ORCID Profile
0000-0002-2261-4092
Current Organisations
Griffith University - Gold Coast Campus
,
Griffith University
,
Griffith University - Mount Gravatt Campus
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Publisher: Routledge
Date: 22-10-2021
Publisher: Scientific Research Publishing, Inc.
Date: 2020
Publisher: European Open Science Publishing
Date: 15-05-2022
DOI: 10.24018/EJEDU.2022.3.3.345
Abstract: Teachers are a critical factor in quality education. They contribute to the academic development and socialisation of students, and school improvement. Schools that attract and retain quality teachers can facilitate attainment of these broader educational goals. Teacher retention in education systems and schools entails the development of policies and practices to attract and retain high-quality teachers and leaders. It is not just about keeping teachers in schools, but also reducing attrition, especially among beginning teachers. If good teachers are to remain in the teaching profession and work best to support learners, they must have an endearing and supporting working environment that recognises and promotes their effort in multiple ways. In this paper, which employs a desk review research methodology, we review relevant research literature to identify key policy factors that affect teacher retention in schools and propose policy and practice recommendations that can minimise attrition in education systems, including special lessons for Ghana. Additionally, we define quality education and argue for increasing teacher retention and decreasing attrition.
Publisher: African Journals Online (AJOL)
Date: 20-07-2010
Publisher: Routledge
Date: 22-10-2021
Publisher: Society for Research and Knowledge Management
Date: 30-04-2022
Abstract: The study analyses cross-border experiences of international graduate students in two universities, one in Australia and the other in the United States of America, during the COVID-19 pandemic to understand how this impacted their learning and wellbeing. COVID-19 crisis led to dramatic changes in higher education institutions worldwide, affecting the academic and social life of international students, and as well opening windows of opportunities for them. International students of African and Asian backgrounds were purposely selected for the study. Data were collected with an open-ended qualitative questionnaire and analysed thematically. Findings indicate international students had mixed experiences, including stress and hardship, isolation, fear and insecurity, frustration and helplessness that affected their academic and social lives and wellbeing. Other students however developed strong connections, resilience, confidence, and optimism for the future. The shared cross-border experiences raise awareness to the global impact of COVID-19 in higher education. Findings have implications for how universities could respond to the needs of international students, which must be inclusive, equitable, and human-centric, during unforeseen crises.
Publisher: Informa UK Limited
Date: 14-02-2021
Publisher: Book Publisher International (a part of SCIENCEDOMAIN International)
Date: 03-05-2022
Publisher: Wiley
Date: 02-2023
Abstract: Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple‐scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school‐wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures.
Publisher: Informa UK Limited
Date: 12-08-2022
Publisher: Zenodo
Date: 2020
Publisher: African Journals Online (AJOL)
Date: 18-03-2011
Publisher: Informa UK Limited
Date: 24-01-2019
Publisher: Hipatia Press
Date: 15-10-2022
DOI: 10.17583/REMIE.9964
Abstract: Early childhood education (ECE) in Ghana has grown from a traditional approach to a more formalised and modernised system of care and education services for young children. As a valued practice, ECE reflects a distributive, regulatory or redistributive policy. The paper analyses Ghana’s ECE policy implementation using McDonnell and Elmore’s framework of five elemental instruments. We supported the analysis with ECE policy documents and research evidence in ECE. Enabling and inhibiting factors affecting ECE were identified and ways were devised to enhance the latter. We established that while ECE has somewhat addressed equity and access issues, concerns exist regarding implementation factors such as quality teacher training and parent involvement for promoting effective programs. The paper recommends the need to evaluate ECE and provide planned and ongoing opportunities to advance the professional development, capacity, and motivation of ECE implementers, especially early childhood teachers.
Publisher: Scholar Publishing
Date: 05-06-2021
Abstract: Compulsory adoption of language culture appears to heighten controversy and tension in schools. This phenomenon seems like a ‘dilemma’ judging from the way of policy and practice in schools. Language culture at the foundation stages seems to be strictly monolingual in some schools contrary to the dynamics of the education curriculum. This indeed seems to be a cultural idiosyncrasy that underpins cultural practices in some schools. Ghana Education Service recommends the speaking of English as medium of instruction at the early stages in schools, and so, English as official language is largely used at the foundation level. This investigation is looking at how a holistic approach could create a greater impart rather than applying a ’restrictionist’ theory in a school. This adherence calls for inquiry into ‘Speak English don’t speak vernacular in the school.’ The study employs a qualitative case study for the textual analysis. Two language teachers from ‘Kikako’ M.A. primary school in the Central region of Ghana were selected for the study. In-depth interview was the main instrument used. Analysis of data was by thematic sequencing using discursive, narrative and interpretive paradigms. The realisation of the study was that, the use of English only in schools was a controversial practice. Claims were that the use of vernacular also provided emergent and integrated literacy, which enhanced communication networking in the classrooms and school activities. It is absolutely useful to adopt English and vernacular in the school curriculum.
Publisher: Zenodo
Date: 2018
No related grants have been discovered for Francis R. Ackah-Jnr.