Papers by Ahmed Bawa Kuyini
The study aimed to explore the teaching competencies teachers in Ghana perceived as important to ... more The study aimed to explore the teaching competencies teachers in Ghana perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 163 regular school teachers from two geographic regions of Ghana completed a 14-item questionnaire titled Perceived Competencies for Inclusive Teaching Scale and an open-ended
question about the supportive resources they require to be
effective in their classrooms. Descriptive statistics, ANOVA and t-tests were used to analyse the data and the results showed that Adapting Instructional Materials, Behaviour Management, among others were important competencies. Teachers in multi-grade classrooms considered particular skills are important, reflecting their challenging roles. The
respondents also identified the availability of teaching materials, support teachers, more training as key support resources, which will enhance their effectiveness in the classroom. We discuss the implications for future teacher training.
International Journal of Business and Management, 2016
Journal of Social Work in Disability & Rehabilitation, 2015
This study examined student teachers' attitudes and concerns about inclusive education in Ghana a... more This study examined student teachers' attitudes and concerns about inclusive education in Ghana and Botswana.
This paper presents a conceptual analysis of the role of cultural background or otherness and soc... more This paper presents a conceptual analysis of the role of cultural background or otherness and social capital in refugees' adaptation to new resettlement contexts. It also presents a framework, The Disempowerment-Empowerment Dynamics (D-ED), that can be used to theorize issues of power within refugee families. D-ED explores how the new society's recognition or non-recognition of refugees' personal capital affects adaptation and how the differences in individual aspirations and capital recognition interface with family-held values around identity, gender, roles and unity in a new context. The potential implications of this for social work practice are also discussed.
International journal of special education
The purpose of this study is to ascertain Botswana physical education (PE) student teachers' atti... more The purpose of this study is to ascertain Botswana physical education (PE) student teachers' attitudes toward the inclusion of children with disabilities in the general education classrooms and also to identify their concerns and perceived skill needs with regards to inclusion. A two-part questionnaire consisting of background variables and attitudes using the ATIES Scale was completed by 96 PE student teachers from the University of Botswana. Data on the concerns, and perceived skill needs were collected through interviews and analysed descriptively. Statistic descriptive, t-tests and ANOVA were employed to analyse the quantitative data. The results of the study have shown that PE pre-service student teachers have moderately positive attitudes towards inclusion. Participants were also more concerned about the lack of knowledge and skills required for inclusion and that resources and pedagogical knowledge on inclusion were perceived as the required skills for the success of inclusion in Botswana.
International journal of special education
This study examined the impact of classroom teachers' attitudes towards inclusive education, teac... more This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included descriptive statistics and regression analysis. Findings showed that in the context of the Inter-group Contact Theory, teachers' classroom practices influenced the social status of students with disabilities in regular classrooms. The study's findings also showed that the social status of students with disabilities was similar to that of their peers without disabilities. The implication of these findings are that teachers can make a difference in the social inclusion experiences of students and that such inclusion may also allow for better school outcomes that are associated with increased peer interaction amongst students with and without disabilities.
Australian Social Work, 2015
This study was undertaken to examine the instructional practices of teachers in inclusive classro... more This study was undertaken to examine the instructional practices of teachers in inclusive classrooms in Ghana. It also assessed the influence of selected teacher background variables on inclusive practices. Thirty-seven (37) teachers from 20 primary schools in two districts completed a background information questionnaire and were observed during instruction in their classrooms. The data were analysed employing descriptive statistics, t-tests
International Journal of Educational Development, 2013
ABSTRACT This study employed document analysis and qualitative interviews to explore the percepti... more ABSTRACT This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers.
Multigrade pedagogy has been used in Bhutan for more than two decades as a means of accelerating ... more Multigrade pedagogy has been used in Bhutan for more than two decades as a means of accelerating universal primary education. The study from which this paper is drawn used interview, document analysis, and observations to investigate the gaps among policy, teacher education, and practice in multigrade education in Bhutan. These gaps exist because government intention to train teachers and deploy them in multigrade classrooms lags far behind policy initiatives. We found that, currently, many teachers are either untrained or trained only in monograde pedagogy and are poorly resourced. Although the Ministry of Education has a policy to use multigrade teaching to achieve universal primary education, our research found a gap between policy intentions and practice in implementing multigrade teaching at the classroom level.
Journal of Asian and African Studies, 2014
This study adopts a qualitative case-study method to examine the mentoring of teacher trainees in... more This study adopts a qualitative case-study method to examine the mentoring of teacher trainees in Ghana. Interviews with the trainee teachers and head teachers provide data on the process, the participants’ experiences and perceived benefits and challenges of the program. Recommendations for improvement are provided.
Journal of Asian and African Studies, 2014
Advances in Special Education, 2014
Advances in Special Education, 2014
IFE PsychologIA, 2006
ABSTRACT
World Journal of Education, 2014
The research employed a survey questionnaire to explore the type of technological tools available... more The research employed a survey questionnaire to explore the type of technological tools available in schools for children with Down syndrome (DS) in Saudi Arabia, perceptions of teachers toward the benefits of technology-assisted learning for DS students, the skills that children with DS need to use technology, the challenges of using technology for children with DS, and what can be done to improve the use of technology for children with DS. The data from the 20 teachers in two schools were analysed using qualitative data analysis procedures, which yielded several themes.
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Papers by Ahmed Bawa Kuyini
question about the supportive resources they require to be
effective in their classrooms. Descriptive statistics, ANOVA and t-tests were used to analyse the data and the results showed that Adapting Instructional Materials, Behaviour Management, among others were important competencies. Teachers in multi-grade classrooms considered particular skills are important, reflecting their challenging roles. The
respondents also identified the availability of teaching materials, support teachers, more training as key support resources, which will enhance their effectiveness in the classroom. We discuss the implications for future teacher training.
question about the supportive resources they require to be
effective in their classrooms. Descriptive statistics, ANOVA and t-tests were used to analyse the data and the results showed that Adapting Instructional Materials, Behaviour Management, among others were important competencies. Teachers in multi-grade classrooms considered particular skills are important, reflecting their challenging roles. The
respondents also identified the availability of teaching materials, support teachers, more training as key support resources, which will enhance their effectiveness in the classroom. We discuss the implications for future teacher training.