Implementation of Christian Religious Education Curriculum | in Secondary Schools in Murang'a South District, Central Province, Kenya

Michael Gachahi (u. a.)

ISBN 10: 3848437341 / ISBN 13: 9783848437344

Published by LAP LAMBERT Academic Publishing, 2012

About this Item

Implementation of Christian Religious Education Curriculum | in Secondary Schools in Murang'a South District, Central Province, Kenya | Michael Gachahi (u. a.) | Taschenbuch | 64 S. | Englisch | 2012 | LAP LAMBERT Academic Publishing | EAN 9783848437344 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu Print on Demand.

Seller Inventory # 106515416

Bibliographic Details

• Title: Implementation of Christian Religious Education Curriculum | in Secondary Schools in Murang'a South District, Central Province, Kenya
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2012
• Language: English
• ISBN 10: 3848437341
• ISBN 13: 9783848437344
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 5D millimeters 220 millimeters width by 150 millimeters height by 5 millimeters depth
• Weight: 113 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

This book discusses a study done on the implementation of Christian Religious Education (CRE) curriculum in secondary schools in Murang’a South District, Central Province, Kenya. The motivation to delve into this study came from gaps in available literature on implementation of CRE curriculum in secondary schools in Kenya. Additionally, teachers' perceptions have been ignored in available literature despite their impact on curriculum implementation processes. The study established that although CRE teachers in secondary schools in Murang’a South District handled huge teaching workloads and lacked adequate teaching-learning resources, they held positive perceptions towards implementation of CRE curriculum. The authors recommended that challenges facing implementation of CRE curriculum should urgently be addressed. They also recommended that a similar study should be done covering students' perceptions which were excluded in this study.

About the Author

Michael Gachahi is a secondary school principal in Kenya currently pursuing a Doctor of Philosophy degree at Narok University College while Lucy Njagi (co-author) is a Lecturer at the School of Education, University of Nairobi where she teaches Curriculum Studies.