Literaturnachweis - Detailanzeige
| Autor/in | Woods-Stevens, Augurie Ezioma |
|---|---|
| Titel | Liberian Teachers' Perceptions about Teaching the EGRA-Plus Reading Curriculum: A Qualitative Case Study |
| Quelle | (2019), (154 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3921-1212-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Foreign Countries; Teacher Attitudes; Reading Instruction; Elementary School Students; Elementary School Teachers; Curriculum Implementation; Program Effectiveness; Barriers; Teacher Qualifications; Educational Resources; Reading Skills; Children; War; International Programs; Liberia |
| Abstract | In 1989, Liberia entered into a Civil War that was devastating to the population, which has not recovered since. The country's infrastructure was significantly destroyed. Eighty percent of schools were non-functional. The illiteracy rate was at 80% in 2017. The teacher population at the primary and secondary levels was 26,000, but, 65% of them had not completed high school nor were they certified to teach in any content area. An assessment and intervention scripted reading program (EGRA-Plus) funded by the United States Aid for Development and piloted by Research Triangle Park International was implemented to address elementary school reading skills of children. The purpose of this qualitative case study was to explore the perceptions, attitudes, and lived experiences of Liberian teachers about implementing the EGRA-Plus program, the accessibility of needed resources to do so, and the barriers they encountered during implementation. Eighteen certified and non-certified teachers working full time in the first, second and third grades in five elementary schools in the outskirts of Monrovia, the Capital of Liberia, constituted the purposive sampling of the study. Data were collected from a 1-hour audio recorded interview with open-ended questions. Data analysis utilized NVivo 12 ProRTM to analyze data for pattern matching and thematic content analysis to address the concepts. Five themes emerged from research question one: (a) improved performance, (b) contribution of experience, (c) length of training in EGRA, (d) the EGRA-Plus scripted reading program efficacy, and (e) teacher preparedness. Three themes emanated from research question two: (a) increasing the reading scores for elementary students, (b) lack of external resources, and (c) the success and failure to implement EGRA. Research question three provided four themes: (a) salaries, (b) insufficient books, (c) Ministry of Education issues, and (d) training of teachers. Recommendations for practice included themes 1, 2, 3, 4 and 5 from RQ1 that (a) the Ministry of Education set policies to support and encourage all pre-service and in-service teachers to obtain at least their Bachelor's degree before employment, especially reading teachers; (b) themes 1,2, and 3 from RQ2 that training materials and supplemental books be given to those teachers identified to teach reading before the actual training begins; and (c) themes 1, 2, 3, and 4, from RQ3 was that the Ministry of Education (MOE) should agree to raise teachers' salaries. Recommendations for future research is (a) to investigate the initial quantitative valuation of the research questions with a sampling of two different locations of the same demographics; and (b) implement an investigation as to why the MOE did not strengthen the teachers' educational levels prior to implementing the use of a scripted reading curriculum with inexperienced and unqualified teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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