Democracy and discipline in Ghanaian education

Dull, Laura J.

doi:10.1016/j.ijedudev.2004.01.001

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…The intergenerational dynamics at Ketema were similar to those described byDull (2004) in the context of a teacher training college in Ghana: 'While respectful of older staff members…tutors were not afraid to confront administration and elders at staff meetings' (307).…”

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confidence: 70%

Democracy or control? The participation of management, teachers, students and parents in school leadership in Tigray, Ethiopia

Mitchell

2017

International Journal of Educational Development

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In Ethiopia, as elsewhere in sub-Saharan Africa (SSA), there are efforts to broaden local stakeholder participation in structures and processes of school leadership. Despite advocacy from the World Bank, amongst others, research in SSA questions the extent to which such reforms reflect genuine democratisation. This study applies theories of power to the participation of local stakeholders (management, teachers, students and parents) based on ethnographic fieldwork conducted at a government primary school in Tigray. The study finds that management agendas dominate consultative and decision-making forums; however, these spaces also enable students and others to share their views on conduct within the school community, which serves an important accountability function.

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confidence: 70%

Democracy or control? The participation of management, teachers, students and parents in school leadership in Tigray, Ethiopia

Mitchell

2017

International Journal of Educational Development

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“…Classroom interactions were characterized by closed questions and one-word answers often echoed by the whole class (Segura, 2009). Teacher-centred classroom practices requiring a high degree of authority and sanctions in order to maintain discipline was a common scenario (Dull, 2004). A major setback in most schools was a failure to adhere to a timetable, which was commonly posted on the walls of the headteacher's office; additionally, teacher absenteeism and tardiness appeared to be a common problem (Abadzi, 2007).…”

Section: Ghana's Basic Schoolsmentioning

confidence: 99%

Improving the quality of teaching and learning through leadership for learning

Malakolunthu¹,

McBeath²,

Swaffield³

2014

Educational Management Administration & Leadership

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This article emerged as a case study from a fact-finding mission of a joint programme between the Centre for Commonwealth Education (CCE) in Cambridge University and the Institute for Educational Planning and Administration (IEPA) in University of Cape Coast, Ghana, to embed innovative approaches to teaching and learning in the basic schools of the latter country. The strategy was to enhance the leadership capacity of the headteachers. A leadership for learning (LfL) model with five seminal principles was used to guide and direct the change process. It was organized on the basis of capacity building whereby CCE provided expertise consultation and Ghanaians contextualized learning materials, and their execution. At the close of the second year, the qualitative case study involving four schools revealed that conspicuous changes were indeed taking place at different levels. The case study also provided evidence that LfL tended to be a broad systemic ideology that relied on the collective effort of various stakeholders.

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“…There is no universal definition about school discipline and its objectives, but there are some different definitions (Blandford, 1998). Discipline is implemented according to student behaviors, the personal experiences of teachers, teaching methods, and social norms (Dull, 2004).…”

Section: Introductionmentioning

confidence: 99%

Analyzing Disciplinary Punishments in High Schools in terms of Different Variables in Turkish Education System

Ergün¹

2014

IOJES

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This study examined the disciplinary behaviors displayed at secondary education institutions located in Turkey and the disciplinary punishments imposed for those behaviors. The study made an attempt to reveal how disciplinary punishments imposed at high schools were distributed by different variables and whether those punishments varied by year, school type, gender, grade, and province. That was a historical study because it focused on six semesters between the years 2006 and 2009. That was also a descriptive quantitative study as it revealed the disciplinary punishments imposed at the above-mentioned schools. Research data were analyzed via SPSS package. Physical violence behaviors are the most frequently seen disciplinary behaviors at schools. In addition, teachers impose punishments, which should normally be inflicted in the last resort, in the first place. In consideration of the research results, it is recommended to provide teachers with in-service training on the subject of approach to disciplinary problems, to enable them to change their approaches to disciplinary behaviors, and to make pre-service teachers take courses about conflict management during their education at faculties of education.

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Democracy and discipline in Ghanaian education

Cited by 6 publications

References 6 publications

Democracy or control? The participation of management, teachers, students and parents in school leadership in Tigray, Ethiopia

Democracy or control? The participation of management, teachers, students and parents in school leadership in Tigray, Ethiopia

Improving the quality of teaching and learning through leadership for learning

Analyzing Disciplinary Punishments in High Schools in terms of Different Variables in Turkish Education System

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