International Journal of Research and Scientific Innovation (IJRSI), 2024
COVID-19 pandemic has caused the greatest unsettling in education history, from preprimary to the... more COVID-19 pandemic has caused the greatest unsettling in education history, from preprimary to the highest institutions of learning. Owing to lack of cure and effective treatment, several containment measures were implemented, leading to prolonged closures of educational institutions. This created numerous challenges for both educators and students, particularly in higher education where institutions struggled to maintain the continuity of learning. The introduction of online learning across diverse platforms became a necessity, yet it presented a myriad of challenges for both institutions and students. Among those most adversely affected were students with disabilities (SWDs). Delivering instruction through online platforms proved to be not only different but also particularly challenging for SWDs, and their instructors. However, despite these difficulties, the pandemic has also highlighted opportunities for improving educational practices to better accommodate SWDs. This paper therefore examines the challenges and opportunities that the COVID-19 pandemic has created for SWDs, drawing on a systematic synthesis of literature. During this pandemic, instructors in higher education institutions are unable to adequately meet the educational needs of SWDs through on-line platforms. The findings reveal that instructors in higher education were often unable to meet the educational needs of SWDs adequately through online platform also struggled with the lack of a structured learning environment and reduced peer interactions, which are critical to their educational experience. Specific challenges included the absence of sign language interpretation for the deaf and hard of hearing, and a lack of screen readers for students with visual impairment. The findings underscore the importance incorporating the principles of Universal Design for Learning (UDL) into educational technologies, as UDL accommodates a diverse range of learners, including SWDs
After completing the Master of Education (MEd) at Aga Khan University Institute for Educational D... more After completing the Master of Education (MEd) at Aga Khan University Institute for Educational Development (AKU-IED), most Professional Development Teachers (PDTs) enter a foggy zone where they have to grope to make a place for themselves. This paper is based on the experiences of two PDTs who found different paths to work on teachers’ professional development. The first PDT works as a school-based PDT, and hence the experience focuses on classroom teaching, student assessment, working with teachers at the school and the broader experience of working on professional development programmes. There is also an element of outreach as this PDT works with teachers of religion at the Ismaili Tariqa and Religious Educational Board (ITREB). The second PDT’s experiences are working with the Professional Development Centre (PDC) and its training programmes in the whole region of East Africa. This paper looks at how the teachers translated elements of what they learn in professional development...
This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. T... more This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. The purpose was to implement group work and pair work to improve teaching and learning in large classes by creating interaction opportunities for learners. This was a mixed method study of dominant/less dominant design where interviews and structured and unstructured observations were used as methods of data collection.The study established that systematic incorporation of cooperative learning basic elements in group work made it more viable in creating interaction opportunities for learners in large classes. Though pair work was modified to enable learners to be interactively accountable both at individual and level and as pairs, it was not as successful as expected.
This paper draws upon classroom-related findings from a set of impact case studies of whole schoo... more This paper draws upon classroom-related findings from a set of impact case studies of whole school improvement in six primary schools that have been involved as “cooperating schools” in long-term school-university partnerships with the Aga Khan University Institute for Educational Development (IED), and it’s Professional Development Centre in East Africa (PDC-EA). The IED approach for school improvement involves participating schools in multiple strands of professional development, including: a two-year masters degree programme that provides selected teachers with the pedagogical and leadership knowledge and skills to serve as Professional Development Teachers in their schools; Certificate in Education programmes (CEP) for teachers focused on enhancing subject matter content knowledge and methods (English, Maths, Science, Social Studies, Primary Education); and a certificate programme for head teachers designed to develop their capacity to manage and lead continuous school developme...
Attitudinal disposition of teachers towards inclusive education in primary schools has drawn dive... more Attitudinal disposition of teachers towards inclusive education in primary schools has drawn diverse reactions from educationist and parents alike. Positive attitude by teachers enhances success of inclusion while negative attitude is an impediment. Teachers play a pivotal role in curriculum implementation hence the significance of their attitude. The study was carried out in Kisumu County in Western Kenya to explore the influence of teacher’s attitude towards inclusion and learners with disabilities in inclusive classrooms. Using descriptive survey design, it targeted 25 schools practicing inclusive education, 270 teachers including head teachers and 14 education managers. Both purposive and saturated sampling techniques were used to sample the units of analysis. The study findings indicated that teachers teaching in inclusive classrooms express negative attitude towards inclusion and children with disabilities and this impacts adversely on curriculum implementation. The study reco...
This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. T... more This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. The purpose was to implement group work and pair work to improve teaching and learning in large classes by creating interaction opportunities for learners. This was a mixed method study of dominant/less dominant design where interviews and structured and unstructured observations were used as methods of data collection.The study established that systematic incorporation of cooperative learning basic elements in group work made it more viable in creating interaction opportunities for learners in large classes. Though pair work was modified to enable learners to be interactively accountable both at individual and level and as pairs, it was not as successful as expected.
This paper is a narrative of my personal experiences of conducting action research in Kenyan prim... more This paper is a narrative of my personal experiences of conducting action research in Kenyan primary schools. It highlights the opportunities, successes, challenges and dilemmas I encountered during the process: from the school hunting period, to the carrying out of the actual research in two schools, with four teachers. This study reveals that although it may be challenging to conduct action research in schools/classrooms due to the stakeholders’ perceptions and attitudes about teaching and learning in an exam oriented context, the researcher’s disposition in terms of how he/she relates and interacts with participants may, to some extent, determine the level of a study’s success.
Christian Religious Education (CRE) is an important subject for moral and spiritual development. ... more Christian Religious Education (CRE) is an important subject for moral and spiritual development. For it to be effectively implemented, teachers have to consider various factors influencing selection and use of media for teaching and learning the subject. Despite its importance, the subject has been taught with minimal use of media. This is because schools are faced with inadequate provision of instructional media which hampers efficient teaching and learning of the subject. The purpose of this study was to determine factors influencing selection and use of media for CRE teaching and learning in Secondary Schools. The study was based on Descriptive Survey Design. The study population consisted of 112 Head teachers, 160 teachers of CRE and 4000 form two students. Random Sampling Technique was used to select 25 Head Teachers. Simple Random Sampling was used to select 53 teachers of CRE and 1333 students. Data was collected using Questionnaires, Teachers’ Interview Schedule, Lesson Obse...
Http Dx Doi Org 10 1080 14623941003665877, Apr 20, 2010
Giving feedback on journal entries in the context of teacher education programmes is a contested ... more Giving feedback on journal entries in the context of teacher education programmes is a contested issue. While some educationists argue that it is necessary if Course Participants (CPs) have to conceptualise the complex process of reflective journaling, others argue that this has ethical implications that may curtail CPs from achieving critical analysis level of events, issues and situations leading to deeper reflections – one of the goals of feedback. This study sought to find out why, despite feedback being given on teachers' journal entries during the Certificate of Education Programmes, they fail to move from the descriptive to analytical stage of deeper reflections. This was done by exploring teachers' perceptions and experiences of feedback on their journal entries. This study established that teachers did not appreciate, and resented the feedback given on their journal entries. They expressed that the feedback and the way it was given not only discouraged them from journaling, but also made them feel de‐motivated, thus, incompetent in the activity of reflective journaling. Hence feedback failed to achieve its goal of enhancing teachers' deeper reflections
Http Dx Doi Org 10 1080 14623940903138332, Sep 1, 2009
... London: Kogan Page. Brenner, EM (2006). Interviewing in educational research. In LJ Green, G.... more ... London: Kogan Page. Brenner, EM (2006). Interviewing in educational research. In LJ Green, G. Camilli, PB Elmore, A. Skukauskaite, & E. Grace (Eds.), Handbook of complementary methods in education research (pp. 357370). Mahwah, NJ: Lawrence Erlbaum Associates. ...
Giving feedback on journal entries in the context of teacher education programmes is a contested ... more Giving feedback on journal entries in the context of teacher education programmes is a contested issue. While some educationists argue that it is necessary if Course Participants (CPs) have to conceptualise the complex process of reflective journaling, others argue that this has ethical implications that may curtail CPs from achieving critical analysis level of events, issues and situations leading to deeper reflections – one of the goals of feedback. This study sought to find out why, despite feedback being given on teachers' journal entries during the Certificate of Education Programmes, they fail to move from the descriptive to analytical stage of deeper reflections. This was done by exploring teachers' perceptions and experiences of feedback on their journal entries. This study established that teachers did not appreciate, and resented the feedback given on their journal entries. They expressed that the feedback and the way it was given not only discouraged them from journaling, but also made them feel de‐motivated, thus, incompetent in the activity of reflective journaling. Hence feedback failed to achieve its goal of enhancing teachers' deeper reflections
International Journal of Research and Scientific Innovation (IJRSI), 2024
COVID-19 pandemic has caused the greatest unsettling in education history, from preprimary to the... more COVID-19 pandemic has caused the greatest unsettling in education history, from preprimary to the highest institutions of learning. Owing to lack of cure and effective treatment, several containment measures were implemented, leading to prolonged closures of educational institutions. This created numerous challenges for both educators and students, particularly in higher education where institutions struggled to maintain the continuity of learning. The introduction of online learning across diverse platforms became a necessity, yet it presented a myriad of challenges for both institutions and students. Among those most adversely affected were students with disabilities (SWDs). Delivering instruction through online platforms proved to be not only different but also particularly challenging for SWDs, and their instructors. However, despite these difficulties, the pandemic has also highlighted opportunities for improving educational practices to better accommodate SWDs. This paper therefore examines the challenges and opportunities that the COVID-19 pandemic has created for SWDs, drawing on a systematic synthesis of literature. During this pandemic, instructors in higher education institutions are unable to adequately meet the educational needs of SWDs through on-line platforms. The findings reveal that instructors in higher education were often unable to meet the educational needs of SWDs adequately through online platform also struggled with the lack of a structured learning environment and reduced peer interactions, which are critical to their educational experience. Specific challenges included the absence of sign language interpretation for the deaf and hard of hearing, and a lack of screen readers for students with visual impairment. The findings underscore the importance incorporating the principles of Universal Design for Learning (UDL) into educational technologies, as UDL accommodates a diverse range of learners, including SWDs
After completing the Master of Education (MEd) at Aga Khan University Institute for Educational D... more After completing the Master of Education (MEd) at Aga Khan University Institute for Educational Development (AKU-IED), most Professional Development Teachers (PDTs) enter a foggy zone where they have to grope to make a place for themselves. This paper is based on the experiences of two PDTs who found different paths to work on teachers’ professional development. The first PDT works as a school-based PDT, and hence the experience focuses on classroom teaching, student assessment, working with teachers at the school and the broader experience of working on professional development programmes. There is also an element of outreach as this PDT works with teachers of religion at the Ismaili Tariqa and Religious Educational Board (ITREB). The second PDT’s experiences are working with the Professional Development Centre (PDC) and its training programmes in the whole region of East Africa. This paper looks at how the teachers translated elements of what they learn in professional development...
This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. T... more This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. The purpose was to implement group work and pair work to improve teaching and learning in large classes by creating interaction opportunities for learners. This was a mixed method study of dominant/less dominant design where interviews and structured and unstructured observations were used as methods of data collection.The study established that systematic incorporation of cooperative learning basic elements in group work made it more viable in creating interaction opportunities for learners in large classes. Though pair work was modified to enable learners to be interactively accountable both at individual and level and as pairs, it was not as successful as expected.
This paper draws upon classroom-related findings from a set of impact case studies of whole schoo... more This paper draws upon classroom-related findings from a set of impact case studies of whole school improvement in six primary schools that have been involved as “cooperating schools” in long-term school-university partnerships with the Aga Khan University Institute for Educational Development (IED), and it’s Professional Development Centre in East Africa (PDC-EA). The IED approach for school improvement involves participating schools in multiple strands of professional development, including: a two-year masters degree programme that provides selected teachers with the pedagogical and leadership knowledge and skills to serve as Professional Development Teachers in their schools; Certificate in Education programmes (CEP) for teachers focused on enhancing subject matter content knowledge and methods (English, Maths, Science, Social Studies, Primary Education); and a certificate programme for head teachers designed to develop their capacity to manage and lead continuous school developme...
Attitudinal disposition of teachers towards inclusive education in primary schools has drawn dive... more Attitudinal disposition of teachers towards inclusive education in primary schools has drawn diverse reactions from educationist and parents alike. Positive attitude by teachers enhances success of inclusion while negative attitude is an impediment. Teachers play a pivotal role in curriculum implementation hence the significance of their attitude. The study was carried out in Kisumu County in Western Kenya to explore the influence of teacher’s attitude towards inclusion and learners with disabilities in inclusive classrooms. Using descriptive survey design, it targeted 25 schools practicing inclusive education, 270 teachers including head teachers and 14 education managers. Both purposive and saturated sampling techniques were used to sample the units of analysis. The study findings indicated that teachers teaching in inclusive classrooms express negative attitude towards inclusion and children with disabilities and this impacts adversely on curriculum implementation. The study reco...
This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. T... more This paper is based on an action research carried out in two Kenyan Primary schools in Nairobi. The purpose was to implement group work and pair work to improve teaching and learning in large classes by creating interaction opportunities for learners. This was a mixed method study of dominant/less dominant design where interviews and structured and unstructured observations were used as methods of data collection.The study established that systematic incorporation of cooperative learning basic elements in group work made it more viable in creating interaction opportunities for learners in large classes. Though pair work was modified to enable learners to be interactively accountable both at individual and level and as pairs, it was not as successful as expected.
This paper is a narrative of my personal experiences of conducting action research in Kenyan prim... more This paper is a narrative of my personal experiences of conducting action research in Kenyan primary schools. It highlights the opportunities, successes, challenges and dilemmas I encountered during the process: from the school hunting period, to the carrying out of the actual research in two schools, with four teachers. This study reveals that although it may be challenging to conduct action research in schools/classrooms due to the stakeholders’ perceptions and attitudes about teaching and learning in an exam oriented context, the researcher’s disposition in terms of how he/she relates and interacts with participants may, to some extent, determine the level of a study’s success.
Christian Religious Education (CRE) is an important subject for moral and spiritual development. ... more Christian Religious Education (CRE) is an important subject for moral and spiritual development. For it to be effectively implemented, teachers have to consider various factors influencing selection and use of media for teaching and learning the subject. Despite its importance, the subject has been taught with minimal use of media. This is because schools are faced with inadequate provision of instructional media which hampers efficient teaching and learning of the subject. The purpose of this study was to determine factors influencing selection and use of media for CRE teaching and learning in Secondary Schools. The study was based on Descriptive Survey Design. The study population consisted of 112 Head teachers, 160 teachers of CRE and 4000 form two students. Random Sampling Technique was used to select 25 Head Teachers. Simple Random Sampling was used to select 53 teachers of CRE and 1333 students. Data was collected using Questionnaires, Teachers’ Interview Schedule, Lesson Obse...
Http Dx Doi Org 10 1080 14623941003665877, Apr 20, 2010
Giving feedback on journal entries in the context of teacher education programmes is a contested ... more Giving feedback on journal entries in the context of teacher education programmes is a contested issue. While some educationists argue that it is necessary if Course Participants (CPs) have to conceptualise the complex process of reflective journaling, others argue that this has ethical implications that may curtail CPs from achieving critical analysis level of events, issues and situations leading to deeper reflections – one of the goals of feedback. This study sought to find out why, despite feedback being given on teachers' journal entries during the Certificate of Education Programmes, they fail to move from the descriptive to analytical stage of deeper reflections. This was done by exploring teachers' perceptions and experiences of feedback on their journal entries. This study established that teachers did not appreciate, and resented the feedback given on their journal entries. They expressed that the feedback and the way it was given not only discouraged them from journaling, but also made them feel de‐motivated, thus, incompetent in the activity of reflective journaling. Hence feedback failed to achieve its goal of enhancing teachers' deeper reflections
Http Dx Doi Org 10 1080 14623940903138332, Sep 1, 2009
... London: Kogan Page. Brenner, EM (2006). Interviewing in educational research. In LJ Green, G.... more ... London: Kogan Page. Brenner, EM (2006). Interviewing in educational research. In LJ Green, G. Camilli, PB Elmore, A. Skukauskaite, & E. Grace (Eds.), Handbook of complementary methods in education research (pp. 357370). Mahwah, NJ: Lawrence Erlbaum Associates. ...
Giving feedback on journal entries in the context of teacher education programmes is a contested ... more Giving feedback on journal entries in the context of teacher education programmes is a contested issue. While some educationists argue that it is necessary if Course Participants (CPs) have to conceptualise the complex process of reflective journaling, others argue that this has ethical implications that may curtail CPs from achieving critical analysis level of events, issues and situations leading to deeper reflections – one of the goals of feedback. This study sought to find out why, despite feedback being given on teachers' journal entries during the Certificate of Education Programmes, they fail to move from the descriptive to analytical stage of deeper reflections. This was done by exploring teachers' perceptions and experiences of feedback on their journal entries. This study established that teachers did not appreciate, and resented the feedback given on their journal entries. They expressed that the feedback and the way it was given not only discouraged them from journaling, but also made them feel de‐motivated, thus, incompetent in the activity of reflective journaling. Hence feedback failed to achieve its goal of enhancing teachers' deeper reflections
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Papers by Ruth Otienoh