Adeola Folasade Akinyemi
Biographic Data
| ID | 6593352 |
|---|---|
| NAME | Adeola Folasade Akinyemi |
| GIVEN NAMES | Adeola Folasade |
| FAMILY NAME | Akinyemi |
| SIGNATURE | AKINYEMI A F |
| AFFILIATIONS | University of Fort Hare |
| ORCID | 0000-0003-1900-3837 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 0 |
Trust and Positive Working Relationships among Teachers in Communities of Practice as an Avenue for Professional Development
This study explores trust and positive working relationships among teachers in communities of practice as an avenue for professional development in high schools in South Africa. A mixed methods research approach was employed for this study with the use of a semi-structured interview and semi-structured questionnaires as data collection instruments. Ten schools were purposively selected for this study and seventy-nine participants were selected as…
Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District
It was concluded that there are pockets of good practice of inclusion policy such as the use of different teaching strategies, individual work, group work and extra work for inclusion of learners with SEN in some of the selected primary schools in the poor rural context. The paper recommends adequate training for teachers in curriculum adaptation in order for all teachers to accommodate learners with SEN
Challenges Encountered by Communities of Practice in Enhancing Continuing Professional Teachers Development in High Schools
This paper investigates challenges encountered by communities of practice in enhancing continuing professional teachers’ development in selected high schools in the Fort Beaufort Education District, South Africa. The study adopted the mixed methods research approach that concurrently integrated procedures in the collection, analysis and interpretation of data. It employed structured and unstructured questionnaires as well as face-to-face intervie…
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Adaptation of the curriculum for the inclusion of learners with special education needs in selected primary schools in the Fort Beaufort District
It was concluded that there are pockets of good practice of inclusion policy such as the use of different teaching strategies, individual work, group work and extra work for inclusion of learners with SEN in some of the selected primary schools in the poor rural context. The paper recommends adequate training for teachers in curriculum adaptation in order for all teachers to accommodate learners with SEN
Challenges Encountered by Communities of Practice in Enhancing Continuing Professional Teachers Development in High Schools
This paper investigates challenges encountered by communities of practice in enhancing continuing professional teachers’ development in selected high schools in the Fort Beaufort Education District, South Africa. The study adopted the mixed methods research approach that concurrently integrated procedures in the collection, analysis and interpretation of data. It employed structured and unstructured questionnaires as well as face-to-face intervie…
Trust and Positive Working Relationships among Teachers in Communities of Practice as an Avenue for Professional Development
This study explores trust and positive working relationships among teachers in communities of practice as an avenue for professional development in high schools in South Africa. A mixed methods research approach was employed for this study with the use of a semi-structured interview and semi-structured questionnaires as data collection instruments. Ten schools were purposively selected for this study and seventy-nine participants were selected as…
Collaborative Teaching and Inclusion (3 works) · Pedagogy (3 works) · Psychology (3 works) · Beaufort scale (2 works) · Geography (2 works) · Medical education (2 works) · Medicine (2 works) · Professional development (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works)