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Inyega JO, Inyega HN, Hardman F. "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. 2017;5(4):16-22.
Inyega JO, Arshad-Ayaz A, Naseem MA, Mahaya EW, Elsayed D. "Post-independence basic education in Kenya: an historical analysis of curriculum reforms." FIRE: Forum for International Research in Education. 2021;7(1):1-24.
Inyega HN, Inyega JO, Matula PD. "Enhancing college students' communication skills: adopting an interdisciplinary approach." International Journal of Literacy and Development. 2014;1(1):25-44.
Inyega JO, Bulinda DM. "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. 2019;4(1):26-31.
Inyega J, BUTLER MALCOLMB, Thomson N. A Multi-site analysis of teachers’ practices on the “mole concept” following professional development programs. Portland, Oregon, USA: ASTE; 2006. 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.

Inyega HN, Inyega JO. The girl whose feet could not stop growing. Nairobi: ARK; 2016.
Inyega JO, THOMSON NORMANF, BUTLER MALCOLMB, Inyega HN. "In-service teachers classroom practices and experiences following professional development: A Kenya multi-site analysis." The Fountain Journal of Educational Research. 2010;IV(1):1-21. 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.

Inyega HN, Inyega JO. My sister was born yellow. Nairobi: ARK; 2016.
Inyega HN, Inyega JO. "Empowering children and teachers through literacy: the case of children’s book project (CBP) for Tanzania." Education Research Journal.. 2017;7(5):94-102.
Inyega H, Inyega J. "Machine learning: the future of sustainable teacher education is here." Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice(ISSN: 2708-261X),. 2020;1(2):115-133.
Inyega HN, Inyega JO. All teachers teaching reading all children reading: a pedagogical shift in teacher education in Kenya. Nairobi: Jo-Vansallen Publishing Company ; 2017.
Inyega J, Muchemi G. "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. 2020;1(1):8-18.
Inyega HN, Inyega JO, Wangamati AS. Communication skills for academic exellence. Nairobi: Jo-Vansallen Publishing Company; 2014.
Inyega, H. N., Inyega JO. "Infusing Reading Instruction into Early Childhood Teacher Education Programs: The Case of University of Nairobi.". In: 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); 2017.
Inyega J, Thomson N, BUTLER MALCOLMB. Evidence-based chemistry unit lesson plan designing and implementation following in-service programs: Multi-site cases of teachers in Kenya. Dallas, Texas, USA: NARST; 2005. 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.

Inyega HN, Inyega JO. "Psychotherapy, (il)literacy and information communication and technologies: building bridges to literacy excellence." Journal of Education and Human Development. 2017;6(2):128-138.
Inyega HN, Inyega JO. Gentle gracing giraffes. Nairobi: ARK; 2016.
Inyega JO. 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. SAARBRUCKEN: VDM- Verlag Dr. Muller; 2011. 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.

Inyega JO, Inyega HN. "Teachers’ pedagogical content knowledge following in -service training in Kenya." International Journal of Humanities and Social Studies.. 2017;5(5):8-13.
Inyega JO, Inyega HN. "Teachers’ attitude towards teaching following in-service teacher education program in Kenya." International Journal for Innovation Education and Research. 2017;5(4):93-102.
Inyega H, Inyega J. "Reflections on potential of collaboration between kenyan universities and ministry of education to implement basic education reforms." Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice(ISSN: 2708-261X),. 2021;2(1):69-89.
Inyega HN, Inyega JO. "Implementing a school-based teacher support system for sustainable education development in Kenya.". In: International Conference on Research and innovation in Education. Nairobi: University of Nairobi; 2018.
Inyega JO, Gunga SO. "Methodology for science teaching in higher education institutions. Nairobi: CODL.". In: University of Nairobi, Centre for Open & Distance Learning Training in Pedagogy Manual: Interactive Teaching Materials for University Lecturers and Professors in Pedagogy. Nairobi: CODL; 2014.
Inyega JO, Inyega HN. "Mainstreaming early grade reading instruction in early childhood teacher education." International Journal for Innovation Education and Research. 2017;5(4):103-119.
Inyega JO, Thomson N, Chomchid P. "Secondary high school chemistry teachers’ perspectives on the difficulties of teaching atomic structure and the periodic table: Views from Thailand and Kenya." Songklanakarin E-Journal of Social Sciences and Humanities. 2009;15(4):577-594. 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

Inyega HN, Inyega JO. My sister has got mumps. Nairobi: ARK; 2016.
Inyega HN, Inyega JO. Learning to read and reading to learn: A practical teacher's guide. Nairobi: Riverbrooks Communications Network. ISBN: 996-67336-3-9. Nairobi: Riverbrooks Communications Network; 2011. Abstract

The book focus on teaching methodology with special reference to reading

Inyega HN, Inyega JO. "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). 2017;(35):17-40.
Inyega HN, Inyega JO. "Experiences of student teachers’ on placement." International Journal of Educational Policy Research and Review. 2017;4(5):90-102.
Inyega HN, Inyega JO. "Theoretical probabilities and practical possibilities of nurturing teachers' and primary school learners' social and emotional skills: Examples from Kenya." Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice(ISSN: 2708-261X),. 2021;2(3):42-56.

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