By the same authors

From the same journal

Changing pedagogical practice in Kenyan primary schools: the impact of school-based training

Research output: Contribution to journalArticlepeer-review

Standard

Changing pedagogical practice in Kenyan primary schools : the impact of school-based training. / Hardman, Frank; Abd-Kadir (Hardman), Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay.

In: Comparative Education, Vol. 45, No. 1, 04.02.2009, p. 65-86.

Research output: Contribution to journalArticlepeer-review

Harvard

Hardman, F, Abd-Kadir (Hardman), J, Agg, C, Migwi, J, Ndambuku, J & Smith, F 2009, 'Changing pedagogical practice in Kenyan primary schools: the impact of school-based training', Comparative Education, vol. 45, no. 1, pp. 65-86. https://doi.org/10.1080/03050060802661402

APA

Hardman, F., Abd-Kadir (Hardman), J., Agg, C., Migwi, J., Ndambuku, J., & Smith, F. (2009). Changing pedagogical practice in Kenyan primary schools: the impact of school-based training. Comparative Education, 45(1), 65-86. https://doi.org/10.1080/03050060802661402

Vancouver

Hardman F, Abd-Kadir (Hardman) J, Agg C, Migwi J, Ndambuku J, Smith F. Changing pedagogical practice in Kenyan primary schools: the impact of school-based training. Comparative Education. 2009 Feb 4;45(1):65-86. https://doi.org/10.1080/03050060802661402

Author

Hardman, Frank ; Abd-Kadir (Hardman), Jan ; Agg, Catherine ; Migwi, James ; Ndambuku, Jacinta ; Smith, Fay. / Changing pedagogical practice in Kenyan primary schools : the impact of school-based training. In: Comparative Education. 2009 ; Vol. 45, No. 1. pp. 65-86.

Bibtex - Download

@article{e791d8b9b4da4011bbc28b8411edcaf2,
title = "Changing pedagogical practice in Kenyan primary schools: the impact of school-based training",
abstract = "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 elicit their views on the impact of the school-based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole-class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in-service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.",
keywords = "EDUCATION, TEACHERS, CLASSROOMS, BOTSWANA, QUALITY",
author = "Frank Hardman and {Abd-Kadir (Hardman)}, Jan and Catherine Agg and James Migwi and Jacinta Ndambuku and Fay Smith",
year = "2009",
month = feb,
day = "4",
doi = "10.1080/03050060802661402",
language = "English",
volume = "45",
pages = "65--86",
journal = "Comparative Education",
issn = "0305-0068",
publisher = "Routledge",
number = "1",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Changing pedagogical practice in Kenyan primary schools

T2 - the impact of school-based training

AU - Hardman, Frank

AU - Abd-Kadir (Hardman), Jan

AU - Agg, Catherine

AU - Migwi, James

AU - Ndambuku, Jacinta

AU - Smith, Fay

PY - 2009/2/4

Y1 - 2009/2/4

N2 - 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 elicit their views on the impact of the school-based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole-class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in-service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.

AB - 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 elicit their views on the impact of the school-based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole-class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in-service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.

KW - EDUCATION

KW - TEACHERS

KW - CLASSROOMS

KW - BOTSWANA

KW - QUALITY

UR - http://www.scopus.com/inward/record.url?scp=59649095757&partnerID=8YFLogxK

U2 - 10.1080/03050060802661402

DO - 10.1080/03050060802661402

M3 - Article

VL - 45

SP - 65

EP - 86

JO - Comparative Education

JF - Comparative Education

SN - 0305-0068

IS - 1

ER -