Classroom Interaction in Kenyan Primary Schools
Bibliographic Data
| ID | 11919488 |
|---|---|
| Authors | Jim Ackers (corresponding author), Frank Hardman |
| Year | 2001 |
| Volume | 31 |
| Issue | 2 |
| Pages | 245-261 |
| Publication date | 2001-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057920120053238 |
| OpenAlex | W2143969485 |
| Language | EN |
| Citations received | 16 |
| References cited | 21 |
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 English, mathematics and science were analysed using systematic observation, discourse analysis and a time-line analysis. The findings revealed the domination of transmissional forms of teaching, thereby providing little opportunity for pupils to question or explore ideas to help regulate their own thinking. The wider implications of the findings for improving the quality of classroom interaction in Kenyan primary schools are considered together with the training needs of teachers
Baseline (sea · Christian ministry · Government (linguistics · Kenya · Mathematics education · Medical education · Pedagogy · Political science · Primary education · Psychological intervention · Quality (philosophy · Resource (disambiguation · Sociology · Computer Science · Education and Technology Integration · EFL/ESL Teaching and Learning · Medicine · Psychology · Teacher Education and Leadership Studies
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Identifying the essential ingredients to literacy and numeracy improvement
International orthodoxy versus national realities
Border Crossings
Changing pedagogical practice in Kenyan primary schools
The discourse of classroom interaction in Kenyan primary schools
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Teacher coaching in Kenya
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Reforming teacher education in Tanzania
Free but inaccessible primary education
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Navigating Authoritative Discourses in a Multilingual Classroom
School Matters
What School Factors Raise Achievement in the Third World?
Multilingualism and discourse in primary school mathematics in Kenya
Images of teaching
Initial teacher trainees and their views of teaching and learning
Perspectives on pedagogy in teacher education
Research on education in the developing countries
Curriculum-in-action
Opening Dialogue
Third World School Quality
Educating All the Children
Principles of Linguistic Change
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| Citations per year | 0.64 |
|---|---|
| Citation span | 2001 - 2025 (25) |
| Highly cited | No |