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dc.contributor.authorSerpell, Robert
dc.contributor.authorJere-Folotiya, Jacqueline
dc.contributor.authorChansa-Kabali, Tamara
dc.contributor.authorMunachaka, Jonathan
dc.contributor.authorMaumbi, Mwanza Nakawala
dc.contributor.authorYalukanda, Christopher
dc.contributor.authorSampa, Francis
dc.contributor.authorLyytinen, Heikki
dc.contributor.editorAbubakar, Amina
dc.contributor.editorvan de Vijver, Fons J.R.
dc.date.accessioned2018-11-23T08:34:46Z
dc.date.available2019-11-18T22:35:46Z
dc.date.issued2017
dc.identifier.citationSerpell, R., Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J., Maumbi, M. N., Yalukanda, C., Sampa, F., & Lyytinen, H. (2017). A Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa : Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA). In A. Abubakar, & F. J. van de Vijver (Eds.), <i>Handbook of Applied Developmental Science in Sub-Saharan Africa</i> (pp. 313-334). Springer. <a href="https://doi.org/10.1007/978-1-4939-7328-6_17" target="_blank">https://doi.org/10.1007/978-1-4939-7328-6_17</a>
dc.identifier.otherCONVID_27368925
dc.identifier.otherTUTKAID_75783
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60308
dc.description.abstractA four-year research and development program at CAPOLSA (the Centre for the Promotion of Literacy in Sub-Saharan Africa) was inspired by widespread dissatisfaction with poor literacy outcomes of mass basic schooling in Zambia and sought to test the generalizability of a scientifically grounded, computer-mediated instructional resource developed in Finland, for effective intervention in an African society where different linguistic and educational conditions obtain. Specific challenges and opportunities posed by the local sociocultural context included the prevalence of multilingualism, the relatively transparent orthographies of local languages, and poor infrastructure of the public school system. Software was translated and field-tested under ecologically realistic conditions. Complementary influences on initial literacy learning were systematically explored of children’s home literacy environments, teachers’ attitudes and practices, biological and social constraints on learning among children with special needs, curriculum development, and teacher training. Complementary instructional resource development focused on creation of child-friendly reading materials in seven indigenous languages, translation of stories across those languages, harmonization of their orthographies, and exploring the potential of multiple media for dissemination of literacy materials. Effective application of scientific and technological innovations to educational policy and practice called for systematic coordination of insights from multiple disciplines to situate developmental science within sociocultural context.fi
dc.format.extent417
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofHandbook of Applied Developmental Science in Sub-Saharan Africa
dc.rightsIn Copyright
dc.subject.otherGraphoGame
dc.subject.otherSahara
dc.subject.otherAfrikka
dc.subject.otherliteracy development
dc.subject.othercentre for the promotion of literacy in Sub-Saharan Africa (CAPOLSA)
dc.subject.otherinnovation
dc.subject.othereducational policy
dc.subject.otherindigenous language
dc.subject.otherapplied developmental science
dc.subject.otherZambia
dc.subject.othertechnology development
dc.subject.othermedium of instruction
dc.subject.otherschools
dc.titleA Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa : Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA)
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-201811234849
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.date.updated2018-11-23T07:15:11Z
dc.relation.isbn978-1-4939-7326-2
dc.type.coarhttp://purl.org/coar/resource_type/c_3248
dc.description.reviewstatuspeerReviewed
dc.format.pagerange313-334
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Science+Business Media LLC 2017.
dc.rights.accesslevelopenAccessfi
dc.subject.ysolukutaito
dc.subject.ysokoulutuspolitiikka
dc.subject.ysokehitysyhteistyö
dc.subject.ysoalkuperäiskansat
dc.subject.ysooppimateriaali
dc.subject.ysooikeinkirjoitus
dc.subject.ysomonikielisyys
dc.subject.ysososioekonominen asema
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p249
jyx.subject.urihttp://www.yso.fi/onto/yso/p3845
jyx.subject.urihttp://www.yso.fi/onto/yso/p5737
jyx.subject.urihttp://www.yso.fi/onto/yso/p157
jyx.subject.urihttp://www.yso.fi/onto/yso/p9484
jyx.subject.urihttp://www.yso.fi/onto/yso/p6720
jyx.subject.urihttp://www.yso.fi/onto/yso/p2137
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/978-1-4939-7328-6_17
dc.type.okmA3


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