This study explores how the primary school teacher preparation curriculum prepares pre-service teachers to teach reading in lower primary schools in Kenya. High-quality reading teacher preparation is among the critical aspects that need to be addressed in order to curb the literacy challenges faced by early grade students living in low-resource…

This study examines the relationship between teacher quality and student achievement in Mathematics among Grade 4 pupils located in 91 urban primary schools and 181 rural primary schools in Kenya. We hypothesise that teacher quality indicators including teacher characteristics, teacher qualification comprising initial teacher education and teacher…

Continuing teacher professional support in curriculum implementation is critical in Kenya following the development of the Basic Education Curriculum Framework (KICD, 2017). The new curriculum is competency-based and emphasizes inquiry learning approaches. The 8-4-4 curriculum which it is planned to replace had been implemented mostly applying…

This study reviews various assessment and evaluation models, used in Kenya's colleges, for determining teachers' competency and discusses techniques and strategies for improving supervision, assessment, and evaluation of student teachers during their teaching practice. Various ways to improve the handling of teaching methodology in college are…

This study examines the effectiveness of the student teaching component of primary school teacher training in Kenya by reporting on the results of questionnaires administered to 300 student teachers, 80 program graduates who are not teaching, and 60 college tutors. Chapter 1 details the background of the study, including its purpose, significance,…

A study investigated both how teachers' effectiveness in the classroom reflected on their pupils' performance on the Certificate of Primary Education and whether teacher training programs prepared teachers for practical classroom demands. Responses were gathered from questionnaires and unstructured interviews with trained primary school teachers,…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]