1,269
Views
0
CrossRef citations to date
0
Altmetric
TEACHER EDUCATION & DEVELOPMENT

Assessing blended and online-only delivery formats for teacher professional development in Kenya

, , , , , , & show all
Article: 2191414 | Received 29 Nov 2022, Accepted 12 Mar 2023, Published online: 20 Mar 2023

References

  • Abrami, P. C., Lysenko, L., & Borokhovski, E. (2020). The effects of ABRACADABRA on reading outcomes: An updated meta‐analysis and landscape review of applied field research. Journal of Computer Assisted Learning, 36(3), 260–16. https://doi.org/10.1111/jcal.12417
  • Ajani, O. A. (2018). Needs for in-service professional development of teachers to improve students’ academic performance in Sub-Saharan Africa. Arts Social Sci J, 9(330), 2–8.
  • Akala, B. M. M. (2021). Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC). Social Sciences & Humanities Open, 3(1), 100–107. https://doi.org/10.1016/j.ssaho.2021.100107
  • Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255–259. https://doi.org/10.1111/j.0963-7214.2005.00376.x
  • Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96(1), 43–55. https://doi.org/10.1037/0022-0663.96.1.43
  • Avalos, B. (2017). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
  • Bailey, B., Arciuli, J., & Stancliffe, R. J. (2017). Effects of ABRACADABRA literacy instruction on children with autism spectrum disorder. Journal of Educational Psychology, 109(2), 257–268. https://doi.org/10.1037/edu0000138
  • Baker, S., Beattie, T., Nelson, N., & Turtura, J. (2018). How we learn to read: The critical role of phonological awareness. https://improvingliteracy.org/brief/how-we-learn-read-critical-role-phonological-awareness
  • Barrera-Pedemonte, F. (2016), “High-quality teacher professional development and classroom teaching practices: Evidence from Talis 2013”, OECD Education Working Papers, No. 141, OECD Publishing,
  • Basma, B., & Savage, R. (2017). Teacher professional development and student literacy growth: A systematic review and meta-analysis. Educational Psychology Review, 30(2), 457–481. https://doi.org/10.1007/s10648-017-9416-4
  • Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122. https://doi.org/10.1007/s12528-013-9077-3
  • Bertram, Carol. (2011). What does research say about teacher learning and teacher knowledge? Implications for professional development in South Africa. Journal of Education, 52, 3–26.
  • Bethel, E. C., & Bernard, R. M. (2010). Developments and trends in synthesizing diverse forms of evidence: Beyond comparisons between distance education and classroom instruction. Distance Education, 31(3), 231–256. https://doi.org/10.1080/01587919.2010.513950
  • Bett, H. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Education, 3(1), 1–9. https://doi.org/10.1080/2331186X.2016.1139439
  • Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M. (2012). Peter effect in the preparation of reading teachers. Scientific Studies of Reading, 16(6), 526–536. https://doi.org/10.1080/10888438.2011.601434
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage Publications, Inc.
  • Callaghan, G., & Madelaine, A. (2012). Levelling the playing field for kindergarten entry: Research implications for preschool early literacy instruction. Australasian Journal of Early Childhood, 37(1), 13–23. https://doi.org/10.1177/183693911203700103
  • Capital News. (2021, September 22). TSC Rolls Out Professional Development Programme for Teachers Capital News. https://www.capitalfm.co.ke/news/2021/09/tsc-rolls-out-professional-development-programme-for-teachers
  • CBC. (2018). Competency-based curriculum, Kenya Institute of Curriculum Development. https://kicd.ac.ke/press_releases/competence-based-curriculum-january3rd-2018
  • Cheung, A. C. K., & Guo, X. (2018). Examining the effects of ABRACADABRA, a web-based literacy program for primary school students in rural China. Quezon City, Philippines: Foundation for Information Technology Education and Development. https://www.gcr.cuhk.edu.hk/wp-content/uploads/2018/11/Hunan-Learning-at-Scale.pdf
  • Cilliers, J., Fleisch, B., Kotze, J., Mohohlwane, N., Taylor, S., & Thulare, T. (2022). Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning. Journal of Development Economics, 155, 1–15. https://doi.org/10.1016/j.jdeveco.2021.102815
  • Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50(3), 429–444. https://doi.org/10.1016/0022-0965(90)90079-N
  • Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95(3), 465–481. https://doi.org/10.1037/0022-0663.95.3.465
  • Dlamini, R., & Mbatha, K. (2018). The discourse on ICT teacher professional development needs: The case of a South African teachers’ union. International Journal of Education and Development Using ICT, 14(2), 17–37.
  • Fletcher, J. D., Tobias, S., & Wisher, R. A. (2007). Learning anytime, anywhere: Advanced distributed learning and the changing face of education. Educational Researcher, 36(2), 96–102. https://doi.org/10.3102/0013189X07300034
  • Grant, A., Wood, E., Gottardo, A., Evans, M. A., Phillips, L., & Savage, R. (2012). Assessing the content and quality of commercially available reading software programs: Do they have the fundamental structures to promote the development of early reading skills in children? NHSA Dialog, 15(4), 319–342. https://doi.org/10.1080/15240754.2012.725487
  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
  • Hennessy, S., Haßler, B., & Hofmann, R. (2015). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, Pedagogy and Education, 24(5), 1–28. https://doi.org/10.1080/1475939X.2015.1092466
  • Johnson, S. D., Aragon, S. R., & Shaik, N. (2000). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research, 11(1), 29–49.
  • Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker Dean, E., & Smith, D. L. (2009). Why elementary teachers might be inadequately prepared to teach reading? Journal of Learning Disabilities, 42(5), 392–402. https://doi.org/10.1177/0022219409338736
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  • Ko, B., Wallhead, T., & Ward, P. (2006). Chapter 4: Professional development workshops-what do Teachers learn and use? Journal of Teaching in Physical Education, 25(4), 397–412. https://doi.org/10.1123/jtpe.25.4.397
  • Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013). Preservice teachers’ TPACK: Using technology to support inquiry instruction. Journal of Science Education and Technology, 22(6), 838–857. https://doi.org/10.1007/s10956-013-9434-z
  • Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3). https://doi.org/10.1177/016146811311500307
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Moats, L. (2014). What teachers don’t know and why they aren’t learning it: Addressing the need for content and pedagogy in teacher education. Australian Journal of Learning Difficulties, 19(2), 75–91. https://doi.org/10.1080/19404158.2014.941093
  • National Early Literacy Panel (NELP). (2008). Developing early literacy: A scientific synthesis of early literacy development and implications for intervention. The National Institute for Literacy.
  • National Reading Panel (U.S.) & National Institute of Child Health and Human Development (U.S.). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.
  • Ngeze, L. V., & Iyer, S. (2022). Teachers co-creating for teachers: Design and implementation of an online teacher professional development course in Sub-Saharan Africa. In V. Dennen, C. Dickson-Deane, X. Ge, D. Ifenthaler, S. Murthy, & J. C. Richardson (Eds.), Global perspectives on educational innovations for emergency situations. educational communications and technology: Issues andinnovations. Springer. https://doi.org/10.1007/978-3-030-99634-5_4
  • Ogolla, K. (2019). Digital literacy programme in Kenya; Developing IT skills in children to align them to the digital world and changing nature of work-briefing note.
  • Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425–439. https://doi.org/10.1111/j.1365-2729.2011.00447.x
  • Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
  • Popova, A., Evans, D., Breeding, E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006
  • Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3–20. https://doi.org/10.1044/0161-1461(2008/002)
  • Schwartzman, R. (2021). Unpacking privilege in pandemic pedagogy: Social media debates on power dynamics of online education. Journal of Communication Pedagogy, 5, 17–24. https://doi.org/10.31446/JCP.2021.2.04
  • South African Council for Educators. (2021). Annual report presentation to the portfolio committee on basic education. https://sace.org.za/assets/documents/uploads/sace_97530-2021-11-30-SACE%20Annual%20Report%20Presentation%20to%20Parliament%20%2023%20November%202021.pdf
  • Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221–234. https://doi.org/10.1037/0022-0663.86.2.221
  • Statista. (2022). Kenya: Teachers in public primary schools 2015-2020. Retrieved March 28 from https://www.statista.com/statistics/1135881/number-of-teachers-in-public-primary-schools-in-kenya-by-gender. Statistics report. Retrieved March 28 from https://data.worldbank.org/country/KE
  • UNDP. (2021). The next frontier: Human development and the anthropocene. Human Development Report 2022. Retrieved March 26 from https://hdr.undp.org/sites/default/files/Country-Profiles/KEN.pdf
  • UNESCO United Nations Educational, Scientific and Cultural Organization Institute for Statistics (UIS). (2017, September). More than one-half of children and adolescents are not learning worldwide. Fact Sheet No. 46 (UIS/FS/2017/ED/46). Retrieved from http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdfUNESCO2021
  • Uribe Banda, C. (2019). Learning, Attitudes and Perceptions: Evaluating Teachers Acquiring Competence with Online Literacy Programs for Children. Scholars Commons @ Laurier. https://scholars.wlu.ca/etd/2166/
  • Uribe-Banda, C., Wood, E., Gottardo, A., Wade, A., Iminza, R., & WaGĩokõ, M. (2021). Evaluating teacher’s learning, perceptions and cultural differences following professional development for early literacy software. Canadian Journal of Learning and Technology, 47(2). https://doi.org/10.21432/cjlt27952
  • Vibulpatanavong, K., & Evans, D. (2018). Phonological awareness and reading in Thai children. Reading and Writing, 32(2), 467–491. https://doi.org/10.1007/s11145-018-9867-0
  • Wijekumar, K., Beerwinkle, A. L., & Harris, K. R. (2019). Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades. Annals of Dyslexia, 69(1), 5–20. https://doi.org/10.1007/s11881-018-00170-6
  • Wilsenach, C. (2015). Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children. Reading & Writing-Journal of the Reading Association of South Africa, 6(1), 1–11. https://doi.org/10.4102/rw.v6i1.77
  • Wilsenach, C. (2019). Phonological awareness and reading in Northern Sotho - Understanding the contribution of phonemes and syllables in grade 3 reading attainment. South African Journal of Childhood Education, 9(1), 1–10. https://doi.org/10.4102/sajce.v9i1.647
  • Wolgemuth, J. R., Savage, R., Helmer, J., Harper, H., Lea, T., Abrami, P. C., Kirby, A., Chalkiti, K., Morris, P., Carapetis, J., & Louden, W. (2013). ABRACADABRA aids indigenous and non-indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial. Computers & Education, 67, 250–264. https://doi.org/10.1016/j.compedu.2013.04.002
  • Wood, E., Grant, A., Gottardo, A., Savage, R., & Evans, M. (2017). Software to promote young children’s growth in literacy: A comparison of online and offline formats. Early Childhood Education Journal, 45(2), 207–217.
  • Wood, E., Vica, E., Gottardo, A., Iminza, R., Kiforo, E., & Wade, A. (2022). Perceptions and pedagogical considerations in professional development training for integration of an early literacy program in Kenya. Oxford Review of Education, 48(6), 786–803. https://doi.org/10.1080/03054985.2021.2018999
  • World Bank. (2017). World Bank reaffirms its commitment to further improve the quality and promote equity of education in Ethiopia. https://www.worldbank.org/en/news/press-release/2017/12/19/world-bank-reaffirms-its-commitment-to-further-improve-the-quality-and-promote-equity-of-education-in-ethiopia
  • World Bank. (2019). World Development Report. https://thedocs.worldbank.org/en/doc/9672215404889715900050022018/original/KennedyOgolaEntryDigitalLiteracyKenya.pdf
  • Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836–1884. https://doi.org/10.1111/j.1467-9620.2005.00544.x