Development in Kenya
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Uribe-Banda, Constanza; Wood, Eileen; Gottardo, Alexandra; Biddle, Jacqueline; Ghaa, Cliff; Iminza, Rose; Wade, Anne; Korir, Emmanuel – Cogent Education, 2023
The present study compared the learning and experiences of Kenyan teachers randomly assigned to either an online or a blended 12-week intensive teacher professional development program (TPD). The TPD addressed the fundamentals of early literacy development as well as how to use early literacy software to support students learning. TPD outcomes…
Descriptors: Faculty Development, Foreign Countries, Blended Learning, Teaching Methods
Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software
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Uribe-Banda, Constanza; Wood, Eileen; Gottardo, Alexandra; Wade, Anne; Iminza, Rose; WaGiokõ, Maina – Canadian Journal of Learning and Technology, 2021
The present study examined the impact of professional development training on Canadian and Kenyan teachers' confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing…
Descriptors: Teacher Attitudes, Cultural Differences, Faculty Development, Emergent Literacy
Evaluating Teachers' Support Requests When Just-in-Time Instructional Support is Provided to Introduce a Primary Level Web-Based Reading Program
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Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie – Journal of Technology and Teacher Education, 2011
Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…
Descriptors: Foreign Countries, Classroom Techniques, Reading Programs, Computer Software