Kenneth Gyamerah
Biographic Data
| ID | 1303128 |
|---|---|
| NAME | Kenneth Gyamerah |
| GIVEN NAMES | Kenneth |
| FAMILY NAME | Gyamerah |
| SIGNATURE | GYAMERAH K |
| AFFILIATIONS | Queen's University |
| ORCID | 0000-0001-9910-0156 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘A slave is always a slave'
Rethinking the potential role of African Indigenous knowledge systems in transforming STEM education
Sankofa
Teacher candidates’ experiences of emergency remote assessment during Covid-19
Emergency remote teaching amid global distress
This study explored the emergency remote teaching experiences of Ghanaian teacher educators during COVID-19. The study employed a basic qualitative interpretive approach and purposively interviewed 25 teacher educators from 15 teacher training institutions. Teacher educators in this study reported that emergency remote teaching (ERT) was a learning opportunity and professional capacity-building experience for them to engage in contemporary pedago…
Digital divide in higher education in Sub-Saharan Africa
Emergency remote assessment practices in higher education in sub-Saharan Africa during Covid-19
Following the disruptions to in-person schooling during COVID-19 and the need for emergency remote teaching, this study explored the assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach, purposive criterion sampling was used to select 25 teacher educators from 15 teacher training institutions in Ghana who participated in online teaching during COVID-19 school closure. The findings sh…
Secondary school categorization in Ghana
Undergirded by the social identity theory and system justification theory, this study explored the impact of secondary school categorization on students schooling experiences. We employed transcendental phenomenological qualitative approach to understand students’ experiences in different categories. We interviewed (n = 20) students from three different school categories (A, B and C). This study provides an initial understanding into students liv…
Towards classroom inclusivity
The study explored teachers’ awareness of classroom cultural diversity using a cross-sectional survey and thematic content document analysis of Ghana’s inclusive education policy and teacher professional development manuals to explore teachers’ cultural diversity awareness. 219 K-12 teachers completed the survey. The study found that teachers are culturally sensitive to working with culturally diverse families and the use of non-standard English.…
Towards classroom inclusivity
The study explored teachers’ awareness of classroom cultural diversity using a cross-sectional survey and thematic content document analysis of Ghana’s inclusive education policy and teacher professional development manuals to explore teachers’ cultural diversity awareness. 219 K-12 teachers completed the survey. The study found that teachers are culturally sensitive to working with culturally diverse families and the use of non-standard English.…
Rethinking the potential role of African Indigenous knowledge systems in transforming STEM education
Sankofa
Digital divide in higher education in Sub-Saharan Africa
Emergency remote assessment practices in higher education in sub-Saharan Africa during Covid-19
Following the disruptions to in-person schooling during COVID-19 and the need for emergency remote teaching, this study explored the assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach, purposive criterion sampling was used to select 25 teacher educators from 15 teacher training institutions in Ghana who participated in online teaching during COVID-19 school closure. The findings sh…
Secondary school categorization in Ghana
Undergirded by the social identity theory and system justification theory, this study explored the impact of secondary school categorization on students schooling experiences. We employed transcendental phenomenological qualitative approach to understand students’ experiences in different categories. We interviewed (n = 20) students from three different school categories (A, B and C). This study provides an initial understanding into students liv…
Towards classroom inclusivity
The study explored teachers’ awareness of classroom cultural diversity using a cross-sectional survey and thematic content document analysis of Ghana’s inclusive education policy and teacher professional development manuals to explore teachers’ cultural diversity awareness. 219 K-12 teachers completed the survey. The study found that teachers are culturally sensitive to working with culturally diverse families and the use of non-standard English.…
Teacher candidates’ experiences of emergency remote assessment during Covid-19
Emergency remote teaching amid global distress
This study explored the emergency remote teaching experiences of Ghanaian teacher educators during COVID-19. The study employed a basic qualitative interpretive approach and purposively interviewed 25 teacher educators from 15 teacher training institutions. Teacher educators in this study reported that emergency remote teaching (ERT) was a learning opportunity and professional capacity-building experience for them to engage in contemporary pedago…
Rethinking the potential role of African Indigenous knowledge systems in transforming STEM education
Sankofa
‘A slave is always a slave'
Psychology (5 works) · Mathematics education (4 works) · Medicine (4 works) · Pedagogy (4 works) · Political science (4 works) · Medical education (3 works) · Online and Blended Learning (3 works) · Qualitative research (3 works) · Social science (3 works) · Sociology (3 works)