Citation

Maximizing student engagement in large classrooms

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Abstract:

That may children fail to read in developing countries is not new. However, identifying contributing factors has allowed for the development of targeted professional development for teachers. To increase student reading achievement in the coastal area of Kenya, a reading intervention was developed that enhanced the national curriculum in cooperation with in country teachers and educators. In addition to including basic reading components and effective practices in the reading instruction package that teachers in Malindi, Kenya received, strategies to maximize student engagement in large classrooms were included. Because to learn to read students need to read every day that implies having sufficient reading material. However, in developing countries reading material is often scarce. Additionally, many classrooms are overcrowded limiting students’ opportunities to practice the skills they are acquiring. Ensuring that students learn to read in these contexts requires creative solutions. Results of the study will be reported.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493992_index.html
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MLA Citation:

Linan-Thompson, Sylvia. "Maximizing student engagement in large classrooms" 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/p493992_index.html>

APA Citation:

Linan-Thompson, S. "Maximizing student engagement in large classrooms" 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/p493992_index.html

Publication Type: Panel Paper
Abstract: That may children fail to read in developing countries is not new. However, identifying contributing factors has allowed for the development of targeted professional development for teachers. To increase student reading achievement in the coastal area of Kenya, a reading intervention was developed that enhanced the national curriculum in cooperation with in country teachers and educators. In addition to including basic reading components and effective practices in the reading instruction package that teachers in Malindi, Kenya received, strategies to maximize student engagement in large classrooms were included. Because to learn to read students need to read every day that implies having sufficient reading material. However, in developing countries reading material is often scarce. Additionally, many classrooms are overcrowded limiting students’ opportunities to practice the skills they are acquiring. Ensuring that students learn to read in these contexts requires creative solutions. Results of the study will be reported.


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