What Happens to Textbooks in the Classroom? Pupils' Access to Literacy in an Urban Primary School in Ghana

Autor/in	Opoku-Amankwa, Kwasi
Titel	What Happens to Textbooks in the Classroom? Pupils' Access to Literacy in an Urban Primary School in Ghana
Quelle	In: Pedagogy, Culture and Society, 18 (2010) 2, S.159-172 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Textbooks; Focus Groups; Foreign Countries; Faculty Development; Urban Schools; Literacy; Academic Achievement; Case Studies; Interviews; Observation; Class Size; Classroom Techniques; Educational Policy; Ghana + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Klassengröße; Klassenführung; Politics of education; Bildungspolitik
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. (Contains 3 figures.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10