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This article reports on a study of classroom interaction in Kenyan primary schools carried out as part of a national baseline study for the Ministry of Education and Human Resource Development in 1998. The baseline was designed to provide a comprehensive picture of the quality of primary education so as to allow the Kenyan Government to prioritise expenditure on resources to improve education in the republic and to assess the impact of any interventions. Video recordings of 102 lessons in...
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This paper addresses the role of classroom discourse in supporting children's learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi-structured interviews. A survey questionnaire (n=359) was also used to explore teacher perceptions of classroom discourse practices. The findings revealed the dominance of teacher-led recitation in which rote and...
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Reports on a study of classroom interaction in Kenyan primary schools. Analyzes video recordings of 102 lessons in English, mathematics, and science using systematic observation, discourse analysis, and a time-line analysis. Reveals the preponderance of teacher dominated lessons with little opportunity for student interaction. Considers educational needs of Kenyan teachers. (CAJ)
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This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation -- Response -- Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on...
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This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation-Response-Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their...
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This study reports on an investigation into the impact of a national, school-based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n = 102), 144 video-recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole-class teaching and group-based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to...
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This study reports on an investigation into the impact of a national, school-based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video-recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole-class teaching and group-based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to...
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