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Danso, H.
7th West Africa Built Environment Research (WABER) Conference. University of Ghana, Accra, Ghana 16-18 August 2017
Paper presented:
Improving Water Resistance of Compressed Earth Blocks Enhanced with Natural Fibres
Abstract
Studies have shown a great potential for the use of CEBs as a sustainable building material due to its economic, environmental and social benefits. This study investigates the water resistance characteristics of CEBs reinforced with natural fibres. The fibres were sourced from coconut husk, sugarcane bagasse and oil palm fruit at 1 wt% added to two soil samples. The CEB specimen size of 290 × 140 × 100 mm were made at a constant pressure of 10 MPa and dried in the sun for 21 days. Accelerated erosion test was conducted to determine the resistance of the specimen to continuous rainfall condition. It was discovered that the fibres helped in reducing the erodability rate of the blocks, though there were some degree of damage. The difference between the water resistance of the unreinforced and fibre reinforced CEBs were found to be statistically significant. Furthermore, the surface of the fibre reinforced blocks eroded rapidly in depth than the internal part, and there was reduction in the depth difference of the erosion with increase time of water spraying on the specimens. The study concludes that though the addition of fibres in soil blocks does not completely prevent the block from erosion, the impact of the fibres on the blocks significantly reduce the erosion.
Studies have shown a great potential for the use of CEBs as a sustainable building material due to its economic, environmental and social benefits. This study investigates the water resistance characteristics of CEBs reinforced with natural fibres. The fibres were sourced from coconut husk, sugarcane bagasse and oil palm fruit at 1 wt% added to two soil samples. The CEB specimen size of 290 × 140 × 100 mm were made at a constant pressure of 10 MPa and dried in the sun for 21 days. Accelerated erosion test was conducted to determine the resistance of the specimen to continuous rainfall condition. It was discovered that the fibres helped in reducing the erodability rate of the blocks, though there were some degree of damage. The difference between the water resistance of the unreinforced and fibre reinforced CEBs were found to be statistically significant. Furthermore, the surface of the fibre reinforced blocks eroded rapidly in depth than the internal part, and there was reduction in the depth difference of the erosion with increase time of water spraying on the specimens. The study concludes that though the addition of fibres in soil blocks does not completely prevent the block from erosion, the impact of the fibres on the blocks significantly reduce the erosion.
Annobil, C. N. & Asare-Danso, S., (2016). Religious and Moral Education in Early Childhood Education. University of Education, Winneba (UEW): Institute for Educational Development and Extension. . ISBN:
Annobil, C. N. & Mummuni, T. (2017). A comparison of Western and Ghanaian Early Childhood Curricula: Montley of Complexities. Journal of Innovation in Education in Africa (JIEA), 1,
Abstract
The early childhood curriculum in Ghana is developed along the lines of developmentally appropriate practices (DAP) which is, the western world conception of how young children construct knowledge as they interact with elements in their world. The main purpose of this paper was to examine the complexities of the early childhood curriculum in Ghana in terms of the theoretical basis of the curriculum as well as the relationship between major western ideas (theories) and their influences on early childhood curriculum and teacher practices in Ghana. The study sought to examine the implications of the three theories of learning in terms of teaching and learning and practices in nursery and kindergarten classrooms. The convergences and divergences between the western notions of what is appropriate for young children to learn and that of the Ghanaian socio-cultural context were also examined. Five (5) research questions were formulated to guide the study. The paper further discussed the intricacies that are inherent in the lived –world and the text-world aspects of the early childhood curriculum. It was recommended among other things that preschool children should be provided with appropriate learning experiences to enable them harness their potentials; they should be given quality care and the desired social protection; and finally early childhood educators should have a firm grasp of the content of the early childhood curriculum in order that they can produce rich learning experiences for young children.
The early childhood curriculum in Ghana is developed along the lines of developmentally appropriate practices (DAP) which is, the western world conception of how young children construct knowledge as they interact with elements in their world. The main purpose of this paper was to examine the complexities of the early childhood curriculum in Ghana in terms of the theoretical basis of the curriculum as well as the relationship between major western ideas (theories) and their influences on early childhood curriculum and teacher practices in Ghana. The study sought to examine the implications of the three theories of learning in terms of teaching and learning and practices in nursery and kindergarten classrooms. The convergences and divergences between the western notions of what is appropriate for young children to learn and that of the Ghanaian socio-cultural context were also examined. Five (5) research questions were formulated to guide the study. The paper further discussed the intricacies that are inherent in the lived –world and the text-world aspects of the early childhood curriculum. It was recommended among other things that preschool children should be provided with appropriate learning experiences to enable them harness their potentials; they should be given quality care and the desired social protection; and finally early childhood educators should have a firm grasp of the content of the early childhood curriculum in order that they can produce rich learning experiences for young children.
Annobil, C. N. & Mummuni, T. (2016). A Critical Analysis of the Cognitive constructivists and socio-cultural theories as a frame for Kindergarten Education.. Afican Jounal of Interdisciplinary Studies., 9,
Abstract
The concern for how young children learn has been an issue that has agitated the minds of theorists and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist and the sociocultural theories and their implications for teaching and learning in kindergarten classrooms. The study was based on the premised on that the teaching and learning in kindergarten classrooms is anchored on the notion that young children actively create their own knowledge by relying on what they already know to construct knowledge within the context of the physical and the social world. The purpose of the study was to examine the impact of Piaget’s cognitive constructivist and Vygotsky’s sociocultural theories of learning on teacher practices in kindergarten classrooms. Three (3) research questions were formulated to guide the study. The study sought to examine the implications of the two theories of learning in terms of teaching and learning and assessment practices in early kindergarten classrooms. In addition, the study revealed contrarieties and connections which are inherent in both theories in terms of how children learn. It was recommended to teachers to augment children’s effort by engaging them in various learning activities which would eventually help the children to develop the capacity of looking at issues from various angles and engendering critical mindedness. Finally, it was recommended to educational administrators to be conversant with the kindergarten curriculum and see to it that relevant teaching and learning materials are provided to enhance effective teaching and learning in kindergarten classrooms have been highlighted.
The concern for how young children learn has been an issue that has agitated the minds of theorists and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist and the sociocultural theories and their implications for teaching and learning in kindergarten classrooms. The study was based on the premised on that the teaching and learning in kindergarten classrooms is anchored on the notion that young children actively create their own knowledge by relying on what they already know to construct knowledge within the context of the physical and the social world. The purpose of the study was to examine the impact of Piaget’s cognitive constructivist and Vygotsky’s sociocultural theories of learning on teacher practices in kindergarten classrooms. Three (3) research questions were formulated to guide the study. The study sought to examine the implications of the two theories of learning in terms of teaching and learning and assessment practices in early kindergarten classrooms. In addition, the study revealed contrarieties and connections which are inherent in both theories in terms of how children learn. It was recommended to teachers to augment children’s effort by engaging them in various learning activities which would eventually help the children to develop the capacity of looking at issues from various angles and engendering critical mindedness. Finally, it was recommended to educational administrators to be conversant with the kindergarten curriculum and see to it that relevant teaching and learning materials are provided to enhance effective teaching and learning in kindergarten classrooms have been highlighted.
Ghanney, R. (2017). Exploring the Capacity of Formal School Governing Bodies in Rural Ghana: The Case of Effutu Municipality. Journal of Education and Culture Studies, 1,
Abstract
As part of its wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralisation in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman and Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of school management committees (SMCs), governing bodies and parent teacher associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., (2005; Robinson, 2007) but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain better understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable participants upgrade their knowledge and skills in school governance. Keywords Education decentralization, community participation, School Management Committees (SMCs), capacity and school governance
As part of its wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralisation in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman and Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of school management committees (SMCs), governing bodies and parent teacher associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., (2005; Robinson, 2007) but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain better understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable participants upgrade their knowledge and skills in school governance. Keywords Education decentralization, community participation, School Management Committees (SMCs), capacity and school governance
Ghanney, R. (2017). A Case Study of Teacher Involvement that affect Parental Involvement in Basic Education in Rural Ghana. World Journal of Educational Research, 4,
Abstract
This study explores teacher involvement in basic education from the perspectives of community stakeholders in two school communities in rural Ghana. There has been relatively little previous research on teacher practices that affect parental involvement in school governance in Ghana generally and in poorer rural areas in particular to benefit children. In recognition of this, the study sought to understand the inter-relationship between teacher involvement and local school governance bodies but also the specific challenges within such context. In such context, teacher involvement are understood as contextually located and produced through intersecting spheres of influence between school, parents and community. It also recognises the importance of relational matters (Baquedano-Lopez, Alexander and Hernandez, 2013). The study adopted qualitative methods of focus groups to gain a better understanding of teacher involvement from key community stakeholder perspectives. The study findings identified tensions in the monitoring and supervision of teachers as well as issues of transparency and accountability in the administration of capitation grant in school governance. The study recommends that policies designed to encourage teacher involvement in school governance must not only reflect important contextual differences but also social dynamics between participants and structures in rural communities.
This study explores teacher involvement in basic education from the perspectives of community stakeholders in two school communities in rural Ghana. There has been relatively little previous research on teacher practices that affect parental involvement in school governance in Ghana generally and in poorer rural areas in particular to benefit children. In recognition of this, the study sought to understand the inter-relationship between teacher involvement and local school governance bodies but also the specific challenges within such context. In such context, teacher involvement are understood as contextually located and produced through intersecting spheres of influence between school, parents and community. It also recognises the importance of relational matters (Baquedano-Lopez, Alexander and Hernandez, 2013). The study adopted qualitative methods of focus groups to gain a better understanding of teacher involvement from key community stakeholder perspectives. The study findings identified tensions in the monitoring and supervision of teachers as well as issues of transparency and accountability in the administration of capitation grant in school governance. The study recommends that policies designed to encourage teacher involvement in school governance must not only reflect important contextual differences but also social dynamics between participants and structures in rural communities.
Ghanney, R. (2017). A Study of Socio-Economic factors and Role of Extended Family in Children's Basic Education in Rural Ghana: The Case of Effutu Municipality. Journal of Education and Practice, 8,
Abstract
The decentralized system of education delivery in Ghana through the Central government or the Ministry of Education has created space for understanding of how schools and communities should operate and how communities should assume an important role in schools but less on how informal bodies should be backed with the requisite support to be actively involved in their children’s education. This creates a policy and practice gap which is more pronounced in poor rural communities and Effutu Municipality is no exception. In recognition of this, the study sought to explore the role of the extended family in resource constraint communities from the perspectives of individual parents in two schools in a rural Ghana. The case study adopted a qualitative method of interviews with twelve parents to gain understanding of their involvement in children’s education including the socio-economic challenges within such context. Additional data were collected through interviews with teachers. The data were analysed through coding to identify themes. The study findings reveal that in rural communities, the notion of parents goes beyond the biological parent to wider family and community networks in part as a result of seasonal migration. It identified grandparents, mothers in particular as playing a vital role in children’s education. Consequently, the study recommends that policies on education decentralization should reflect the local factors which impact on extended family’s role in children’s education. Keywords: Extended family role, socio-economic challenges, community networks, and individual parents
The decentralized system of education delivery in Ghana through the Central government or the Ministry of Education has created space for understanding of how schools and communities should operate and how communities should assume an important role in schools but less on how informal bodies should be backed with the requisite support to be actively involved in their children’s education. This creates a policy and practice gap which is more pronounced in poor rural communities and Effutu Municipality is no exception. In recognition of this, the study sought to explore the role of the extended family in resource constraint communities from the perspectives of individual parents in two schools in a rural Ghana. The case study adopted a qualitative method of interviews with twelve parents to gain understanding of their involvement in children’s education including the socio-economic challenges within such context. Additional data were collected through interviews with teachers. The data were analysed through coding to identify themes. The study findings reveal that in rural communities, the notion of parents goes beyond the biological parent to wider family and community networks in part as a result of seasonal migration. It identified grandparents, mothers in particular as playing a vital role in children’s education. Consequently, the study recommends that policies on education decentralization should reflect the local factors which impact on extended family’s role in children’s education. Keywords: Extended family role, socio-economic challenges, community networks, and individual parents
Ghanney, R., Antwi, T., Ali, H (2017). School Culture and Teacher Job Performance: A comparative analysis of the perception of teaching staff in private and public basic schools in Ga South Municipality. British Journal of Education, 5,
Abstract
This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals. Keywords: job performance, organizational culture, and school culture
This study examined the effect of school culture on teachers’ job performance in private and public basic schools in the Ga South Municipality. Based on the work of Denison’s (2000) Framework of Organizational Culture and Teacher Job Performance, the study adopted a descriptive survey design through the quantitative approach where a structured questionnaire was developed and distributed to collect data from 46 teachers using the census sampling technique. With the aid of the Statistical Package for Service Solution version 20, descriptive (mean, standard deviation) and inferential statistics such as t-test, One-way ANOVA, Pearson correlation, and multiple regression were used to analyze the data. The study revealed that adaptability culture was more dominant (M=4.30, SD=0.60) than involvement culture (M=4.16, SD=0.55), mission culture (M=4.06, SD=0.43), and consistency culture (M=3.82, SD=0.58), and that generally job performance of teachers was rated as very good (M=4.43, SD=0.26). Besides, the study indicated that school culture was a good predictor of teacher job performance. However, the study revealed that adaptability culture (P=0.785, p=0.000) and consistency culture (P=-.334, p=0.017) made significant unique contribution to teacher job performance whilst involvement culture (P=-.240, p=0.213) and mission culture did not contribute significantly to teacher job performance. It was therefore recommended that school administrators and teachers should be guided to strengthen the culture in their schools, especially the adaptability and consistency cultural traits since they contribute significantly to teacher job performance. Further, it was recommended that the Ministry of Education and the Ghana Education Service should design and implement programmes to assist public basic schools to improve their culture and teacher job performance so as to attain educational goals. Keywords: job performance, organizational culture, and school culture
Acquaye, V.N.A.
Images of Childhood and the Future: Cross-cultural Perspectives. Europa-University, Flensburg, Germany 29th June – 1st July, 2017
Paper presented:
Young but not clueless; exploring children’s perception of a better future through creative writing
Abstract
Most stories written for and about children were written by adults. In such stories, adults try to portray children’s views, aspirations, fears and sentiments. Although adults might write based on their experiences from their childhood, research has shown that there are significant differences in children’s thoughts and actions and adults thinking for children and thus for research on children to be effective, they must be involved. The purpose of this study was to explore children’s perception of better future in childhood through creative writing. The children’s stories were subjected to close reading and text analysis with particular attention to their presentation of details on incidence, characters, conflicts and resolution as they express their ideas of a better future. They focused more on time spent in school. Their time spent at home was minimal and focus mostly on things they lacked at home. They presented themselves as hardworking, hopeful and brilliant. They emphasized conflicts with their parents and siblings more than friends. They portrayed their friends as sources of solace to run to when the home becomes unbearable. In their resolutions, they enumerated their future desires and settled on working harder especially in their studies to change their future. They also prayed to God to provide what they or their parents cannot afford. It was deduced from their stories that children understand their dependency but insist decisions concerning them be left to them, yet, their needs and wants must be met. They also want more quality relationship with especially their parents.
Most stories written for and about children were written by adults. In such stories, adults try to portray children’s views, aspirations, fears and sentiments. Although adults might write based on their experiences from their childhood, research has shown that there are significant differences in children’s thoughts and actions and adults thinking for children and thus for research on children to be effective, they must be involved. The purpose of this study was to explore children’s perception of better future in childhood through creative writing. The children’s stories were subjected to close reading and text analysis with particular attention to their presentation of details on incidence, characters, conflicts and resolution as they express their ideas of a better future. They focused more on time spent in school. Their time spent at home was minimal and focus mostly on things they lacked at home. They presented themselves as hardworking, hopeful and brilliant. They emphasized conflicts with their parents and siblings more than friends. They portrayed their friends as sources of solace to run to when the home becomes unbearable. In their resolutions, they enumerated their future desires and settled on working harder especially in their studies to change their future. They also prayed to God to provide what they or their parents cannot afford. It was deduced from their stories that children understand their dependency but insist decisions concerning them be left to them, yet, their needs and wants must be met. They also want more quality relationship with especially their parents.
Acquaye, V.N.A.
Images of Childhood and the Future: Cross-cultural Perspectives. Europa-University, Flensburg, Germany 29th June – 1st July, 2017
Paper presented:
Young but not clueless; exploring children’s perception of a better future through creative writing
Abstract
Most stories written for and about children were written by adults. In such stories, adults try to portray children’s views, aspirations, fears and sentiments. Although adults might write based on their experiences from their childhood, research has shown that there are significant differences in children’s thoughts and actions and adults thinking for children and thus for research on children to be effective, they must be involved. The purpose of this study was to explore children’s perception of better future in childhood through creative writing. The children’s stories were subjected to close reading and text analysis with particular attention to their presentation of details on incidence, characters, conflicts and resolution as they express their ideas of a better future. They focused more on time spent in school. Their time spent at home was minimal and focus mostly on things they lacked at home. They presented themselves as hardworking, hopeful and brilliant. They emphasized conflicts with their parents and siblings more than friends. They portrayed their friends as sources of solace to run to when the home becomes unbearable. In their resolutions, they enumerated their future desires and settled on working harder especially in their studies to change their future. They also prayed to God to provide what they or their parents cannot afford. It was deduced from their stories that children understand their dependency but insist decisions concerning them be left to them, yet, their needs and wants must be met. They also want more quality relationship with especially their parents.
Most stories written for and about children were written by adults. In such stories, adults try to portray children’s views, aspirations, fears and sentiments. Although adults might write based on their experiences from their childhood, research has shown that there are significant differences in children’s thoughts and actions and adults thinking for children and thus for research on children to be effective, they must be involved. The purpose of this study was to explore children’s perception of better future in childhood through creative writing. The children’s stories were subjected to close reading and text analysis with particular attention to their presentation of details on incidence, characters, conflicts and resolution as they express their ideas of a better future. They focused more on time spent in school. Their time spent at home was minimal and focus mostly on things they lacked at home. They presented themselves as hardworking, hopeful and brilliant. They emphasized conflicts with their parents and siblings more than friends. They portrayed their friends as sources of solace to run to when the home becomes unbearable. In their resolutions, they enumerated their future desires and settled on working harder especially in their studies to change their future. They also prayed to God to provide what they or their parents cannot afford. It was deduced from their stories that children understand their dependency but insist decisions concerning them be left to them, yet, their needs and wants must be met. They also want more quality relationship with especially their parents.
