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.

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.

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.

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.