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Looking a little closer: The narrative of primary reading classes in Mali

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Abstract:

This paper presents the results of an in-depth, qualitative study of teachers’ instructional practices in primary reading classes in Mali, as well as the types of social interaction patterns they promote in the classroom. Data was collected via two means: 1) by a minute by minute analysis of 60 videos of grades 1, 2 and 3 reading/writing classes, using a generative-coding system developed by Malian Ministry of Education technicians and 2) by a secondary, highly qualitative analysis of a subset of the videos. The data from the two sources produces an intriguing narrative of a typical primary reading class in Mali. When examined in light of the results of the recent study of teachers’ beliefs and assumptions around reading development and age-appropriate reading instructional strategies (Evans, 2009), the findings offer insights into the reasons underpinning teachers’ instructional choices in reading/writing classrooms. The presentation will conclude by discuss how the lessons learned from the various studies undertaken in Mali over the past three years may help to inform the design of more effective preservice and inservice reading instructional programs.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492806_index.html
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MLA Citation:

Evans, Norma. "Looking a little closer: The narrative of primary reading classes in Mali" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492806_index.html>

APA Citation:

Evans, N. A. "Looking a little closer: The narrative of primary reading classes in Mali" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492806_index.html

Publication Type: Panel Paper
Abstract: This paper presents the results of an in-depth, qualitative study of teachers’ instructional practices in primary reading classes in Mali, as well as the types of social interaction patterns they promote in the classroom. Data was collected via two means: 1) by a minute by minute analysis of 60 videos of grades 1, 2 and 3 reading/writing classes, using a generative-coding system developed by Malian Ministry of Education technicians and 2) by a secondary, highly qualitative analysis of a subset of the videos. The data from the two sources produces an intriguing narrative of a typical primary reading class in Mali. When examined in light of the results of the recent study of teachers’ beliefs and assumptions around reading development and age-appropriate reading instructional strategies (Evans, 2009), the findings offer insights into the reasons underpinning teachers’ instructional choices in reading/writing classrooms. The presentation will conclude by discuss how the lessons learned from the various studies undertaken in Mali over the past three years may help to inform the design of more effective preservice and inservice reading instructional programs.


Similar Titles:
A first peek inside primary reading classes in Mali

What we’ve learned about the early primary reading environment in Mali

Reading with “Young Money” and “J.R.”: A Closer Look at a Small Group Intervention


 
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