Bio

Prof. Justus O. Inyega

Publications


Submitted

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In Press

Inyega, HN, Inyega JO.  In Press.  Six Ts for effective and efficient early grade literacy instruction. (Book Chapter) In Ross Graham (Eds.). Developing languages in Africa: Social and educational perspectives. Developing languages in Africa: social and educational perspectives. , London: Cambridge University Press

2021

Inyega, JO, Arshad-Ayaz A, Naseem MA, Mahaya EW, Elsayed D.  2021.  Post-independence basic education in Kenya: an historical analysis of curriculum reforms. FIRE: Forum for International Research in Education. 7(1):1-24.

2020

Bulinda, BM, Inyega HN, Inyega JO.  2020.  Instructional supervision and inspection practice, 2nd Ed. . : LAP LAMBART Academic Publishing. ISBN: 978-620-0-65126-6
Bulinda, BM, Inyega HN, Inyega JO.  2020.  The source book on labour relations. : LAP LAMPARD Academic Publishing. ISBN: 978-620-2-67531-4
Magutu, PO, Inyega JO, Nyaanga RO.  2020.  Evidence-based training assessment approaches and methodologies in procurement planning and supply chain managemen. : Knowledge Empowerment Foundation. ISBN: 978-81-942015-4-0
Inyega, J, Muchemi G.  2020.  Attitude towards undergraduate training in agriculture and veterinary sciences by secondary school students, teachers and parents in Kenya. Journal of Pedagogy, Andragogy and Heautagogy in Academic Practice. 1(1):8-18.

2019

Inyega, JO, Bulinda DM.  2019.  Pre-service graduate teachers' perceptions on instructional supervision in relation to preparation and planning for teaching and learning in Kenya. International Journal of Innovative Research and Knowledge. 4(1):26-31.
Bulinda, DM, Inyega JO.  2019.  Pre-service graduate teachers' perceptions on instructional supervision in relation to students' classroom involvement and assessment in Kenya. International Journal of Creative Research and Studies. 3(1):9-14.

2018

Inyega, HN, Inyega JO.  2018.  Implementing a school-based teacher support system for sustainable education development in Kenya, 24- 26th April. International Conference on Research and innovation in Education. , Nairobi: University of Nairobi
Inyega, HN, Inyega JO.  2018.  The nuts and bolts for effective literacy instruction in early childhood. Papers in Education. Papers in Education, University of Dar es Salaam Journal. (35)

2017

Inyega, H. N., Inyega JO.  2017.  Infusing Reading Instruction into Early Childhood Teacher Education Programs: The Case of University of Nairobi. In M. N. Amutabi (ed.). Africa at development crossroads, Chapter 9, pp. 111-126.(ISBN: 978-9966-1933-5-3). , Nairobi: Centre for Democracy Research and Development (CEDRED)
Inyega, JO, Inyega HN.  2017.  Mainstreaming early grade reading instruction in early childhood teacher education. International Journal for Innovation Education and Research. 5(4):103-119.
Inyega, HN, Inyega JO.  2017.  Psychotherapy, (il)literacy and information communication and technologies: building bridges to literacy excellence. Journal of Education and Human Development. 6(2):128-138.
Inyega, HN, Inyega JO.  2017.  The Nuts and Bolts for Effective Literacy and Numeracy Instruction in Early Childhood. University of Dar es salaam School of Education Journal of Education and Development (ISSN 0856-4027). (35):17-40.
Inyega, JO, Inyega HN.  2017.  Teachers’ pedagogical content knowledge following in -service training in Kenya. International Journal of Humanities and Social Studies.. 5(5):8-13.
Inyega, HN, Inyega JO.  2017.  Empowering children and teachers through literacy: the case of children’s book project (CBP) for Tanzania. Education Research Journal.. 7(5):94-102.
Mageto, IG, Omoni GM, Cabelus NB, Inyega JO.  2017.  Preparedness and practice of forensic nursing in Kenya. International Journal of Nursing Education.
Inyega, HN, Inyega JO.  2017.  Experiences of student teachers’ on placement. International Journal of Educational Policy Research and Review. 4(5):90-102.
Inyega, JO, Inyega HN.  2017.  Teachers’ attitude towards teaching following in-service teacher education program in Kenya. International Journal for Innovation Education and Research. 5(4):93-102.
Mageto, IG, Omoni, G. M., Cabelus NB, Inyega JO.  2017.  Training needs assessment for forensic nursing in Kenya. Kenyan Journal of Nursing and Midwifery. 2(1):54-63..
Inyega, HN, Inyega JO.  2017.  All teachers teaching reading all children reading: a pedagogical shift in teacher education in Kenya. , Nairobi: Jo-Vansallen Publishing Company
Inyega, JO, Inyega HN, Hardman F.  2017.  Implementing cross-age peer tutoring in the teaching of reading in Kenyan primary schools. The International Journal of Humanities and Social Studies ISSN 2321 – 9203. 5(4):16-22.
Maonga, TW, Inyega JO, Inyega HN.  2017.  Inquiry-based learning and secondary school student performance in map work in two selected Counties of Trans-Nzoia and Uasin Gishu in Kenya. International Journal of Innovative Research and Knowledge (IJIRK). 2(4):15-22.
Inyega, JO.  2017.  Pre-service Teachers’ Attitude towards Secondary School Student Assessment in Science after Undergoing Teaching Practice in Kenya. International Journal of Literacy and Development. 3(1):17-25.

2016

Inyega, HN, Inyega JO.  2016.  The girl whose feet could not stop growing. , Nairobi: ARK
Inyega, HN, Inyega JO.  2016.  My sister has got mumps. , Nairobi: ARK
Inyega, HN, Inyega JO.  2016.  Gentle gracing giraffes. , Nairobi: ARK
Inyega, HN, Inyega JO.  2016.  My sister was born yellow. , Nairobi: ARK

2015

Mageto, IG, Omoni GM, Cabelus NB, Inyega JO.  2015.  Integrating forensic nursing science in nursing education in Kenya. Nurse education in practice.

2014

Inyega, HN, Inyega JO, Wangamati AS.  2014.  Communication skills for academic exellence. , Nairobi: Jo-Vansallen Publishing Company
Inyega, HN, Inyega JO, Matula PD.  2014.  Enhancing college students' communication skills: adopting an interdisciplinary approach. International Journal of Literacy and Development. 1(1):25-44.
Inyega, JO, Gunga SO.  2014.  Methodology for science teaching in higher education institutions. Nairobi: CODL. University of Nairobi, Centre for Open & Distance Learning Training in Pedagogy Manual: Interactive Teaching Materials for University Lecturers and Professors in Pedagogy. , Nairobi: CODL

2011

Gatumu, JC, Inyega JO, Inyega HN.  2011.  Teaching practice experiences: Invaluable insights from video cases in Kenya. The Fountain Journal of Educational Research. V(1):11-30. 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?

Inyega, HN, Inyega JO.  2011.  Learning to read and reading to learn: A practical teacher's guide. Nairobi: Riverbrooks Communications Network. ISBN: 996-67336-3-9. Book. , Nairobi: Riverbrooks Communications Network Abstract

The book focus on teaching methodology with special reference to reading

Digolo, PO, Inyega JO, Inyega HN.  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.. The Fountain: Journal of Educational Research. V(1):97-115.: The Fountain 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.

Inyega, JO.  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. Research-based Book. , SAARBRUCKEN: VDM- Verlag Dr. Muller AbstractWebsite

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.

2010

Inyega, JO, THOMSON NORMANF, BUTLER MALCOLMB, Inyega HN.  2010.  In-service teachers classroom practices and experiences following professional development: A Kenya multi-site analysis. The Fountain Journal of Educational Research. IV(1):1-21.: The Fountain Journal of Educational Research 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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