Enos Kiforo
Biographic Data
| ID | 9594635 |
|---|---|
| NAME | Enos Kiforo |
| GIVEN NAMES | Enos |
| FAMILY NAME | Kiforo |
| SIGNATURE | KIFORO E |
| AFFILIATIONS | Centre for the Study of learning and Performance, Aga Khan Academy, Kenya |
| ORCID | 0000-0002-5337-8926 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Using the reading sciences and technology for teaching and learning in the Global South
In the Global South, persistent literacy challenges have been exacerbated by schooling disruptions during the pandemic and afterwards. Addressing this problem requires teachers who both understand how to teach reading, and can implement it effectively and efficiently. This research examines the effects of an intervention combining a technology-based teacher professional development and implementation of new knowledge and skills and ABRA-READS int…
Perceptions and pedagogical considerations in professional development training for integration of an early literacy program in Kenya
The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum integration content. Thematic analysis of interviews yielded six themes, which identified perceived barriers…
No prominent works on this page.
Perceptions and pedagogical considerations in professional development training for integration of an early literacy program in Kenya
The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum integration content. Thematic analysis of interviews yielded six themes, which identified perceived barriers…
Using the reading sciences and technology for teaching and learning in the Global South
In the Global South, persistent literacy challenges have been exacerbated by schooling disruptions during the pandemic and afterwards. Addressing this problem requires teachers who both understand how to teach reading, and can implement it effectively and efficiently. This research examines the effects of an intervention combining a technology-based teacher professional development and implementation of new knowledge and skills and ABRA-READS int…
Literacy (2 works) · Professional development (2 works) · Teaching method (2 works) · Child Development and Digital Technology (1 work) · Continuance (1 work) · Curriculum (1 work) · Curriculum development (1 work) · Education and Technology Integration (1 work) · Educational Technology and E-Learning (1 work) · Faculty Development (1 work)