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

Teaching and Teacher Education

Volumn 47, Issue , 2015, Pages 173-183

  Piper, Benjamin ^a   Zuilkowski, Stephanie Simmons ^b  

^a RTI INTERNATIONAL   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Coaching; Instruction; Kenya; Literacy; Professional development

Indexed keywords

EID: 84921720293     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2015.01.001     Document Type: Article

References (54)

1. Ackers J., Hardman F. Classroom interaction in Kenyan primary schools. Compare 2001, 31(2):245-261. 10.1080/03057920123230.
2. Akyeampong K., Lussier K., Pryor J., Westbrook J. Improving teaching and learning of basic maths and reading in Africa: does teacher preparation count?. International Journal of Educational Development 2013, 33:272-282. 10.1016/j.ijedudev.2012.09.006.
3. Atteberry A., Bryk A.S. Analyzing teacher participation in literacy coaching activities. Elementary School Journal 2011, 112(2):356-382. 10.1086/661994.
4. Bean R.M., Draper J.A., Hall V., Vandermolen J., Zigmond N. Coaches and coaching in reading first schools: a reality check. The Elementary School Journal 2010, 111(1):87-114. 10.1086/653471.
5. Biancarosa G., Bryk A.S., Dexter E.R. Assessing the value-added effects of literacy collaborative professional development on student learning. The Elementary School Journal 2010, 111(1):7-34. 10.1086/653468.
6. Blachowicz C.L.Z., Obrochta C., Fogelberg E. Literacy coaching for change. Educational Leadership 2005, 62(6):55. 10.4135/9781446221402.n5.
7. Bunyi G.W., Wangia J., Magoma C.M., Limboro C.M., Akyeampong K. Learning to teach reading and mathematics and influences on practice: A study of teacher education in Kenya 2011, University of Sussex Centre for International Education, Brighton, UK.
8. Carlisle J.F., Cortina K.A., Katz L.A. First-grade teachers' response to three models of professional development in reading. Reading & Writing Quarterly 2011, 27:212-238. 10.1080/10573569.2011.560482.
9. Coburn C.E., Woulfin S.L. Reading coaches and the relationship between policy and practice. Reading Research Quarterly 2012, 47(1):5-30. 10.1002/rrq.008.
10. Denton C.A., Hasbrouck J. Adescription of instructional coaching and its relationship to consultation. Journal of Educational & Psychological Consultation 2009, 19:150-175. 10.1080/10474410802463296.
11. Dole J.A. The changing role of the reading specialist in school reform. The Reading Teacher 2004, 57(5):462-471. 10.1598/rt.57.5.6.
12. Dubeck M.M., Jukes M.C.H., Okello G. Early primary literacy instruction in Kenya. Comparative Education Review 2012, 56(1):48-68. 10.1086/660693.
13. Elish-Piper L., L'Allier S.K. Examining the relationship between literacy coaching and student reading gains in grades K-3. The Elementary School Journal 2011, 112(1):83-106. 10.1086/660685.
14. Giordano E.A. School clusters and teacher resource centres 2008, United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris.
15. Guskey T.R. Staff development and the process of teacher change. Educational Researcher 1985, 15(5):5-12. 10.3102/0013189x015005005.
16. Hardman F., Abd-Kadir J., Agg C., Migwi J., Ndambuku J., Smith F. Changing pedagogical practice in Kenyan primary schools: the impact of school-based training. Comparative Education 2009, 45(1):65-86. 10.1080/03050060802661402.
17. Hershfeldt P.A., Pell K., Sechrest R., Pas E.T., Bradshaw C.P. Lessons learned coaching teachers in behavior management: the PBIS Plus coaching model. Journal of Educational & Psychological Consultation 2012, 22(4):280-299. 10.1080/10474412.2012.731293.
18. International Reading Association The role and qualifications of the reading coach in the United States 2004, [Position statement], International Reading Association, Newark,DE, Retrieved January 15, 2015, from. http://www.reading.org/General/AboutIRA/PositionStatements/ReadingCoachPosition.aspx.
19. Kenya National Examinations Council (KNEC) SACMEQ III [Southern and Eastern African Consortium for Monitoring Education Quality] and PRIMR findings dissemination report 2013, Author, Nairobi.
20. Kisirkoi F.K. Effectiveness of Teacher Advisory Centres (TACs) in teacher professional development in Nairobi County 2011, Paper presented at the Distance Education and Teacher Education in Africa Conference, Maputo, Mozambique.
21. L'Allier S., Elish-Piper L., Bean R.M. What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement. The Reading Teacher 2010, 63(7):544-554. 10.1598/rt.63.7.2.
22. Lovett M.W., Lacerenza L., De Palma M., Benson J.J., Steinbach K.A., Frijters J.C. Preparing teachers to remediate reading disabilities in high school: what is needed for effective professional development?. Teaching and Teacher Education 2008, 24:1083-1097. 10.1016/j.tate.2014.09.008.
23. Maritim E.K. The distance learning mode of training teachers in Kenya: challenges, prospects, and suggested policy framework. Open Learning 2009, 24(3):241-254. 10.1080/02680510903202100.
24. Matsumura L.C., Garnier H.E., Correnti R., Junker B., DiPrima Bickel D. Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility. The Elementary School Journal 2010, 111(1):35-62. 10.1086/653469.
25. Ministry of Education Task force on the re-alignment of the education sector to the Constitution of Kenya 2010: Towards a globally competitive quality education for sustainable development 2012, Ministry of Education, Republic of Kenya, Nairobi.
26. Mugo J., Kaburu A., Limboro C., Kimutai A. Are our children learning? Annual learning assessment report 2011, Uwezo, Nairobi.
27. National Assessment System for Monitoring Learner Achievement Monitoring of learning achievement for class 3 in literacy and numeracy in Kenya 2010, Kenya National Examinations Council, Nairobi.
28. Ngware M.W., Oketch M., Mutisya M. Does teaching style explain differences in learner achievement in low and high performing schools in Kenya?. International Journal of Educational Development 2014, 36:3-12. 10.1016/j.ijedudev.2014.01.004.
29. Odhiambo G.O. Teacher appraisal: the experiences of Kenyan secondary school teachers. Journal of Educational Administration 2005, 43(4/5):402-416. 10.1108/09578230510605441.
30. Onsomu E., Nzomo J., Obiero C. The SACMEQ II project in Kenya: A study of the conditions of schooling and the quality of education 2005, SACMEQ and Kenya Ministry of Education, Science and Technology, Harare and Nairobi.
31. Piper B. Student-centered pedagogy's causal mechanisms: An explanatory mixed methods analysis of the impact of in-service teacher professional development on student and teacher outcomes in Ethiopia 2009, (Unpublished doctoral dissertation), Harvard Graduate School of Education, Cambridge, MA, USA.
32. Piper B. Ethiopia early grade reading assessment data analytic report: Language and early learning 2010, Prepared for USAID/Ethiopia under the Education Data for Decision Making (EdData II) project, Task Order Nos. EHC-E-07-04-00004-00 and AID-663-BC-10-00001 (RTI Tasks 7 and 9). Research Triangle Park, RTI International, NC, Retrieved January 15, 2015, from. https://www.eddataglobal.org/countries/index.cfm?fuseaction%3DpubDetail&ID%3D289.
33. Piper B. Kenya early grade reading assessment findings report 2010, Prepared for the William & Flora Hewlett Foundation under the Monitoring of Learning Outcomes in Sub-Saharan Africa Project, Contract No. 2008-3367. Research Triangle Park, RTI International and East African Development Consultants, NC, USA, Retrieved January 15, 2015, from. https://www.eddataglobal.org/countries/index.cfm?fuseaction%3DpubDetail&ID%3D275.
34. Piper B., Korda M. EGRA plus: Liberia. Understanding the causal mechanisms: EGRA Plus's effectiveness 2011, Prepared for USAID/Liberia under the Education Data for Decision Making (EdData II) project, Early Grade Reading Assessment (EGRA): Plus Project, Task Order No. EHC-E-06-04-00004-00 (RTI Task 6). Research Triangle Park, RTI International, NC, USA, Retrieved January 15, 2015, from. https://www.eddataglobal.org/countries/index.cfm?fuseaction%3DpubDetail&ID%3D540.
35. Piper B., Kwayumba D. USAID/Kenya Primary Math and Reading Initiative: Kisumu information and communication technology (ICT) intervention - endline report 2014, Prepared under the USAID Education Data for Decision Making (EdData II) project, Task Order No. AID-623-M-11-00001 (RTI Task 13). Research Triangle Park, RTI International, NC, Retrieved January 15, 2015, from. https://www.eddataglobal.org/reading/index.cfm?fuseaction%3DpubDetail&ID%3D664.
36. Piper B., Mugenda A. The Primary Math and Reading (PRIMR) Initiative: baseline report 2012, Prepared under the USAID Education Data for Decision Making (EdData II) project, Task Order No. AID-623-M-11-00001 (RTI Task 13). Research Triangle Park, RTI International, NC, USA, Retrieved July 26, 2013, from. https://www.eddataglobal.org/countries/index.cfm?fuseaction%3DpubDetail&ID%3D480.
37. Piper B., Mugenda A. The Primary Math and Reading (PRIMR) Initiative: midterm impact evaluation 2013, Prepared under the USAID Education Data for Decision Making (EdData II) project, Task Order No. AID-623-M-11-00001 (RTI Task 13). RTI International, Research Triangle Park, NC, USA, Retrieved January 15, 2015, from. https://www.eddataglobal.org/countries/index.cfm?fuseaction%3DpubDetail&ID%3D486.
38. Piper B., Mugenda A. USAID/Kenya Primary Math and Reading (PRIMR) Initiative: endline impact evaluation 2014, Prepared under theUSAID Education Data for Decision Making (EdData II) project, Task Order No. AID-623-M-11-00001 (RTI Task 13). Research Triangle Park, RTI International, NC, Retrieved January 15, 2015, from. https://www.eddataglobal.org/reading/index.cfm?fuseaction%3DpubDetail&ID%3D661.
39. Piper B., Zuilkowski S.S., Mugenda A. Improving reading outcomes in Kenya: first-year effects of the PRIMR Initiative. International Journal of Educational Development 2014, 37:11-21.
40. Pontefract C., Hardman F. The discourse of classroom interaction in Kenyan primary schools. Comparative Education 2005, 41(1):87-106. 10.1080/03050060500073264.
41. Pryor J., Akyeampong K., Westbrook J., Lussier K. Rethinking teacher preparation and professional development in Africa: an analysis of the curriculum of teacher education in the teaching of early reading and mathematics. Curriculum Journal 2012, 23(4):409-502. 10.1080/09585176.2012.747725.
42. Reinke W., Stormont M., Herman K., Newcomer L. Using coaching to support teacher implementation of classroom-based interventions. Journal of Behavioral Education 2014, 23(1):150-167. 10.1007/s10864-013-9186-0.
43. Ross J. Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education 1992, 17(1):51-65. 10.2307/1495395.
44. Sailors M., Hoffman J.V., Pearson P.D., McClung N., Shin J., Mwale Phiri L. Supporting change in literacy instruction in Malawi. Reading Research Quarterly 2014, 49(2):209-231.
45. Sailors M., Price L. Support for the Improvement of Practices through Intensive Coaching (SIPIC): a model of coaching for improving reading instruction and reading achievement. Teaching and Teacher Education 2015, 45:115-127. 10.1016/j.tate.2014.09.008.
46. Shidler L. The impact of time spent coaching for teacher efficacy on student achievement. Early Childhood Education Journal 2009, 36(5):453-460. 10.1007/s10643-008-0298-4.
47. Stephens D., Morgan D., Donnelly A., DeFord D., Young J., Seaman M., et al. The South Carolina Reading initiative: NCTE's reading initiative as a statewide staff development project 2007, National Council of Teachers of English, Urbana, IL.
48. Teemant A. Amixed-methods investigation of instructional coaching for teachers of diverse learners. Urban Education 2014, 49(5):574-604. 10.1177/0042085913481362.
49. Teemant A., Wink J., Tyra S. Effects of coaching on teacher use of sociocultural instructional practices. Teaching & Teacher Education 2011, 27(4):683-693. 10.1016/j.tate.2010.11.006.
50. Tolley L.M., Johnson L., Koszalka T.A. An intervention study of instructional methods and student engagement in large classes in Thailand. International Journal of Educational Research 2012, 53:381-393. 10.1016/j.ijer.2012.05.003.
51. Vanderburg M., Stephens D. The impact of literacy coaches: what teachers value and how teachers change. The Elementary School Journal 2010, 111(1):141-163. 10.1086/653473.
52. Van Keer H., Verhaeghe J.P. Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions. The Journal of Experimental Education 2005, 73(4):291-329. 10.3200/JEXE.73.4.291-329.
53. Wasanga P.M., Ogle A.M., Wambua R.M. Report on monitoring of learner achievement for class 3 in literacy and numeracy 2010, Kenya National Examinations Council, Nairobi.
54. World Bank World development indicators [Online database] 2013, Retrieved from. http://data.worldbank.org/data-catalog/world-development-indicators.