Teacher coaching in Kenya: Examining instructional support in public and nonformal schools

Piper, Benjamin; Zuilkowski, Stephanie Simmons

doi:10.1016/j.tate.2015.01.001

Cited by 60 publications

(33 citation statements)

References 33 publications

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“…Furthermore, consultation models are increasingly utilizing technological tools such as uploading videos, accessing video exemplars, and receiving electronic feedback, which raises concerns with teachers’ comfort and familiarity resulting in inconsistent adherence and fidelity (Downer et al 2009). These challenges are particularly relevant when considering the trend, both in the United States and internationally, to improve in-service training in areas where resources and access to experts and technology may be more limited (McDermott and Allen 2015; Piper and Zuilkowski 2015). …”

Section: Introductionmentioning

confidence: 99%

“…Peer coaching also removes some of the evaluative and judgmental qualities that may characterize teachers’ relationships with external consultants. Furthermore, peer coaching addresses the need for sustainable and cost-effective professional development models; consequently, it has started to be adopted as an in-service model in low-resource settings both in the United States and internationally (Piper and Zuilkowski 2015; Sheridan et al 2009). …”

Section: Introductionmentioning

confidence: 99%

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Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting

Johnson

Finlon

Kobak

et al. 2016

Early Childhood Educ J

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Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting

Johnson

Finlon

Kobak

et al. 2016

Early Childhood Educ J

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“…A method of training will determine the effectiveness of a training program (Piper & Zuilkowski, 2015). The type of the desired method was discovered in the questionnaires of the science teacher training needs.…”

Section: Figure 2 the Educational Backgroundsmentioning

confidence: 99%

The Importance of Training Needs’ Questionnaire in order to Arrange Science Teacher Training Program

Tapilouw¹,

Firman

Redjeki

et al. 2017

JPII

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An ideal teacher training program is by participant's need. The major aim of this study is getting information about science teacher's perception and needs in their professional's life as a science teacher in Junior High School. The main idea of teacher training is to strengthen the integrated science of Natural Science concepts and problembased learning. Data is gathered by spreading training needs questionnaire to 20 science teachers under an education foundation in Bandung. The questionnaire consists of six main parts which are teacher's profile, teacher's training, integrated science, problem-based learning, environmental problem and lesson preparation. The result of the training needs questionnaire is used as a basic of Science Teacher Training Program's Arrangement. There are four significant findings in training needs questionnaire. The first finding, the method of training is important. Most of the participant choose discussion method with sharing. The second finding, webbed model/ thematic approach in integrated science is unfamiliar for the participant. Therefore, the thematic approach can be a potential material for teacher training program. The third finding, 70% participants find obstacles in problem-based learning. This finding shows that the need to put problem-based learning material in teacher training program. The fourth finding, 65% participant, express opinions that material about lesson preparation is critical in teacher training. Based on the explanation above, we can conclude that training program for science teacher needs to be arranged according to teacher needs. So, the training program should use discussion method with sharing. Material about the thematic approach, problem-based learning and learning preparation are very potential to put into a training program for Junior High School science teacher.

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“…Research in sub-Saharan Africa suggests that to support teacher learning, modelling and teacher coaching are necessary (Schwille and Dembélé 2007;UNESCO 2012;UNESCO and CASTME 2001). Coaching can be particularly effective if the coach is given a manageable number of teachers to support, and the coaches are given financial stipends and training (Craig, Kraft, and du Plessis 1998;Piper and Zuilkowski 2015).…”

Section: Maths Interventions In Developing Countriesmentioning

confidence: 99%

“…The TAC tutors work for the government-run Teachers' Service Commission and are supervised by the staffing officer at the county level, but in reality, the TAC tutors often serve various roles under sub-county education officers. Prior research showed that TAC tutors were spending much more time on administrative tasks than on instructional support (Piper and Zuilkowski 2015). In PRIMR schools, therefore, the roles of the participating TAC tutors were specified as (1) the primary trainers for teachers and (2) instructional supervisors, providing feedback to teachers.…”

Section: Primr Numeracy Programme Designmentioning

confidence: 99%

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya

Piper¹,

Ralaingita²,

Akach³

et al. 2016

Journal of Development Effectiveness

Self Cite

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To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers' guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR's mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme. ARTICLE HISTORY

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Teacher coaching in Kenya: Examining instructional support in public and nonformal schools

Cited by 60 publications

References 33 publications

Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting

Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting

The Importance of Training Needs’ Questionnaire in order to Arrange Science Teacher Training Program

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya

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