Dr. Justus Okeo Inyega Publications |
1 | 9999 | Click to View Abstract
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2 | 9999 | Click to View Abstract
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3 | 9998 | Six Ts For Effective And Efficient Early Grade Literacy Instruction. (Book Chapter) In Ross Graham (Eds.). Developing Languages In Africa: Social And Educational Perspectives Click to View Abstract
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4 | 9998 | Revamping Early Childhood Teacher Education And Professional Development: Nuts And Bolts For Effective Literacy And Numeracy Instruction. Click to View Abstract
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5 | 2017 | Pre-service Teachers’ Attitude Towards Secondary School Student Assessment In Science After Undergoing Teaching Practice In Kenya Click to View Abstract
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6 | 2017 | Inquiry-based Learning And Secondary School Student Performance In Map Work In Two Selected Counties Of Trans-Nzoia And Uasin Gishu In Kenya Click to View Abstract
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7 | 2017 | Implementing Cross-age Peer Tutoring In The Teaching Of Reading In Kenyan Primary Schools Click to View Abstract
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8 | 2017 | All Teachers Teaching Reading All Children Reading: A Pedagogical Shift In Teacher Education In Kenya Click to View Abstract
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9 | 2017 | Training Needs Assessment For Forensic Nursing In Kenya Click to View Abstract
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10 | 2017 | Teachers’ Attitude Towards Teaching Following In-service Teacher Education Program In Kenya Click to View Abstract
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11 | 2017 | Experiences Of Student Teachers’ On Placement Click to View Abstract
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12 | 2017 | Preparedness And Practice Of Forensic Nursing In Kenya Click to View Abstract
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13 | 2017 | Empowering Children And Teachers Through Literacy: The Case Of Children’s Book Project (CBP) For Tanzania Click to View Abstract
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14 | 2017 | Teachers’ Pedagogical Content Knowledge Following In -service Training In Kenya Click to View Abstract
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15 | 2017 | Psychotherapy, (il)literacy And Information Communication And Technologies: Building Bridges To Literacy Excellence Click to View Abstract
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16 | 2017 | Mainstreaming Early Grade Reading Instruction In Early Childhood Teacher Education Click to View Abstract
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17 | 2017 | Infusing Reading Instruction Into Early Childhood Teacher Education Programs: The Case Of University Of Nairobi Click to View Abstract
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18 | 2016 | My Sister Was Born Yellow Click to View Abstract
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19 | 2016 | Gentle Gracing Giraffes Click to View Abstract
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20 | 2016 | My Sister Has Got Mumps Click to View Abstract
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21 | 2016 | The Girl Whose Feet Could Not Stop Growing Click to View Abstract
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22 | 2015 | Integrating Forensic Nursing Science In Nursing Education In Kenya Click to View Abstract
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23 | 2014 | Methodology For Science Teaching In Higher Education Institutions. Nairobi: CODL Click to View Abstract
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24 | 2014 | Enhancing College Students' Communication Skills: Adopting An Interdisciplinary Approach Click to View Abstract
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25 | 2014 | Communication Skills For Academic Exellence Click to View Abstract
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26 | 2011 | Teachers' Practices And Experiences Following Professional Development: A Kenya Multi-site Analysis. Saarbrucken, Germany: VDM Verlag Dr. Muller (ISBN: 978-3-639-32625-3). Online Available: Www.amazon.com Click to View Abstract
In this qualitative research case study, multi-site cases of teachers' practices and experiences about chemistry unit lesson planning and implementation following an in-service teacher education program in Kenya are examined. Specifically, a descriptive comparison of chemistry educators in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) In-service Program in four different school settings (boys' boarding, girls' boarding, mixed boarding, and mixed day) was made. The intent of this study was to determine what changes, if any, teachers made in the design and implementation of their lessons, how these changes were implemented, and why the teachers made such changes. Among other findings, the study established that participants planned, prepared and implemented student-centered activity lessons using a new lesson plan format during chemistry unit lessons on the Periodic Table, "Mole Concept", Electrochemistry, and Organic Chemistry. They improvised teaching/learning materials, where conventional equipment were not available in school.
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27 | 2011 | University Academics Re-examine Their Pedagogical And People-skills: Insights From Capacity-building In-service Programme In Kenya. The Fountain: Journal Of Educational Research. Click to View Abstract
Students intellectual, social and human development is enhanced if lecturers are equipped with appropriate pedagogical and people-skills. Insights gained from lecturers capacity-building in-service training programs in a public university in Kenya are presented in this paper. Twenty thematic areas were covered aimed at improving competences of lecturers in facilitating students' learning. In-service lecturers' responses were analyzed qualitatively. In-service lecturers have training expectations and challenges in teaching university students when preparing them to become responsible citizens. They are generally satisfied with focused professional development seminars they attend, and are likely to provide effective lecturing and improved classroom practices in their faculties.
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28 | 2011 | Learning To Read And Reading To Learn: A Practical Teacher's Guide. Nairobi: Riverbrooks Communications Network. ISBN: 996-67336-3-9 Click to View Abstract
The book focus on teaching methodology with special reference to reading
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29 | 2011 | Teaching Practice Experiences: Invaluable Insights From Video Cases In Kenya Click to View Abstract
Decline in quality education has become one of the major challenges facing the education sector as the Government tries to widen access to basic education. To address these challenges, the major thrust has been to develop feasible policies, objectives, strategies, programs and activities to guide the development of the sector. For instance, the strategies proposed by MPET for primary education included increasing access and participation as well as raising relevance and quality. However, the quality of education can not be improved without improving the teacher. Consequently, many primary school teachers went back to school and enrolled in degree courses at universities. This paper discusses the attempt to assess the extent to which the teacher who enrolled in the B.Ed. program of the University of Nairobi have been able to expand their knowledge and pedagogical skills in different subjects. Can these teachers contribute to improved efficiency and effectiveness with respect to the provision and delivery of education? In what ways have they contributed to increased in education at the primary level?
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30 | 2010 | In-service Teachers Classroom Practices And Experiences Following Professional Development: A Kenya Multi-site Analysis Click to View Abstract
This paper examines multi-site cases of in-service teachers' classroom practices and experiences about chemistry unit lesson planning and implementation following the Strengthening of Mathematics and Science in Secondary Education (SMASSE) professional development programs in Kenya. A descriptive comparison was made of chemistry district in-service educators in two districts in four different settings (boys' boarding, girls' boarding, mixed boarding, and mixed day schools). The study found that participants prepared student-centred lesson activities, improvised teaching/learning materials, and conducted small-scale experiments in areas involving dangerous reactions. They enhanced their lesson planning and teaching skills in the areas of the periodic table, the "mole concept," electrochemistry and organic chemistry (the satisfiers or benefits from the In-service education). Participants were dissatisfied because of increased school workloads and not being compensated for implementing district in-service education programs during the 5-year project duration. Implementation of inquiry-based student activities and improvisations in chemistry was hindered by national examinations which do not contain items from such areas.
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31 | 2010 | Research Design. Chapter 5, In Ezeliora, B., Ezeokana, J.O., & Inyega, H. N. (Eds.). Principles Of Research In Educational And Social Sciences. Enugu, Nigeria: Fourth Dimension Publishing Co. Ltd. Click to View Abstract
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32 | 2009 | Secondary High School Chemistry Teachers’ Perspectives On The Difficulties Of Teaching Atomic Structure And The Periodic Table: Views From Thailand And Kenya Click to View Abstract
Our research study provides a glimpse into difficulties high school chemistry teachers in Thailand and
Kenya encounter in classroom practice when addressing issues of learning atomic structure and the periodic
table. In this paper, we focus on chemistry teachers’ reflections using surveys with questionnaires and interviews
to learn about the difficulties they encounter in teaching basic concepts related to atomic structure and the
periodic table in chemistry. We do not believe that teachers in Thailand and Kenya are different from those in
the global community, but little data exists to support this claim especially with regard to rural areas. Our data
is being used to design and create curriculum materials relevant to the teachers’ and students’ needs and we are
planning to investigate its usefulness.
Keywords: atomic structure, chemistry, Kenya, periodic table, teachers’ perspectives, Thailand
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33 | 2006 | A Multi-site Analysis Of Teachers’ Practices On The “mole Concept” Following Professional Development Programs Click to View Abstract
This paper examines multi-site cases of in-service teachers' classroom practices and experiences about chemistry unit lesson planning and implementation following the Strengthening of Mathematics and Science in Secondary Education (SMASSE) professional development programs in Kenya. A descriptive comparison was made of chemistry district in-service educators in two districts in four different settings (boys' boarding, girls' boarding, mixed boarding, and mixed day schools). The study found that participants prepared student-centred lesson activities, improvised teaching/learning materials, and conducted small-scale experiments in areas involving dangerous reactions. They enhanced their lesson planning and teaching skills in the areas of the periodic table, the "mole concept," electrochemistry and organic chemistry (the satisfiers or benefits from the In-service education). Participants were dissatisfied because of increased school workloads and not being compensated for implementing district in-service education programs during the 5-year project duration. Implementation of inquiry-based student activities and improvisations in chemistry was hindered by national examinations which do not contain items from such areas.
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34 | 2006 | Secondary High School Chemistry Teachers’ Perspectives On The Difficulties Of Teaching Atomic Structure And Periodic Table: Views From Thailand And Kenya Click to View Abstract
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35 | 2005 | Evidence-based Chemistry Unit Lesson Plan Designing And Implementation Following In-service Programs: Multi-site Cases Of Teachers In Kenya Click to View Abstract
This paper examines multi-site cases of in-service teachers' classroom practices and experiences about chemistry unit lesson planning and implementation following the Strengthening of Mathematics and Science in Secondary Education (SMASSE) professional development programs in Kenya. A descriptive comparison was made of chemistry district in-service educators in two districts in four different settings (boys' boarding, girls' boarding, mixed boarding, and mixed day schools). The study found that participants prepared student-centred lesson activities, improvised teaching/learning materials, and conducted small-scale experiments in areas involving dangerous reactions. They enhanced their lesson planning and teaching skills in the areas of the periodic table, the "mole concept," electrochemistry and organic chemistry (the satisfiers or benefits from the In-service education). Participants were dissatisfied because of increased school workloads and not being compensated for implementing district in-service education programs during the 5-year project duration. Implementation of inquiry-based student activities and improvisations in chemistry was hindered by national examinations which do not contain items from such areas.
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36 | 2005 | Using Technology To Support Evidence-based Science Teaching And Mentoring. In Crawford, Et Al. (Eds), Proceedings Of Society For Information Technology And Teacher Education International Click to View Abstract
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