Beschreibung
At 2 primary schools in Western Jamaica, students at the Grade 1 level lacked basic literacy skills of comprehension, letter recognition, letter sounds, and oral communication. The purpose of this qualitative evaluation study was to investigate teachers perceptions of the Jolly Phonics program implemented to improve students literacy in Grades 1-3. Guided by Engestroms activity theory, the effectiveness of the Jolly Phonics approach was examined based on the sociocultural learning theories of Vygotsky, Dewey, and Piaget. The research questions focused on teachers perceptions of the programs impact on students literacy improvement and of the strategies used in the Jolly Phonics program. Data collection involved individual interviews with 8 teachers from 2 selected primary schools with a representation of at least 2 teachers from each grade level. Using open coding and thematic analysis, emerging minor and major themes were identified.
Autorenporträt
Dr. Lorane E. Moodie-Reid is an elementary school Principal from Montego Bay, Jamaica. She holds an Ed.D in Administrator Leadership from Walden University, M.Sc in Educational Leadership from Central Connecticut State University, B.Ed from the University of the West Indies and Dip. in School Management from Mount Saint Vincent University.
Herstellerkennzeichnung:
BoD - Books on Demand
In de Tarpen 42
22848 Norderstedt
DE
E-Mail: info@bod.de
