Classroom Interaction in Kenyan Primary Schools

Jim Ackers, Frank Hardman

Research output: Contribution to journalArticlepeer-review


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).
Original languageEnglish
Pages (from-to)245-261
Number of pages17
Issue number2
Publication statusPublished - 2001

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: Compare, Jun 2001, vol. 31, no. 2, p. 245-61, ISSN: 0305-7925.

DataStar update date: 20040101

Cite this