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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/8313

Title: What happens to textbooks in the classroom? Pupils’ access to literacy in an urban primary school in Ghana
Authors: Opoku-Amankwa, Kwasi
Keywords: Primary education
Issue Date: Jul-2010
Publisher: Pedagogy, Culture & Society
Citation: Pedagogy, Culture & Society Vol. 18, No. 2, July 2010, 159–172
Abstract: Textbooks research over the last two to three decades tends to suggest that the availability of textbooks, especially in schools in developing countries, is associated with student achievement. Such conclusions based largely on quantitative studies provide very little information about pupils’ access to and use of books, and the actual interaction between teachers, pupils and texts. This case study of classrooms in a public primary school in Ghana draws on observation, interviews and focus group discussions with teachers and reveals how a wide range of factors determine pupils’ access to literacy, including classroom dynamics, class size, seating arrangements, classroom norms and culture, and teachers’ understanding and interpretation of the official textbook policy.
Description: An article published by Pedagogy, Culture & Society Vol. 18, No. 2, July 2010, 159–172, also available at http://dx.doi.org/10.1080/14681366.2010.488042
URI: http://hdl.handle.net/123456789/8313
Appears in Collections:College of Arts and Social Sciences

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