http://hdl.handle.net/123456789/9337 IOE Tue, 14 Apr 2026 23:26:47 GMT 2026-04-14T23:26:47Z http://hdl.handle.net/123456789/9351 Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana Kwaah, Christopher Yaw; Palojoki, Paivi Entry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher Diploma in Basic Education (UTDBE) programme. Survey data collected from 140 NQTs (84 DfSHS and 56 UTDBE) of 20 public schools in central Ghana and lesson observations showed that the two categories of Newly qualified teachers differed greatly in entry grades and academic achievements during training. Differences in teaching practices pertained to content knowledge, classroom interactions, and lesson closure. Implications for pre-service and in-service teaching training are discussed. Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/123456789/9351 2018-01-01T00:00:00Z http://hdl.handle.net/123456789/9350 Effects of Parental Attitudes Toward Spousal Violence on Early Childhood Development and Learning Support Among Ghanaian Children Kofinti, Raymond Elikplim; Ewusie, Ewura - Adwoa; Kwaah, Christopher Yaw; Asmah, Emmanuel Ekow The prevalence of condoning attitudes toward spousal violence (SV) is high in Ghana, yet much is not known about how the development of children is compromised in households where attitudes toward SV are tolerated. This study is premised on two objectives: (a) examination of the effect of parents condoning attitudes toward SV on early childhood development; and (b) investigation of the effect of parents condoning attitudes toward SV on the amount of learning support children receive from household members. Data on 2,740 children aged between 36 and 59 months were drawn from the 2011 Ghana Multiple Indicator Cluster Survey for the first objective and 1,595 households with children aged between 4 and 15 years were sourced from the 2014 Ghana Demographic and Health Survey for the second. Analytical methods employed are descriptive statistics, instrumental variable (IV), and ordinary least squares (OLS) micro-econometric estimation Wed, 01 Jan 2020 00:00:00 GMT http://hdl.handle.net/123456789/9350 2020-01-01T00:00:00Z http://hdl.handle.net/123456789/9349 How language and culture affect the learning of fractions: A case study in the Kingdom of Tonga Morris, Noah In this paper, I look at how different cultural practices go hand in hand with different discourses and how the two of them together have an impact on the learning of certain formal mathematical ideas. The findings are based on fieldwork carried out in the Kingdom of Tonga in 2011, with the aim of answering the question: How do the Tongan language and Tongan cultural practices shape discourses on fractions? I examine the place of fractions in the Tongan community of discourse. Importantly, the findings provide strong evidence to support the classical idea of linguistic relativism in the form of an updated version of the Sapir-Whorf hypothesis. Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/123456789/9349 2018-01-01T00:00:00Z http://hdl.handle.net/123456789/9348 Changing Roles of Women: Examining the Reciprocal Effects of Female Academics’ Job and Family Roles in Public Universities in Ghana Anane, Eric; Dankwa, Juliana Audria The role of women in society seems to be predefined in terms of cultural and physiological lines. Some people think the woman is not capable of taking up some executive positions, because they are weak and too feeble to handle certain kinds of work. However, the last decade has seen huge progress in the employment of women in the formal sector. This study therefore explores the factors that affect the work and family life of female lecturers. Data was generated from the administration of questionnaires on 105 women lecturers, who were conveniently selected from two public universities in the central region of Ghana. Our findings from the study indicated that factors such as teaching large classes, lack of teaching/learning materials, family responsibilities and pressure and demanding Deans and Heads of Departments, affected female lecturers’ job performance. The results also suggest that females academics involved in the study were least bothered about issues on their promotion and personal goals. We recommended that University management would have to come to terms with the requirements of managing tension among women to make the environment potentiating and favourable so as to keep adroit women in higher education. Sun, 01 Jan 2017 00:00:00 GMT http://hdl.handle.net/123456789/9348 2017-01-01T00:00:00Z