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Inclusive Education in West Africa: Predictors of Parental Attitudes, Knowledge and Perceived Social Norms Influencing Inclusive Practices in Ghana and Nigeria
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Opoku, Maxwell Peprah; Nketsia, William; Agyei-Okyere, Elvis; Oginni, Oyewole Simon; Torgbenu, Eric Lawer – International Journal of Inclusive Education, 2022
The call to practise inclusive education in African countries has coincided with efforts to promote deeper cooperation in the education sector. Ghana and Nigeria have adopted a common curriculum to facilitate the development of people in the West African sub-region. In both countries, while much is known about the challenges faced by teachers and…
Descriptors: Foreign Countries, Inclusion, Parent Attitudes, Knowledge Level
Inclusive Education in Nigeria: Exploring Parental Attitude, Knowledge and Perceived Social Norms Influencing Implementation
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Torgbenu, Eric Lawer; Oginni, Oyewole Simon; Opoku, Maxwell Peprah; Nketsia, William; Agyei-Okyere, Elvis – International Journal of Inclusive Education, 2021
Inclusive education has become a 'buzzword' in the contemporary discourse on equal access to education. It has been argued that different stakeholders play a crucial role in an effort to implement inclusive education. Although teachers are key 'architects' who are expected to support the learning of all students in the classroom, the decisions of…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Parent Attitudes
Supporting Mental Health and Emotional Well-Being among Younger Students in Further Education
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Warwick, Ian; Maxwell, Claire; Statham, June; Aggleton, Peter; Simon, Antonia – Journal of Further and Higher Education, 2008
Over the last 25 years there has been an increase in reported behavioural and emotional problems among young people. Moreover, students in higher education (HE) are reported to have increased symptoms of mental ill health compared with age-matched controls. Some students in further education (FE) are likely to experience similar difficulties,…
Descriptors: Emotional Problems, Mental Health, Young Adults, Foreign Countries
Improving Reporting of Meta-Ethnography: The eMERGe Reporting Guidance
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France, Emma F.; Cunningham, Maggie; Ring, Nicola; Uny, Isabelle; Duncan, Edward A. S.; Jepson, Ruth G.; Maxwell, Margaret; Roberts, Rachel J.; Turley, Ruth L.; Booth, Andrew; Britten, Nicky; Flemming, Kate; Gallagher, Ian; Garside, Ruth; Hannes, Karin; Lewin, Simon; Noblit, George W.; Pope, Catherine; Thomas, James; Vanstone, Meredith; Higginbottom, Gina M. A.; Noyes, Jane – Review of Education, 2019
The aim of this study was to provide guidance to improve the completeness and clarity of meta-ethnography reporting. Evidence-based policy and practice require robust evidence syntheses which can further understanding of people's experiences and associated social processes. Meta-ethnography is a rigorous seven-phase qualitative evidence synthesis…
Descriptors: Ethnography, Guidance, Evidence Based Practice, Program Improvement