Patterns of Teaching Style and Active Teaching: Do They Differ across Subjects in Low and High Performing Primary Schools in Kenya?

Autor/inn/en	Ngware, Moses W.; Mutisya, Maurice; Oketch, Moses
Titel	Patterns of Teaching Style and Active Teaching: Do They Differ across Subjects in Low and High Performing Primary Schools in Kenya?
Quelle	In: London Review of Education, 10 (2012) 1, S.35-54 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
DOI	10.1080/14748460.2012.659058
Schlagwörter	Video Technology; Teaching Styles; Teacher Characteristics; Active Learning; Foreign Countries; Teaching Methods; Academic Achievement; Achievement Gap; Elementary Schools; Mathematics Instruction; Science Instruction; English (Second Language); Second Language Instruction; Interviews; Teacher Attitudes; Critical Thinking; Statistical Analysis; Comparative Analysis; Rote Learning; Elementary School Teachers; Kenya + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Aktives Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Elementary school; Grundschule; Volksschule; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Kritisches Denken; Statistische Analyse; Mechanisches Lernen; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kenia
Abstract	This paper focuses on the patterns of teaching styles and active teaching across subjects and between low and high performing schools in an attempt to examine what accounts for differences in performance between schools which are within the same locality. It uses data collected in 72 primary schools spread across six districts in Kenya. Video recordings of 213 lessons in maths (72), science (71) and English (70), and interviews with subject teachers in primary schools, were used to generate evidence on patterns of teaching styles and active teaching. Results show that teaching practice across subjects is inclined towards the command and task styles that do not promote critical thinking among learners. The dominant teaching activity was individual seat work in maths lessons; recitation in English lessons; and whole class chorus in science lessons. Overall, active teaching accounted for 62% of the lesson time. The one way ANOVA results show insignificant variation between subjects and school category on active teaching, and therefore this may not be the source of differential performance between low and high performing schools. (Contains 12 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10