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ERIC Number: EJ929662
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1468-1366
What Happens to Textbooks in the Classroom? Pupils' Access to Literacy in an Urban Primary School in Ghana
Opoku-Amankwa, Kwasi
Pedagogy, Culture and Society, v18 n2 p159-172 2010
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. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana