Assessing blended and online-only delivery formats for teacher professional development in Kenya-Reference-Cited by-同舟云学术

Assessing blended and online-only delivery formats for teacher professional development in Kenya

Published:2023-03-20 Issue:1 Volume:10 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Uribe-Banda Constanza¹,Wood Eileen¹,Gottardo Alexandra¹,Biddle Jacqueline²,Ghaa Cliff³,Iminza Rose³,Wade Anne²,Korir Emmanuel⁴

Affiliation:

1. Psychology Department, Wilfrid Laurier University, Waterloo, Canada

2. Centre for the Study of Learning and Performance, Concordia University, Montreal, Canada

3. Teacher Education Department, Aga Khan Academies, Mombasa, Kenya

4. World Vision, Nairobi, Kenya

Funder

International Development Research Centre, Canada under Grant

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2023.2191414

Reference60 articles.

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3. Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC)

4. Development of Phonological Awareness

5. The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.

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