Demissie, Abate

2 Publications in AERD

Author Publications

Evaluating Teacher Education Materials for Effective Reading Pedagogy: Curricular Responses to Early-Grade Reading Instruction

By Kuche, Elias

The suitability of teaching resources for college students was the main emphasis of this study, which examined curricular responses to early-grade reading (EGR) instruction. The US National Reading Panel served as the theoretical basis for the study’s evaluation of reading materials. The College English Language Teaching Methods II module, which includes lessons on teaching EGR, was the subject of the analysis. Using the reading curriculum evaluation checklist, the study gathered data through the directed qualitative content analysis approach. Six teacher educators were also interviewed in semi-structured interviews to learn more about their opinions of the course material’s efficacy in preparing student teachers to teach reading instruction to younger grades. The data was analyzed using the content analysis technique. The results showed that while the material did not place enough attention on the fundamentals of EGR, it did concentrate primarily on lower-level reading skills. The study thus emphasizes the content’s narrow focus on giving student teachers the information and abilities necessary for teaching EGR. The results have practical consequences for how educators develop and modify teaching materials for EGR as well as theoretical implications for implementing the EGR material evaluation theory that the study used. It is advised that the materials should be supplemented with suitable and research-based exercises to enhance the educational value of classroom instruction. © 2024 Common Ground Research Networks. All rights reserved.

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Effects of information communication technology-assisted teaching training on English language teachers' pedagogical knowledge and English language proficiency

By Abraham, Mihireteab

This study was conducted to examine the effects of training in Information Communication Technology-assisted (ICT-assisted) English language teaching on secondary school English language teachers' pedagogical knowledge and English language proficiency. To achieve this goal, a one-group within-subject quasi-experimental design was utilized. Twenty-two (n = 22) teachers selected from three government secondary schools in Arba Minch and Sawla towns of Gamo and Gofa zones of South Nations, Nationalities, and the Peoples Regional State of Ethiopia were included in the study using a comprehensive sampling technique. Four rounds of repeated measurements were used to collect data and Friedman's test was used to compare the mean scores to examine the effects of the training on the teachers' pedagogical knowledge and English language proficiency. Related-samples Kendall's coefficient of concordance (effect size) was also run using the same non-parametric test of Friedman's test to exmine the magnitude of the effect. The results revealed that training in ICT-assisted teaching has a significant effect on the pedagogical knowledge and English language proficiency of the teachers. Moreover, the independent variable (training in ICT-assisted English language teaching) has a strong effect (effect size) on their pedagogical knowledge and English language proficiency. Based on the results, in-service teacher training in ICT-assisted teaching is recommended to harness the potential of new technologies for English language teachers' professional development.

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