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Malian teacher beliefs about reading and learning to read: Progress achieved and challenges remaining

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Abstract:

This presentation reviews the results of studies designed to measure the impact of the new reading-based interactive radio programs on teachers’ beliefs. The author begins by presenting the results a recent study of grade one teachers’ beliefs with respect to how children learn to read, as well as age-appropriate reading instructional activities and compare those results to those of a similar study conducted out two years ago, prior to the start of the broadcasts. The data reveal those aspects of teachers’ belief frameworks that are beginning to shift as a result of the interactive radio programs, as well as those that appear to be more resistant to change. The presentation concludes with an examination of the links between the observed shifts in teacher beliefs and the conceptual framework of the IRI programs, with a view to identifying how the lessons learned from these studies may help to inform the design of more effective reading-based interactive radio 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


Citation:
URL: http://citation.allacademic.com/meta/p492810_index.html
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MLA Citation:

Rhodes, Rebecca. "Malian teacher beliefs about reading and learning to read: Progress achieved and challenges remaining" 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/p492810_index.html>

APA Citation:

Rhodes, R. "Malian teacher beliefs about reading and learning to read: Progress achieved and challenges remaining" 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/p492810_index.html

Publication Type: Panel Paper
Abstract: This presentation reviews the results of studies designed to measure the impact of the new reading-based interactive radio programs on teachers’ beliefs. The author begins by presenting the results a recent study of grade one teachers’ beliefs with respect to how children learn to read, as well as age-appropriate reading instructional activities and compare those results to those of a similar study conducted out two years ago, prior to the start of the broadcasts. The data reveal those aspects of teachers’ belief frameworks that are beginning to shift as a result of the interactive radio programs, as well as those that appear to be more resistant to change. The presentation concludes with an examination of the links between the observed shifts in teacher beliefs and the conceptual framework of the IRI programs, with a view to identifying how the lessons learned from these studies may help to inform the design of more effective reading-based interactive radio programs.


Similar Titles:
Malian teachers’ and students’ beliefs about reading and reading instruction: Challenges to reforming reading instruction

The effect of content-focused teacher meetings, as effective teacher learning opportunities, on student reading achievement scores in first grade

Malian adult literacy teacher’s beliefs about reading and reading instruction


 
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