Grace Keengwe

Grace Keengwe

Ph.D. in Curriculum Instruction (EARLY CHILDHOOD)
  • Associate Professor, Teaching & Leadership
    • Early Childhood Education

Contact Info

Office Address

Education Building Room 276
231 Centennial Drive Stop 7189
Grand Forks, ND 58202-7189

Biography

Dr.Grace Keengwe is an Associate Professor of Early Childhood Education in the Department of Teaching, Learning & Professional Practice. I teach both graduate and undergraduate courses in early childhood education. In addition to teaching, I have acted as coordinator of the early childhood program area. My research interest focuses on family teacher relationships, school readiness of immigrant bilingual/children, assessment practices of early childhood teachers, Head Start programs, and mentor-coaching. I have researched and authored articles and book chapters in these areas and continues to research on the same. Am also the co-editor of the book titled “cross-cultural considerations in the Education of Young Immigrant Learners” among others. My academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis

T&L REGULAR ASSIGNMENTS

University of North Dakota

Graduate courses taught: T&L 529 Play in Development and Early Childhood Education, T&L 527 Curricular Foundations in Early Childhood Education, T&L Play in Development and Early Childhood Education, T&L 517 Social Emotional Learning & Guidance, T&L 591 Readings in Education, T&L 997 Independent Research Studies T&L 995 Scholarly Research Projects

Undergraduate courses taught: T&L 311 Observation and Assessment of Young Children, T&L 336 Social Emotional Development & Guidance of Young Children, T&L 313  Language Development & Emergent Literacy

Immigrant children school readines

Mentor-coaching, technology and teacher practices

Family Teacher relationships

Assessment practices of early childhood teachers

Interventions for at risk children/Head Start program

PEER REVIEWED JOURNALS (13)

  1. Keengwe, G. & Onchwari, A. (2022).Assessment of parent-teacher relationships in early childhood education programs during the covid-19 pandemic. Early Childhood Education Journal, https://doi.org/10.1007/s10643-022-01431-1
  2. Keengwe, G. & Onchwari, Ariri, J.(2022). Preschools parents’ ratings of parent teacher relationships: a look at the impact of family demographics and program type differences. Asia Pacific Journal of Research in Early Childhood Education, 16, 247 - 273
  3. Keengwe, G. (2020). How do early childhood teachers approach assessment? A look at data collection, organization, and lesson planning practices. Asia Pacific Journal of Research in Early Childhood Education, 14, (3), 1-22.
  4. Onchwari, G. & Keengwe, J. (2011). Examining the relationship of children’s behavior to emotion regulation. Early Childhood Education Journal, 39, 279-280
  5. Onchwari, G. & Keengwe, J. (2010). Teacher mentoring and early literacy learning: a case study of a mentor-coach initiative. Early Childhood Education Journal, 37 (4), 311-317
  6. Keengwe, J. & Onchwari, G. (2009). Technology and Early Childhood Education: A technology Integration Professional Development Model for Practicing Teachers. Early Childhood Education Journal, 37 (3), 209 - 218
  7. Keengwe, J., Onchwari, G., & Onchwari, J. (2009). Technology and Student Learning: Towards a Learner-Centered Teaching Model. Association for the Advancement of Computing in Education Journal,17(1), 11-22.
  8. Wachira, P., Keengwe, J., & Onchwari, G. (2009). Personal digital assistants (PDAs) in Mathematics teacher education. Association for the Advancement of Computing in Education Journal, 17(2), 113-125.
  9. Onchwari, G., Onchwari, J., & Keengwe, J. (2008). Teaching the Immigrant Child: Application of Child Development Theories. Early Childhood Education Journal, 36 (3), 267-273.
  10. Onchwari, G., & Keengwe, J. (2008). The Impact of a Mentor-Coaching Model on Teacher Professional Development. Early Childhood Education Journal, 36 (1), 19-24.
  11. Wachira, P., Keene, J., & Onchwari, G. (2008). Mathematics preservice teachers’ beliefs and conceptions of appropriate technology use. Association for the Advancement of Computing in Education Journal,16(3), 293-306.
  12. Keengwe, J., Onchwari, G., & Wachira, P. (2008). The Use of Computer Tools to Support Meaningful Learning. Association for the Advancement of Computing in Education Journal, 16(1), 77-92.
  13. Keengwe, J., Onchwari, G., & Agamba, J. (2014). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies 19 (2), 887-898

BOOKS (EDITED- (7)

  1. Onchwari, G. & Keengwe, J. (2021) Bridging Family-Teacher Relationships for ELL and Immigrant Students. Hershey, PA: IGI. Available at  (https://www.igi-global.com/book/bridging-family-teacher-relationships-ell/244549)
  2. Keengwe, J. & Onchwari, G. (2019). Handbook of Research on literacy and digital technology integration in Teacher Education. Hershey, PA: IGI. Available at https://www.igi-global.com/book/handbook-research-literacy-digital-technology/233139
  3. Onchwari, G. & Keengwe, J.(2019). Handbook of Research on Engaging immigrant Families and Promoting Academic Success for English Language Learners. Hershey, PA: IGI. Available at https://www.igi-global.com/book/handbook-research-engaging-immigrant-families/216523
  4. Keengwe, J. & Onchwari, G. (2019). Handbook of Research on Assessment practices and Pedagogical Models for Immigrant Students. Hershey, PA: IGI. Available at https://www.igi-global.com/book/handbook-research-assessment-practices-pedagogical/220797
  5. Onchwari, G., & Keengwe, J. (2017). Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners. Hershey, PA: IGI Available at https://www.igi-global.com/book/handbook-research-pedagogies-cultural-considerations/181920
  6. Keengwe, J., & Onchwari, G. (2016). Handbook of Research on Learner Centered Pedagogy in Teacher Education and Professional Development. Hershey, PA: IGI Global. Available at http://www.igi-global.com/book/handbook-research-learner-centered-pedagogy/152429
  7. Keengwe, J., & Onchwari, G. (2016). Hand book of Research on Active Learning and the Flipped Classroom Model in the Digital Age. Hershey, PA: IGI Global. https://www.igi-global.com/book/handbook-research-active-learning-flipped/137137
  8. Keengwe, J., Mbae, J., & Onchwari, G. (2016). Handbook of Research on Global Issues in Next Generation Teacher Education. Hershey, PA: IGI Global. https://www.igi-global.com/book/promoting-active-learning-through-flipped/84096
  9. Keengwe, J., & Onchwari, G. (2014). Cross cultural considerations In the Education of Young Immigrant learners. Hershey, PA: IGI Global. https://www.igi-global.com/book/cross-cultural-considerations-education-young/78946
  10. Keengwe, J., & Onchwari, G. (2014). Literacy Enrichment and Technology Integration in Pre-Service Teacher Education. Hershey, PA: IGI Global. https://www.igi-global.com/book/literacy-enrichment-technology-integration-pre/78945
  11. Keengwe, J., Onchwari, G., & Oigara, J. (2014). Promoting active learning through flipped classroom model. Hershey, PA: IGI Global. Available at, https://www.igi-global.com/book/promoting-active-learning-through-flipped/84096

 BOOK CHAPTER (1)

Onchwari, G. (2013). Preparing Teachers to be Effective in Cross-Cultural Learning Environments. In & Keengwe, J., & Onchwari, G. (EdS.). Cross cultural considerations In the Education of Young Immigrant learners. Hershey, PA: IGI Global.

Conference Presentations

  1. Keengwe, G. (2017). Teacher voices in child progress monitoring: examining values, practices and reality. Research paper presented at the National Association of Early Childhood Teacher Educators (NAECTE). Atlanta, GA.
  2. Keengwe, G. (2017). Looking at the Family Provider Teacher Relationship Measure (FPTRQ) to address gaps in teacher preparation programs. Research paper presented at the National Association of Early Childhood Teacher Educators (NAECTE). Atlanta, GA.
  3. Keengwe, G. (March, 2017). Assessing early childhood teacher’s relationships with families: a look at the FPTRQ relationship measure. Invited to present at the Oxford International Symposium on Child hood education, at Oxford, England.
  4. Onchwari G., & Onchwari, J.A. (March, 2016). Assessing early childhood teacher’s relationships with families: a look at the FPTRQ relationship measure. Research paper Presented at Global Summit on Childhood Education (ACEI Association), Costa Rica, SA.
  5. Onchwari, G., & Onchwari, J.A. (2016). A focus on protective factors in immigrant children: a departure from the deficit model. Paper presented at the Global Summit on Childhood Education (ACEI Association), Costa Rica, SA.
  6. Onchwari, G. (2016). Early Childhood Literacy skills: Impact of Mentor Coaching . Research paper Presented at Global Summit on Childhood Education (ACEI Association), Costa Rica, SA.
  7. Onchwari G., (April, 2016). Assessing early childhood teacher’s relationships with families: a look at the Family Provider Teacher Relationship measure (FPTRQ). Research paper Presented at Education & Human Development College Research Council Fair (CRC), University of North Dakota, Grand Forks, ND. http://education.und.edu/research/research-fair.cfm

Ph.D. Curriculum & Instruction 

Department of Curriculum & Instruction

Indiana State University, Terre Haute, IN

Emphasis: Early Childhood Education

M.ED Early Childhood Education

Indiana State University

Post Graduate Diploma in Education (PGDE)

Shool of Education

Kenyatta University, Kenya

Teaching License: Home Economics & Biology

Msc. Child Development

University of Rajasthan, India

Bsc. Home Economics

Maharash Daynad Saraswati University, India

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