Dr. Isaac Eshun (Ph.D., M.Phil., B.Ed., Tr. Cert 'A')
Dr. Isaac Eshun is a lecturer at the Social Studies Department of the University of Education, Winneba, Ghana. He is an experienced researcher with dozens of publications in reputable peer review journals, has authored and co-authored books in social studies education.
Supervisors: Prof. Augustine Yao Quashigah. UEW, Winneba, Ghana. , Prof. Boadu Kankam. UCC, Cape Coast, Ghana, Dr. Samuel Ofori Bekoe. UEW, Winneba, Ghana. , and Anthony Bordoh (Ph.D candidate-UEW, Winneba, Ghana and a Social Studies tutor at Enchi College of Education, Ghana)
Phone: +233 0202516160 / +233 0241556313
Address: SOCIAL STUDIES DEPARTMENT. UNIVERSITY OF EDUCATION. BOX 25, WINNEBA , C/R. GHANA, W/A
Supervisors: Prof. Augustine Yao Quashigah. UEW, Winneba, Ghana. , Prof. Boadu Kankam. UCC, Cape Coast, Ghana, Dr. Samuel Ofori Bekoe. UEW, Winneba, Ghana. , and Anthony Bordoh (Ph.D candidate-UEW, Winneba, Ghana and a Social Studies tutor at Enchi College of Education, Ghana)
Phone: +233 0202516160 / +233 0241556313
Address: SOCIAL STUDIES DEPARTMENT. UNIVERSITY OF EDUCATION. BOX 25, WINNEBA , C/R. GHANA, W/A
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Papers by Dr. Isaac Eshun (Ph.D., M.Phil., B.Ed., Tr. Cert 'A')
Central Region of Ghana. Descriptive survey was adopted for the study. Non-probability sampling method (purposive and
convenience sampling techniques) was used to selects the respondents for the study. Questionnaire was used to elicit responses from both curriculum leaders and teachers. Primarily, descriptive statistics were used to analyze the data collected. Frequency and percentages in tables were adopted to present various perceptions held by curriculum leaders and teachers on the scope and approaches of curriculum supervision. It was concluded that curriculum supervision should follow stipulated rules and that
selective curriculum supervision process should be applied in relation to individual teacher’s needs/challenges. It was
recommended that ensuring compliance with the rules should be considered as a major purpose of curriculum supervision. Also, the scope of curriculum supervision should not only be limited to the classroom but to the activities outside the classroom which have influence on the teaching and learning interaction.
participation in solid waste management in the
Komenda-Edina-Eguafo-Abrem (KEEA) Municipality
in Ghana
adopted to present various perceptions held by curriculum leaders and teachers on curriculum supervision. The research revealed that effective curriculum supervision thrives on both supervisors and supervisees keeping records of all formal, as well as informal supervision sessions and providing immediate feedback. It was recommended that since feedback is necessary in curriculum supervision it should always be at the personal level so that individual teachers can attach maximum attention to them.
from the interview guide was transcribed, categorized, analysed and discussed on themes and sub-themes that emerged. The findings revealed that majority of the teachers lack content knowledge of Social Studies and they were not teaching to develop attitude, skills, values and knowledge. Teachers were teaching the subject in as amalgamation of social sciences and are thus not making students to be reflective, concerned and participatory citizens. Based upon the findings, it was recommended there should be courses on Social Studies content so as to develop teachers’ knowledge about the subject to enhance effective teaching.
Clearly, there were noticeable gaps and variations between the teachers’ conceptions and theoretical knowledge of authentic assessment and their relevant practices in the classrooms. It was also discovered that authentic assessment use in the Social Studies classroom was limited by policy systems, time, resources and assessment methods employed by the various schools. It is recommended that the teaching universities in Ghana should broaden their scope on the teaching of assessment to incorporate authentic assessment.
become necessary since the subject perceived as problem-oriented in the Junior High School (JHS) curriculum is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Non-probability sampling method (purposive and convenience sampling techniques) was used to select the colleges and their final-year trainees on teaching practice for the study. The study revealed that the varying conceptions through time and space indicated that Social Studies is seen as a subject introduced solely to right the wrong in society, and its teaching and learning must be centred on issues and how problems are solved to unearth youth with positive attitudinal building skills and behavioural change. It was recommended that citizenship, political, moral and peace education should be taught under the framework of Social Studies programme, and these perspectives must be well
framed and properly imparted by teachers.
engagement, instructional practices, and classroom management in Social Studies lessons seems to be very essential as products from the teacher training colleges are supposed to teach the subject at the basic school level in Ghana. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Purposive and convenience sampling techniques were used to select the colleges and the 150 final year teacher-trainees for the study. The study revealed that where final year teacher-trainees are responsible to conduct curriculum-based teaching in the Ghanaian Basic Schools, the orientation about what they believe in rather impact on what and how they go about their classroom activities; instructs, engage their students, and manage their social studies lessons. It is therefore suggested that participatory techniques such as role-play, simulation, discussion, debates, brainstorming, writing narratives, and other cooperative learning approaches should be used in the teaching and learning of Social Studies to help pupils become critical thinkers, tolerant and problem solvers since the subject was introduced solely to the right the wrong in society.
Central Region of Ghana. Descriptive survey was adopted for the study. Non-probability sampling method (purposive and
convenience sampling techniques) was used to selects the respondents for the study. Questionnaire was used to elicit responses from both curriculum leaders and teachers. Primarily, descriptive statistics were used to analyze the data collected. Frequency and percentages in tables were adopted to present various perceptions held by curriculum leaders and teachers on the scope and approaches of curriculum supervision. It was concluded that curriculum supervision should follow stipulated rules and that
selective curriculum supervision process should be applied in relation to individual teacher’s needs/challenges. It was
recommended that ensuring compliance with the rules should be considered as a major purpose of curriculum supervision. Also, the scope of curriculum supervision should not only be limited to the classroom but to the activities outside the classroom which have influence on the teaching and learning interaction.
participation in solid waste management in the
Komenda-Edina-Eguafo-Abrem (KEEA) Municipality
in Ghana
adopted to present various perceptions held by curriculum leaders and teachers on curriculum supervision. The research revealed that effective curriculum supervision thrives on both supervisors and supervisees keeping records of all formal, as well as informal supervision sessions and providing immediate feedback. It was recommended that since feedback is necessary in curriculum supervision it should always be at the personal level so that individual teachers can attach maximum attention to them.
from the interview guide was transcribed, categorized, analysed and discussed on themes and sub-themes that emerged. The findings revealed that majority of the teachers lack content knowledge of Social Studies and they were not teaching to develop attitude, skills, values and knowledge. Teachers were teaching the subject in as amalgamation of social sciences and are thus not making students to be reflective, concerned and participatory citizens. Based upon the findings, it was recommended there should be courses on Social Studies content so as to develop teachers’ knowledge about the subject to enhance effective teaching.
Clearly, there were noticeable gaps and variations between the teachers’ conceptions and theoretical knowledge of authentic assessment and their relevant practices in the classrooms. It was also discovered that authentic assessment use in the Social Studies classroom was limited by policy systems, time, resources and assessment methods employed by the various schools. It is recommended that the teaching universities in Ghana should broaden their scope on the teaching of assessment to incorporate authentic assessment.
become necessary since the subject perceived as problem-oriented in the Junior High School (JHS) curriculum is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Non-probability sampling method (purposive and convenience sampling techniques) was used to select the colleges and their final-year trainees on teaching practice for the study. The study revealed that the varying conceptions through time and space indicated that Social Studies is seen as a subject introduced solely to right the wrong in society, and its teaching and learning must be centred on issues and how problems are solved to unearth youth with positive attitudinal building skills and behavioural change. It was recommended that citizenship, political, moral and peace education should be taught under the framework of Social Studies programme, and these perspectives must be well
framed and properly imparted by teachers.
engagement, instructional practices, and classroom management in Social Studies lessons seems to be very essential as products from the teacher training colleges are supposed to teach the subject at the basic school level in Ghana. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Purposive and convenience sampling techniques were used to select the colleges and the 150 final year teacher-trainees for the study. The study revealed that where final year teacher-trainees are responsible to conduct curriculum-based teaching in the Ghanaian Basic Schools, the orientation about what they believe in rather impact on what and how they go about their classroom activities; instructs, engage their students, and manage their social studies lessons. It is therefore suggested that participatory techniques such as role-play, simulation, discussion, debates, brainstorming, writing narratives, and other cooperative learning approaches should be used in the teaching and learning of Social Studies to help pupils become critical thinkers, tolerant and problem solvers since the subject was introduced solely to the right the wrong in society.
A sequential mixed method design was used. Data from questionnaire was triangulated with interviews, focus group discussion and classroom observation. Non-probability sampling method was used to select the districts, colleges and respondents. Pearson's Correlation Coefficient (r) was used to determine whether significant relationship exists in teacher-trainees’ conceptions of Social Studies from the colleges used. The r-value is the smallest value (probability) for finding out whether there is statistical significant relationship. The r-value is the probability for which the null hypothesis was rejected. A critical value of alpha = 0.05 was adopted for significance in the statistical analysis.