Bio

DR. JUSTUS O. INYEGA

DEPUTY DIRECTOR

CENTRE FOR PEDAGOGY AND ANDRAGOGY (CEPA)

&

SENIOR LECTURER, SCIENCE EDUCATION,

UNIVERSITY OF NAIROBI.

EDUCATION:

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Publications


Submitted

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In Press

Inyega, HN, Inyega JO.  In Press.  Psychotherapy, (il)literacy and information communication and technologies: building bridges to literacy excellence. Journal of Education and Human Development. 6(2)
Inyega, HN, Inyega JO.  In Press.  Revamping early childhood teacher education and professional development: nuts and bolts for effective literacy and numeracy instruction.. University of Dar Es salaam School of Education Journal of Education and Development.
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

2017

Inyega, JO, Inyega HN.  2017.  Mainstreaming early grade reading instruction in early childhood teacher education. International Journal of Innovation Education and Research. 5(4):103-119.
Inyega, JO, Inyega HN.  2017.  Teachers’ pedagogical content knowledge following in -service training in Kenya. International Journal of Humanities and Social Studies..
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 of 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.

2009

Inyega, JO, Thomson N, Chomchid P.  2009.  Secondary high school chemistry teachers’ perspectives on the difficulties of teaching atomic structure and the periodic table: Views from Thailand and Kenya, JULY-AUGUST. Songklanakarin E-Journal of Social Sciences and Humanities. 15(4):577-594.: Prince of Songkla University, Thailand AbstractWebsite

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

2006

Chomchid, P, Inyega J, Thomson N.  2006.  Secondary high school chemistry teachers’ perspectives on the difficulties of teaching atomic structure and periodic table: Views from Thailand and Kenya, January. Annual ASTE Conference . , Portland, Oregon, USA: ASTE
Inyega, J, BUTLER MALCOLMB, Thomson N.  2006.  A Multi-site analysis of teachers’ practices on the “mole concept” following professional development programs, January. Annual ASTE Conference. , Portland, Oregon, USA: ASTE 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.

2005

J., K, Upson L, Minchew C, Parlo A, Inyega J.  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. Society for Information Technology and Teacher Education International Conference. : SITE
Inyega, J, Thomson N, BUTLER MALCOLMB.  2005.  Evidence-based chemistry unit lesson plan designing and implementation following in-service programs: Multi-site cases of teachers in Kenya, April. Annual NARST Conference. , Dallas, Texas, USA: NARST 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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