How can we effectively tell whether learners have acquired, and can exhibit outcomes that were in... more How can we effectively tell whether learners have acquired, and can exhibit outcomes that were initially established for them, and instructions tailored to? This question leads to assessment of learning outcomes or instructional results. It is for instance held that an outcomes-based approach to this requires assessment, in authentic ways, of what is considered to be most important of students’ attainments. Unfortunately, the use of inappropriate assessment/test items/instruments is a widespread phenomenon and has become a practice/malpractice most urgently in need of improvement. To ensure such improvement is to satisfy the most important criteria in assessment/test administration; validity. The prevailing assessment culture is however still steeped in the pre-occupation with reliability. This is due to the notion that for an assessment to be reliable it must first be valid, and the subsequent assumption that the reliability of an assessment invariably ensures its validity, as ther...
Curriculum conceptions of the scope of content of social studies in the colleges of education in Ghana
Social Studies seen as helping pupils acquire relevant knowledge, positive attitudes, skills and ... more Social Studies seen as helping pupils acquire relevant knowledge, positive attitudes, skills and values which in effect will equip them to be competent, concerned, reflective and problem solvers by the Junior High School (JHS) curriculum. Forming a better conception about Social Studies has necessitates the need to research into the scope of content of Social Studies in the Colleges of Education in Ghana since the subject is taught mostly by diploma teachers from the country’s thirty-eight public teacher training colleges. The research methods chosen for this study are; both qualitative and quantitative (mixed method). The study revealed that the scope of content of the College of Education Social Studies course structure does not reflect the tools needed by individual to solve personal and societal problems as compared to the JHS syllabus. Final year teacher-trainees’ current knowledge base about the scope of content of Social Studies as a problem solving was inadequate. It was rec...
Teachers are expected to implement curriculum, by using the specified guidelines and resources, t... more Teachers are expected to implement curriculum, by using the specified guidelines and resources, to ensure fidelity and thus effectiveness. Evidence, however, points at high-stakes external assessment as driving this process, and also becoming a major barrier to the curriculum and its implementation. The purpose of the study was to develop an understanding of why teachers are reluctant in using these guidelines and resources, and instead allow their classroom practices to be driven by high-stakes external assessments. Utilising the experiences of some Senior High School Social Studies teachers in Ghana, this paper employed a grounded theory analytic framework to build a theoretical model, which explains the constraining hold of high-stakes external assessment on teachers' classroom practices. It also emerged from the study that the effective implementation of any novel and transformative curriculum depends on a corresponding change in the external assessment regime, to ensure congruity/balance among the components of curriculum implementation.
The subject Social Studies in the Senior High Schools (SHS) curricula (3 & 4 year policy) in Ghan... more The subject Social Studies in the Senior High Schools (SHS) curricula (3 & 4 year policy) in Ghana is taught mostly by graduate teachers from the country's two teacher preparation universities-University of Cape Coast and University of Education (i.e. UCC and UEW) and graduates from other universities. Documentary analysis of their programmes reveals differences in how the subject is structured to prepare teachers to teach it at the SHS level. Qualitatively, an interpretative design was used. Documents of Social Studies course structures were analysed vis-à-vis the SHS Social Studies syllabus. The study revealed that: (a) Teacher Training Institutions (i.e. UCC & UEW) subscribe and use a particular conception of Social Studies curriculum for the production of Social Studies education graduates; and (b) Although social studies is seen as an integrated body of knowledge, there is an issue of acceptable level of integration. It was recommended that Social Studies curricula of both universities should be harmonized to focus more on attitudes and values cultivation as well as skills development of students.
Practitioners of Social Studies believe that its introduction in schools is inextricably link wit... more Practitioners of Social Studies believe that its introduction in schools is inextricably link with national development if students are imbued with the ideals of society. As a subject in the SHS curriculum in Ghana, it is mostly taught by graduate teachers from the country's two public teacher preparation universities:
Social Studies, as a subject in the SHS curricula in Ghana, is taught mostly by graduate teachers... more Social Studies, as a subject in the SHS curricula in Ghana, is taught mostly by graduate teachers from the country's two teacher preparation universities UEW) and graduates from other universities. Analysis of their programmes reveals differences in how the subject is structured to prepare teachers to teach it at the SHS level. A sequential mixed method design was Square was used in finding significant differences. The critical alpha value of .05 was adopted. The study revealed that most UCC graduates conceptualize the subject as amalgamation, whilst most UEW graduates conceptualize it as problem solving. It was recommended that since curriculum dictates what is taught in schools, the two universities should build a common knowledge ba oriented, skill development and problem Keywords: Social Studies teachers' conception. Nature and content of Social Studies. 1. Introduction According to Jarolimek (1967), the introduction of Social Studies, as one of the curricula in American schools, was a response to certain social pressures, mounting at the time, on the need to inculcate certain values and sense of nationalism into the youth of America. In much of Africa, the introduction of Social Studies as part of the school's curriculum according to Kissock (1981) was preceded by the formation of the African Social Studies Programme (ASSP). The introduction of Social Studies in Ghana thereafter was preceded by a follow 1969 during which it was adopted as part of the school curriculum. Social Studies is a discipline/course of study at the two teacher preparation universities in Ghana. These are the University of Cape Coast (UCC), which was the first to introduce it as a programme of study, and the University of Education, Winneba (UEW), which followed later (Bekoe, 2006). Social Studies as a subject has been conceptualized differently by its practitioners sinc education, however, the goals of Social Studies have been characterized by Martorella (1985) as: (1) transmission of the cultural heritage; (2) methods of inquiry; (3) reflective inquiry; (4) informed social criticism; and development. Personal development has traditionally received the greatest emphasis at the elementary level; at the high school level, methods of inquiry have received more emphasis. As phrased in the curriculum guidelines released by the NCSS (1979:262), "the basic goal of Social Studies education is to prepare young people to be humane, rational, participating citizens in a world that is becoming increasingly interdependent". The objectives which are spelt in the definition of a discipline fo defining a subject may sway away and turn the various components of a discipline. In Ghana, according to the teaching syllabus for Social Studies (CRDD, 2010: ii), the subject prepares by equipping him or her with knowledge about the culture and ways of life of their society, its problems, its values and its hopes for the future. These clearly show that it is accepted that the ultimate aim of Social Studies is seen as Citizenship Education. Eshun and Mensah (2013:183
American Journal of Psychology and Behavioral Sciences, Jan 14, 2015
Teacher efficacy has been linked to several personal and contextual variables, important teacher ... more Teacher efficacy has been linked to several personal and contextual variables, important teacher behaviours, and student outcomes. Researching on Colleges of Education final year teacher-trainees' (mentees) sense of efficacy in students' engagement, instructional practices, and classroom management in Social Studies lessons seems to be very essential as products from the teacher training colleges are supposed to teach the subject at the basic school level in Ghana. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Purposive and convenience sampling techniques were used to select the colleges and the 150 final year teacher-trainees for the study. The study revealed that where final year teacher-trainees are responsible to conduct curriculum-based teaching in the Ghanaian Basic Schools, the orientation about what they believe in rather impact on what and how they go about their classroom activities; instructs, engage their students, and manage their social studies lessons. It is therefore suggested that participatory techniques such as role-play, simulation, discussion, debates, brainstorming, writing narratives, and other cooperative learning approaches should be used in the teaching and learning of Social Studies to help pupils become critical thinkers, tolerant and problem solvers since the subject was introduced solely to the right the wrong in society.
Internal assessment is an integral part of teaching and learning in Social Studies in the College... more Internal assessment is an integral part of teaching and learning in Social Studies in the Colleges of Education in Ghana and is beneficial to both students and tutors if use formatively. It is therefore important for teachers to be abreast with formative assessment techniques and how to use them in their classroom activities in order to win back public confidence. This could be achieved if, tutors try to follow the laid down procedures in administering formative assessment in their colleges. There is therefore the need to conduct a study into formative assessment techniques tutors use to assess teacher-trainees learning in Social Studies.Case study research design was used. The study was carried out in three Colleges of Education in Central Region of Ghana. The data were used together to form one case. Both the tutors and the colleges were purposively and conveniently selected for the study. Interview guide and classroom observation checklists were administered to nine (9) Social Studies tutors of Colleges of Education.The research found out that due to hasty nature in formulating formative assessment and scoring, tutors laid emphasis on cognitive domain to the neglect of affective and psychomotor domains which are also of paramount importance. Formative assessment should cover the three learning domains but in setting and scoring questions importance is attach to cognitive domain to the neglect of the affective and psychomotor domains. This make students pass through the academic system without acquiring needed skills, values and attitudes that will enable them to right the wrong in society using appropriate tools.
Researching the Practice of Professionals In Education: Is There Any Best Methodology/Method?
education.bham.ac.uk
Researching the Practice of Professionals in Education: Is there any Best Methodology/Method? Sam... more Researching the Practice of Professionals in Education: Is there any Best Methodology/Method? Samuel Ofori Bekoe Abstract The choice of an appropriate methodology to conduct a study has never been a straightforward matter, especially for the relatively ...
How can we effectively tell whether learners have acquired, and can exhibit outcomes that were in... more How can we effectively tell whether learners have acquired, and can exhibit outcomes that were initially established for them, and instructions tailored to? This question leads to assessment of learning outcomes or instructional results. It is for instance held that an outcomes-based approach to this requires assessment, in authentic ways, of what is considered to be most important of students’ attainments. Unfortunately, the use of inappropriate assessment/test items/instruments is a widespread phenomenon and has become a practice/malpractice most urgently in need of improvement. To ensure such improvement is to satisfy the most important criteria in assessment/test administration; validity. The prevailing assessment culture is however still steeped in the pre-occupation with reliability. This is due to the notion that for an assessment to be reliable it must first be valid, and the subsequent assumption that the reliability of an assessment invariably ensures its validity, as ther...
Curriculum conceptions of the scope of content of social studies in the colleges of education in Ghana
Social Studies seen as helping pupils acquire relevant knowledge, positive attitudes, skills and ... more Social Studies seen as helping pupils acquire relevant knowledge, positive attitudes, skills and values which in effect will equip them to be competent, concerned, reflective and problem solvers by the Junior High School (JHS) curriculum. Forming a better conception about Social Studies has necessitates the need to research into the scope of content of Social Studies in the Colleges of Education in Ghana since the subject is taught mostly by diploma teachers from the country’s thirty-eight public teacher training colleges. The research methods chosen for this study are; both qualitative and quantitative (mixed method). The study revealed that the scope of content of the College of Education Social Studies course structure does not reflect the tools needed by individual to solve personal and societal problems as compared to the JHS syllabus. Final year teacher-trainees’ current knowledge base about the scope of content of Social Studies as a problem solving was inadequate. It was rec...
Teachers are expected to implement curriculum, by using the specified guidelines and resources, t... more Teachers are expected to implement curriculum, by using the specified guidelines and resources, to ensure fidelity and thus effectiveness. Evidence, however, points at high-stakes external assessment as driving this process, and also becoming a major barrier to the curriculum and its implementation. The purpose of the study was to develop an understanding of why teachers are reluctant in using these guidelines and resources, and instead allow their classroom practices to be driven by high-stakes external assessments. Utilising the experiences of some Senior High School Social Studies teachers in Ghana, this paper employed a grounded theory analytic framework to build a theoretical model, which explains the constraining hold of high-stakes external assessment on teachers' classroom practices. It also emerged from the study that the effective implementation of any novel and transformative curriculum depends on a corresponding change in the external assessment regime, to ensure congruity/balance among the components of curriculum implementation.
The subject Social Studies in the Senior High Schools (SHS) curricula (3 & 4 year policy) in Ghan... more The subject Social Studies in the Senior High Schools (SHS) curricula (3 & 4 year policy) in Ghana is taught mostly by graduate teachers from the country's two teacher preparation universities-University of Cape Coast and University of Education (i.e. UCC and UEW) and graduates from other universities. Documentary analysis of their programmes reveals differences in how the subject is structured to prepare teachers to teach it at the SHS level. Qualitatively, an interpretative design was used. Documents of Social Studies course structures were analysed vis-à-vis the SHS Social Studies syllabus. The study revealed that: (a) Teacher Training Institutions (i.e. UCC & UEW) subscribe and use a particular conception of Social Studies curriculum for the production of Social Studies education graduates; and (b) Although social studies is seen as an integrated body of knowledge, there is an issue of acceptable level of integration. It was recommended that Social Studies curricula of both universities should be harmonized to focus more on attitudes and values cultivation as well as skills development of students.
Practitioners of Social Studies believe that its introduction in schools is inextricably link wit... more Practitioners of Social Studies believe that its introduction in schools is inextricably link with national development if students are imbued with the ideals of society. As a subject in the SHS curriculum in Ghana, it is mostly taught by graduate teachers from the country's two public teacher preparation universities:
Social Studies, as a subject in the SHS curricula in Ghana, is taught mostly by graduate teachers... more Social Studies, as a subject in the SHS curricula in Ghana, is taught mostly by graduate teachers from the country's two teacher preparation universities UEW) and graduates from other universities. Analysis of their programmes reveals differences in how the subject is structured to prepare teachers to teach it at the SHS level. A sequential mixed method design was Square was used in finding significant differences. The critical alpha value of .05 was adopted. The study revealed that most UCC graduates conceptualize the subject as amalgamation, whilst most UEW graduates conceptualize it as problem solving. It was recommended that since curriculum dictates what is taught in schools, the two universities should build a common knowledge ba oriented, skill development and problem Keywords: Social Studies teachers' conception. Nature and content of Social Studies. 1. Introduction According to Jarolimek (1967), the introduction of Social Studies, as one of the curricula in American schools, was a response to certain social pressures, mounting at the time, on the need to inculcate certain values and sense of nationalism into the youth of America. In much of Africa, the introduction of Social Studies as part of the school's curriculum according to Kissock (1981) was preceded by the formation of the African Social Studies Programme (ASSP). The introduction of Social Studies in Ghana thereafter was preceded by a follow 1969 during which it was adopted as part of the school curriculum. Social Studies is a discipline/course of study at the two teacher preparation universities in Ghana. These are the University of Cape Coast (UCC), which was the first to introduce it as a programme of study, and the University of Education, Winneba (UEW), which followed later (Bekoe, 2006). Social Studies as a subject has been conceptualized differently by its practitioners sinc education, however, the goals of Social Studies have been characterized by Martorella (1985) as: (1) transmission of the cultural heritage; (2) methods of inquiry; (3) reflective inquiry; (4) informed social criticism; and development. Personal development has traditionally received the greatest emphasis at the elementary level; at the high school level, methods of inquiry have received more emphasis. As phrased in the curriculum guidelines released by the NCSS (1979:262), "the basic goal of Social Studies education is to prepare young people to be humane, rational, participating citizens in a world that is becoming increasingly interdependent". The objectives which are spelt in the definition of a discipline fo defining a subject may sway away and turn the various components of a discipline. In Ghana, according to the teaching syllabus for Social Studies (CRDD, 2010: ii), the subject prepares by equipping him or her with knowledge about the culture and ways of life of their society, its problems, its values and its hopes for the future. These clearly show that it is accepted that the ultimate aim of Social Studies is seen as Citizenship Education. Eshun and Mensah (2013:183
American Journal of Psychology and Behavioral Sciences, Jan 14, 2015
Teacher efficacy has been linked to several personal and contextual variables, important teacher ... more Teacher efficacy has been linked to several personal and contextual variables, important teacher behaviours, and student outcomes. Researching on Colleges of Education final year teacher-trainees' (mentees) sense of efficacy in students' engagement, instructional practices, and classroom management in Social Studies lessons seems to be very essential as products from the teacher training colleges are supposed to teach the subject at the basic school level in Ghana. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Purposive and convenience sampling techniques were used to select the colleges and the 150 final year teacher-trainees for the study. The study revealed that where final year teacher-trainees are responsible to conduct curriculum-based teaching in the Ghanaian Basic Schools, the orientation about what they believe in rather impact on what and how they go about their classroom activities; instructs, engage their students, and manage their social studies lessons. It is therefore suggested that participatory techniques such as role-play, simulation, discussion, debates, brainstorming, writing narratives, and other cooperative learning approaches should be used in the teaching and learning of Social Studies to help pupils become critical thinkers, tolerant and problem solvers since the subject was introduced solely to the right the wrong in society.
Internal assessment is an integral part of teaching and learning in Social Studies in the College... more Internal assessment is an integral part of teaching and learning in Social Studies in the Colleges of Education in Ghana and is beneficial to both students and tutors if use formatively. It is therefore important for teachers to be abreast with formative assessment techniques and how to use them in their classroom activities in order to win back public confidence. This could be achieved if, tutors try to follow the laid down procedures in administering formative assessment in their colleges. There is therefore the need to conduct a study into formative assessment techniques tutors use to assess teacher-trainees learning in Social Studies.Case study research design was used. The study was carried out in three Colleges of Education in Central Region of Ghana. The data were used together to form one case. Both the tutors and the colleges were purposively and conveniently selected for the study. Interview guide and classroom observation checklists were administered to nine (9) Social Studies tutors of Colleges of Education.The research found out that due to hasty nature in formulating formative assessment and scoring, tutors laid emphasis on cognitive domain to the neglect of affective and psychomotor domains which are also of paramount importance. Formative assessment should cover the three learning domains but in setting and scoring questions importance is attach to cognitive domain to the neglect of the affective and psychomotor domains. This make students pass through the academic system without acquiring needed skills, values and attitudes that will enable them to right the wrong in society using appropriate tools.
Researching the Practice of Professionals In Education: Is There Any Best Methodology/Method?
education.bham.ac.uk
Researching the Practice of Professionals in Education: Is there any Best Methodology/Method? Sam... more Researching the Practice of Professionals in Education: Is there any Best Methodology/Method? Samuel Ofori Bekoe Abstract The choice of an appropriate methodology to conduct a study has never been a straightforward matter, especially for the relatively ...
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