Texas Tech University

Faith Maina, Ph.D.

Professor
Curriculum and Instruction

Email: faith.maina@ttu.edu

Phone: 806-834-7808

Office: Education 315

Vita

Faith Maina is a Professor of Educational Research in the Department of Curriculum and Instruction and the current coordinator of the Curriculum Studies/ Teacher Education Program. Her most recent appointment prior to coming to Texas Tech University in September 2015 was at the State University of New York (SUNY) Oswego where she taught a variety of courses in educational research and foundations as well as clinical supervision of teachers for 15 years. She also jointly held an administrative position as the director of McNair post-baccalaureate program. She was born and raised in Kenya where she completed her education including a Bachelors of Arts (Education) at Kenyatta University, Nairobi, Kenya before moving to Peterborough, Ontario Canada in 1992 to pursue a master’s degree supported by the Canadian International Development (CIDA) scholarship. She is a 2011-2012 Fulbright Scholar.

Faith Maina

Education

  • 1998 - Ph.D. Curriculum and Instruction. University of British Columbia, Canada.
  • 1994 - M. A. Interdisciplinary Studies. Trent University, Ontario, Canada.
  • 1988 - Bachelor of Education (B.Ed.) English Language and Literature, Kenyatta University, Nairobi, Kenya

Areas of Expertise

  • Social justice in teaching and learning
  • Integrating multicultural concepts in the curriculum
  • Teacher empowerment through action research
  • Culturally responsive teaching

Selected Publications

Ahlberg, B., Maina, F., Khamasi, W., Kubai, A., Ekman, A. & and Lundqvist-Persson, C. (2015). ‘‘A child, a tree’’: Challenges in building collaborative relations in a community research project in a Kenyan context . Action Research Journal, 0(0) 1-19 DOI: 10.1177/1476750315607607

Maina, F. (Ed) (2014). Nurturing Reflexive Practice in Higher Education: Educators engaged in action research projects in an institution of higher learning in Kenya. Oakville, Ontario, Canada: Nsemia Inc Publishers

Maina, F. & Burrell, M. (2012). Teaching mathematics to diverse learners: A hybrid technology course designed for pre/in-service teachers. In Yang H. & Wang S. (Eds). Cases on formal, non-formal and informal online learning: Opportunities and practices. Online: IGI Press.

Khamasi, W., Maina, F. & and Haegendoren, M. (Eds). (2011). Engaging Patriarchy: Challenges and Responsibilities for Educators and Policy Makers in Kenya. Eldoret, Kenya: Moi University Press.

Ahlberg, B., Kamau, A., Maina, F. & Kulane, A. (2009). Multiple discourses on sexuality implications for translating sexual wellness concept into action strategies in a Kenyan context. African Sociological Review. 13(1). http://www.ajol.info/index.php/asr/article/view/57750

Pratt, L., Weiss, K. & Maina, F. (2008). Case study #1: Becoming a teacher researcher. A chapter in Lassonde & Susan Israel (Eds). Teachers taking action: A comprehensive guide to teacher research. Newark, DE: International Reading Association.

Yang. H. & Maina, F. (2007). STEP on developing active learning community for an
online course. A chapter in Gabe Keri (ed). Ideas of teaching efficacy: sharing perspectives. El Cajon, California: National Social Science Press