Articles: Department of Education
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Browsing Articles: Department of Education by Author "King’endo, Madrine"
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Item Behaviour Disorders Related to Drug Abuse Among Secondary School Students in Kenya.(IISTE, 2015) King’endo, MadrineThe purpose of this study was to find out the behavior disorders displayed by secondary school students as a result of substance abuse. This would assist to train teachers on specialized intervention methods so that they can have knowledge on how to curb drug menace in learning institutions. The students were interrogated about substance abuse practices, use and the factors that lead them to abuse substances. Questionnaires were used to collect data from students and teachers involved in guiding and counseling programs. The findings indicate that students abused drugs and substances and reacted differently, developing different behavior disorders. Their responses revealed that there was no drug abuse program in schools and student addicted to drugs were not attended to. What the teachers revealed indicated that they did not have any training on drug abuse problems and lacked skills and knowledge to deal with drug related behavior disorders among students. Future research and implications for teacher training are discussed.Item Policy and practice in the assessment of juvenile offenders in public juvenile rehabilitation schools in Kenya.(2015-07) Wambugu, Beth N.; King’endo, Madrine; Kinyua, Joyce N.Historically assessment of juvenile offenders began during colonial era, when every young people who disobeyed colonial rules of regional zoning, labour provision, and hut tax among others were considered offenders and detrimental to colonial interests. Subsequently, the colonial government sentenced such people to institutional rehabilitation, which employed punitive measures to deter the young offenders from reoffending, thereby protecting the colonial interests. The independent government inherited this system of handling offenders. Generally, juvenile rehabilitation practices in Kenya have undergone paradigm shifts from the punitive disciplinarian, to caritative, egalitarian, and systematic paradigms between 1909 and 1995. On the contrary, policies guiding assessment of offenders have not undergone as much evolution. To date, courts of law still process children in conflict with the law. The court makes a ruling to either release the child or commit the child to rehabilitation or probation care. The main policies on which juvenile rehabilitation anchors on are the Children Act, and Special Needs Education Policy. These policies are largely silent on assessment and do not provide opportunities for diversion of children from the courts. Consequently, every child in conflict with the law is processed through a court of law. The interaction of the child with a law court is labeling and impacts on the rehabilitation outcomes. The paper created a basis for comparing policy versus practice in the assessment of juvenile offenders aiming to shed light on the status quo, and project policy on assessment for diverting children from the courts of law. The study utilized mixed method research approach, which borrowed aspects of both phenomenology and descriptive survey research designs. The findings indicate lack of policy on assessment of offenders, and ineffective assessment procedures and tools.Item Teaching learners with dysgraphia in primary schools in Embu - county, Kenya: implications for educational interventions(2015-02) King’endo, Madrine; Njoki, Esther N.The aim of this study was to identify challenges that teachers encounter in teaching Learners with Dysgraphia in primary schools in Embu County. This was to find out teachers’ competency in teaching learners with Dysgraphia, to establish academic related challenges caused by dysgraphia; to identify the assessment procedures for learners with Dysgraphia. The study was based on Maturational theory and the literature was reviewed under perspective of LD, characteristics of dysgraphia; instructional materials for learners with dysgraphia; effects of dysgraphia on academic performance of the learner and interventions for dysgraphia. The study adopted a descriptive survey design which was conducted in 4 primary schools from Manyatta Division in Embu County. The target population included the class teachers, the head teachers, learners with dysgraphia from the sampled schools and EARC Co-coordinator. The sample size included 4 head teachers, 4 class teachers, 1 EARC Co-coordinator and 220 pupils. Data was collected using questionnaires for the class teachers, observation schedule to learners identified with characteristics of dysgraphia and interview guide for head teacher and EARC Coordinator. A pre-testing of the research instruments was done to establish reliability and the validity. Quantitative data was analyzed using statistical package for social sciences (SPSS) while themes were organized for qualitative data. The results show that 75 percent of teachers lack instructional materials that cater for LD. Only 25 percent of teachers can identify cases of LD and give special attention. Lack of standardized tools for assessment at the EARC center may have led to poor identification and placement of LD. The researcher concluded that learning of the learners with dysgraphia is inadequate and this has been contributed by; lack of enough teachers trained in LD to identify learners with dysgraphia and apply appropriate teaching strategies, inadequate instructional materials that cater for LD and lack of standardized tools for assessment at the EARC center. The study recommends that the Ministry of Education should oversee special education training to all education officers and teachers. The EARC centers to be equipped with standardized tools for quality assessment of LD cases and teachers to be provided with instructional materials that cater for LD.