Teaching Reading in Northern Nigeria: The Challenges of Large Class Size

Autor/inn/en	Adamu, Amina; Tsiga, Aisha Umar; Zuilkowski, Stephanie Simmons
Titel	Teaching Reading in Northern Nigeria: The Challenges of Large Class Size
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 2, S.225-242 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zuilkowski, Stephanie Simmons)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1794948
Schlagwörter	Reading Instruction; Large Group Instruction; Foreign Countries; Classroom Techniques; Class Size; Elementary School Students; Teaching Methods; Formative Evaluation; Individualized Instruction; Teacher Attitudes; Attention; Discipline; Evidence Based Practice; Nigeria + Suchen Sie Ihr Suchwort? Leseunterricht; Ausland; Klassenführung; Klassengröße; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Lehrerverhalten; Aufmerksamkeit; Disziplin
Abstract	Teachers in northern Nigeria face large class sizes that lead to challenges in successfully teaching children to read. In this study, we documented primary grades classes with as many as 160 children. We used in-depth interviews with 20 teachers in Kano State to explore how teachers approached reading instruction, as these numbers preclude the instructional approaches supported by the literature, such as regular formative assessment, differentiated instruction, and frequent interactions with text. Most teachers reported using grouping to teach reading, while some relied on instructional materials or teacher-centered approaches to attract student attention. Assessment was largely at the group level rather than individual; teachers generally lacked a detailed understanding of students' reading development. Classroom management and discipline were ongoing concerns. We conclude with recommendations on ways to build on teachers' practices in ways that align their pedagogy with evidence-based approaches, such as more purposefully grouping to allow for differentiated instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01