Research Networks
 


​Research Networks

Interdisciplinary Research Networks at IED, EA

Multi-Literacy in Multilingual Education (MIME)

Schools and classrooms globally are increasingly multilingual in nature so that monolingual classrooms are not necessarily a norm.

While reasons for multilingualism vary, in East Africa, this is not simply because of the wide range of local/regional African language backgrounds of the teachers and the learners, it is also because the policies of language of instruction in the region mandate that teaching and learning processes are often in the second or the third language of the learner. The MIME network is the intellectual home for research focused on improving basic education especially the development of multiple literacies in multilingual contexts.  Here, literacy is not limited to the traditional notion of reading and writing of print materials. It is a holistic and complex notion of literacies that embrace scientific, mathematical and ICT literacies as well as language and literacy.

Inclusion and Equity in Education (InEEd)

Improving access to quality education raises issues of inclusion and equity, so that all learners can access quality education irrespective of gender, HIV AIDS or other forms of exclusion.  This network focuses on issues of equity and inclusion within the multilingual contexts of education and more broadly.  Researchers working within this network are investigating approaches to teaching controversial and sensitive issues, concerns of social justice in, for example, the language of instruction and effective learning, gender – boys and girls - issues in classrooms  and school governance and leadership. , students’ experience of seeking teachers’ help in classrooms, contextually relevant approaches to early childhood care and education, and provision for gifted and talented students in mathematics.

Within each Research Network there are Research Interest Groups as follows

Special Interest Group in Mathematics and Science Education (SIGMAS)

ICT Research and Development Group

Early Years Education

Educational Leadership, Gender, and Participation​

Research Interest Groups

Special Interest Group in Mathematics and Science Education (SIGMAS).

SIGMAS is a vibrant and dynamic group of professionals and academicians, keenly interested in improving the quality of science and mathematics education in East Africa.

Some of the activities of SIGMAS are to:

  • apply for research grants and to conduct collaborative research in mathematics and science education;
  • discuss cutting-edge developments in mathematics and science education. This will involve, for example, identifying and discussing some ground-breaking research articles in mathematics and science education as well as those of historical significance;
  • explore and investigate solutions to some of the challenges in mathematics and science education in the region;
  • examine the implications of any policy actions that touch on mathematics and science education in the region;
  • organize research seminars, workshops, symposia and conferences in mathematics and science education; and
  • reach out to graduate students in mathematics and science education with a goal of nurturing their interests and exposing them to the mathematics and science education community in the region.

The following people are working in this group

ICT Research and Development Group

The role of information communication technology is significant in education access, process and outcomes, especially in large developing country settings such as in East Africa. Blended learning and other contextually relevant approaches to integration of ICT in education offer the potential of increasing access to quality education and reduce the grave inequities that are often seen, for instance, in rural and urban classrooms East Africa. ICT integrated pedagogy and blended learning has considerable potential to improve the quality of teaching and learning processes in teaching, learning and assessment in schools, classrooms and examining contexts.

Some of the activities of this group are to:

  • design and test models of blended learning programs for teacher education and primary school education in remote and rural settings in East Africa;
  • investigate the potential of ICT and blended learning programs in universities and institutions of higher learning;
  • conduct workshops and seminars to support appropriate integration of technology in pedagogy in teacher education programs (e.g. use of geogebra in mathematics teaching);
  • advise on development of ICT infrastructure for blended learning at IED EA (e.g. use of solar powered tablets and other devices in teaching);
  • develop a program of applied research in blended learning in selected topical areas within IED EA;
  • participate in regional and international forums to become part of a network (e.g. Distance Education Network Network)

The following people are working in this group:

Early Years Education

The Early Years’ Education Research Interest Group looks at several issues for young learners in the community, as they transition into the formal education system and in schools.  Research within the Early Years’ Education focuses around issues of home-school transition and knowledge-exchange, stakeholders’ perceptions and practices of literacy, classroom based assessment of learning and literacy development, and contextually relevant approaches to early childhood education and care.

Some of the activities of this group are to:

  • undertake land scaping studies to profile the provision of early years education in East Africa
  • seek national and international research grants for research into key issues in early years education
  • create networks of early years education providers in the community, in the formal education system, and among the development partners;
  • lead seminars on current issues in early years education care
  • organize a critical reading dialogue group
  • engage in evidence based policy and practice advocacy
​Educational Leadership, Gender, and Participation:

Leadership in education is a contested notion as it is typically seen as residing in designated roles and positions. However, at IED-EA broader, contextually situated and distributed notions of leadership and their role in transforming schools and other educational institutions are the focus of our investigations.  Issues of equity and inclusion embedded in leadership are special focus of this research group.

Some of the activities undertaken by this group are to:

  • research boys’ and girls’ participation in the process of learning;
  • design and test programs of contextually appropriate models of educational leadership
  • study students’ participation in school governance;
  • investigate contextually relevant and/or technologically mediated models and approaches to educational leadership
  • undertake advocacy and dissemination to a range of stakeholders

The following people are working in this group