Citation

Interactive radio instruction: A low-cost means of presenting teachers with new mental models of effective reading instruction

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Abstract:

The new evidence-based reading instructional strategies promoted in most educational reform programs require teachers in countries like Mali to adopt teaching practices that they have generally never seen or used in the classroom, let alone experienced as learners. Many if not most of the practices described during face to face trainings, or in accompanying teachers’ guide, are dramatically different from teachers’ tacitly-held beliefs about how children learn to read, and about what constitutes effective reading instructional practices. As a result, teachers either do not implement the activities, or modify them significantly so as to align with their current belief structures, often to the point of compromising the intent of the learning activity.

This presentation examines how carefully designed interactive radio programs can walk teachers through new evidence-based reading instructional strategies, helping them to build a shared understanding of how these strategies support students’ literacy development. It outlines the conceptual framework of the primary reading-based interactive radio instruction programs in Mali and how this framework aligns with the new Malian reading/writing performance standards. Finally, it looks at the potential of IRI as a low-cost means of providing all teachers, and in particular those in remote regions, with a common vision of what constitutes effective reading instructional practices in early primary.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492809_index.html
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MLA Citation:

Sarré, Abdoulaye. "Interactive radio instruction: A low-cost means of presenting teachers with new mental models of effective reading instruction" 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/p492809_index.html>

APA Citation:

Sarré, A. "Interactive radio instruction: A low-cost means of presenting teachers with new mental models of effective reading instruction" 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/p492809_index.html

Publication Type: Panel Paper
Abstract: The new evidence-based reading instructional strategies promoted in most educational reform programs require teachers in countries like Mali to adopt teaching practices that they have generally never seen or used in the classroom, let alone experienced as learners. Many if not most of the practices described during face to face trainings, or in accompanying teachers’ guide, are dramatically different from teachers’ tacitly-held beliefs about how children learn to read, and about what constitutes effective reading instructional practices. As a result, teachers either do not implement the activities, or modify them significantly so as to align with their current belief structures, often to the point of compromising the intent of the learning activity.

This presentation examines how carefully designed interactive radio programs can walk teachers through new evidence-based reading instructional strategies, helping them to build a shared understanding of how these strategies support students’ literacy development. It outlines the conceptual framework of the primary reading-based interactive radio instruction programs in Mali and how this framework aligns with the new Malian reading/writing performance standards. Finally, it looks at the potential of IRI as a low-cost means of providing all teachers, and in particular those in remote regions, with a common vision of what constitutes effective reading instructional practices in early primary.


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