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Basic Teachers’ Perception and Practices of Formative Assessment in the Cape Coast Metropolis of Ghana: Basic Teachers’ Perception and Practices of Formative Assessment in the Cape Coast Metropolis of Ghana
No full textStudents learning outcomes are bound to improve if the practice of formative assessment is seen as a vital component of the School Based Assessment in the classroom. In the classroom, formative assessment plays a critical role as it provides information to be used as feedback to adjust the teaching and learning activities in which students and teachers are engaged. The study investigated public basic school teachers’ perception and formative assessment practices in the Cape Coast Metropolis of Ghana. The study employed the descriptive survey as well as the multistage sampling procedure to select 300 teachers from the six (6) circuits in the Cape Coast Metropolis. Data were analysed using frequencies, percentages, means, standard deviations, and Pearson product-moment correlation coefficient. The results showed that basic school teachers have a positive perception of the usefulness of formative assessment in the classroom. It was also revealed that dominant practices that basic school teachers usually engaged in included ensuring effective class participation, discussing feedback with students, use of question and answer during instruction, making formative use of summative assessments, giving students home assignments, and engaging students in activities like role play. Results further indicated a positive relationship between basic teachers’ perception and their formative assessment practices. It is recommends that, short-term courses, workshops, seminars and, other necessary in-service training activities should be organized by the Ghana Education Service (GES) and the Cape Coast Metropolitan Directorate of Education for basic school teachers. At such courses, teachers could be exposed to other forms of formative assessment practices, which they can adopt to enhance students learning such as exit/admit slips, four corners, individual whiteboards and kinesthetic assessments
Toward Abolition Pedagogy: Teaching Social Justice in Prison Combined Classrooms
Get PDFCombined classes have emerged as a component of secondary education in prisons, and bring undergraduates from “outside†together with incarcerated students. They provide a context in which to encourage engaged dialogue, as well as a forum for cross-cultural exchange between the non-incarcerated and the incarcerated. Understanding penal abolitionism as a continuum, we argue here for the necessity of critical, penal abolitionist pedagogy in combined classes in prisons. In a political climate fraught with challenges to democracy, and ongoing racial injustice, a penal abolitionist pedagogy must engage the socially responsive, civically minded and transformative mission of education. We explore the challenges of using abolition pedagogy inside the prison setting and acknowledge the limitations of critical education in prison and elsewhere to achieve racial justice and abolition. We also offer examples from coursework that encourage students from very different social positions engage theories of justice and liberation in dialogue
Counterstory: After Incarceration - short documentary
No full textThis short 24 minute documentary addresses one of the greatest civil rights issues of our time, mass incarceration and re-entry, through the lived experiences of formerly incarcerated college students and faculty. It is ideal for adult education classrooms as it addresses the connection between education and the prevention of recidivism. The documentary was created through the collaboration of a group of stakeholders including students, faculty and college administrators. Counterstory was an official selection of (In)Justice for All International Film Festival 2018.
To view the trailer go to: https://www.facebook.com/counterstoryafterincarceration/?modal=admin todo tour or
https://twitter.com/counterstorydoc
CONTACT: [email protected] to secure Counterstory for educational/public screening
Choosing Quality Early Childhood Curricula
Get PDFThis article summarizes a study investigating the curricula and features of those curricula used by 497 early childhood educators across one Midwestern state. Curricula were identified and coded for quality features derived from the research, theory, and policy literatures. Results indicated that most educators utilized Creative Curriculum or High Scope (over 60%); however, these and many other curricula did not include all the key quality features. Importantly, most educators were utilizing curricula with no evidence of effectiveness for supporting children’s outcomes. Furthermore, limitations in the presence of key curricula features may indicate that curricula generally are not adequately supporting early childhood educators. We conclude with a series of questions for educators and programs to consider when selecting their curriculum
Online Course Evaluations in the Digital Age
Get PDFRecently new ways of administering course evaluations have moved to an online format. There have been advantages and drawbacks to online course evaluations as compared to paper-pencil evaluations. One of the greatest concerns with online course evaluations is the lower response rates compared to paper-pencil surveys. This research study aims to find out whether those concerns are legitimate by examining the students\u27 response rate to a new online course evaluation implemented at a small size public university in the United States. Investigating variables such as class format, class level, and class size, there were no statistically significant results, suggesting these factors did not play a role in students\u27 response rates. What potential factors may have played a role in these results will be further discussed
Cross Cultural Dialogue on White Cultural Identity, Power, and Privilege in a Graduate Course
Get PDFA graduate seminar in Adult and Community Education, addressing race, white privilege, and racism, taught annually for the last seven years, is the subject of this article. The history of the course and the community program from which it was constructed will be highlighted. This involves 20+ years of developing and administering community curricula for cross-cultural dialogues on race and racism. The article will describe the seminars impact on graduate students understanding of race, racism, power, and white privilege; increased cultural awareness, and expertise in community mobilization and social action/justice. The primary focus will be on the white students\u27 outcomes in understanding white cultural identity, power, privilege, and social action. The secondary focus will be on the students of color and their outcomes. The mixed methods research study to assess these outcomes included survey results, interviews, classroom observations, and narratives. The findings and lessons learned will be presented
Perceptions of School Disciplinary Measures
Get PDFPrevious research has shown a disparity in school discipline, with minority students being overrepresented in exclusionary discipline compared to their White peers. The implications of overrepresentation in exclusionary discipline appear to be detrimental. Using a mixed design, this study examined how participants perceived punishments for students of varying ethnicities (Black, White, and Hispanic) and genders (male and female). It also examined the role of participants’ ethnicities and genders on their perceptions of punishments for students of the same or different demographics. Data was collected from participants of varying ages, genders, and races. However, most participants were white females. Results found a significant difference in the amount of days of in-school suspension given to Black students. However, the results were inconclusive involving Hispanic students. No significant results were found involving gender and the amount of days of suspension. Additionally, participants’ own identities did not appear to play a role.  
School Counselors and African American Students: Counseling within the Psychology of the Black Experience
Get PDFIn the contemporary age of ‘proposed culturally competent practices and pedagogy’, issues in urban educational settings remain somewhat prevalent in today’s K-12 learning environments. This paper provides auto-ethnographic perspectives and relevant literature to assist education professionals and stakeholders in promoting student success, academic achievement, and increasing access to higher education. In this article, the terms African American male and Black male are used interchangeably.
Keywords: black (urban) education, school counselor, student success, black male