wasila mahamud | University Of Edication, Winneba(Ghana) (original) (raw)
Papers by wasila mahamud
According to Cunningham, Zibulsky, and Callahan(2009) early childhood teachers’ knowledge base is... more According to Cunningham, Zibulsky, and Callahan(2009) early childhood teachers’ knowledge base is complex and explained that it is daunting to determine what teachers know, the process under which they know it and how they need to know it to be competent. According, Wray, Medwell, Poulson, and Fox (2004) teachers’ content knowledge is problematic to define and admitted that defining it did not prove easy. Teachers’ content knowledge is an important source of information when it comes to how they teach their subjects in the classroom. Professions differ because each has a unique knowledge base. The kind of knowledge early childhood educators possess that enables them to teach at the early grade effectively is what this section looks at. However, this article examined the Knowledge of Early Childhood Educators in the Teaching of Language and Literacy at the Early Grade and how it influences a conducive learning environment amongst the learners.
Research Journal in Advanced Social Sciences
The study examined the impact of early childhood educators’ pedagogical content knowledge on earl... more The study examined the impact of early childhood educators’ pedagogical content knowledge on early graders academic success in the Sissala East Municipal. The target population for the research included all early childhood educators in the Sissala East Municipal in the Upper West Region of Ghana. This research employed multiple sampling techniques, which include: purposive, simple random, criterion sampling and lottery sampling techniques. The researcher selected all early childhood educators using purposive sampling. The total sample for the study was 164 early childhood educators. Self-developed questionnaire, interview guides and observation checklist were used for data collection. The quantitative data analysis was done using the Statistical Package for Social Sciences (SPSS) software version 20. The study revealed that majority of the respondents agreed that the pedagogical content knowledge of teachers and teachers’ teaching-learning strategies significantly enhanced the perfo...
The study investigated the Pedagogical Content Knowledge of early childhood educators in teaching... more The study investigated the Pedagogical Content Knowledge of early childhood educators in teaching Language and Literacy and its impact on the learners’ academic performance at early grade (Kg 1 –class 3) in the Sissala East Municipal of the Upper West Region, Ghana. The convergent parallel mixed method approach (Creswell, 2014) was used for the study. The sample was drawn, using purposive and simple random sampling techniques. The total sample for the study was 164 early childhood educators. Self-developed questionnaire, interview guides and observation checklist were used for data collection. The quantitative approach of data analysis was used to analyse the research questions and results presented in frequencies and percentages. The interviews and the observation results were analysed qualitatively through code and themes. The study revealed that the early childhood educators in the Sissala East Municipal have limited knowledge of the subject matter hence could not support their t...
Due to the critical foundational role content knowledge and a blend of content knowledge and peda... more Due to the critical foundational role content knowledge and a blend of content knowledge and pedagogy play in successful teaching, the idea of PCK creates a special opportunity to explore effective early language and literacy teaching from the content knowledge, knowledge of learner’s characteristics and pedagogical awareness. Knowledge in Language and literacy lays a foundation for teaching. It requires that researchers unveil the specific Language and literacy knowledge that is needed for teaching young learners. A number of publications have identified certain knowledge and skills a teacher should possess to be effective in teaching Language and literacy (Richards 1991: Snow, Burns & Griffith 1998: Fillmore and Snow, 2000; The National Reading Panel, 2000; Snow et al. Cunningham et al., 2004). Accordingly, Language and literacy constitute five main domains including phonological (including phonemic) awareness, letter-sound correspondence (phonics), oral comprehension and vocabu...
Journal of African Studies and Ethnographic Research, Mar 8, 2021
The aim of the study was to assess the early childhood educators’ knowledge of learners. The rese... more The aim of the study was to assess the early childhood educators’ knowledge of learners. The research employed the mixed methods approach as the research design. The target population for the research included all early childhood educators in the Sissala East Municipal in the Upper West Region of Ghana. The total sample for the study was 164 early childhood educators. The researcher utilized three data collection instruments. The first was a questionnaire, the second instrument was the interview and the third was observation. The quantitative data analysis was done using the Statistical Package for Social Sciences (SPSS) software version 20. The descriptive statistics (figures, percentages and frequencies) and percentages were used to analyse the respondents’ responses to the questionnaire after they had been coded. The data was presented in tables and percentages. The study revealed that the early childhood educators demonstrated awareness of learners’ challenges they bring to class but lack knowledge of how to address these challenges. The study suggests that foundation teachers need to create-literate-rich environments to enhance teaching and learning at the lower level
Research Journal in Comparative Education, Dec 16, 2020
The study examined early childhood educators’ pedagogical knowledge in the teaching of language a... more The study examined early childhood educators’ pedagogical knowledge in the teaching of language and literacy at the early grade. The research design that was used for the study was the descriptive survey. The target population was limited to early childhood educators. The mixed-method approach was used for the study. The sample was drawn using purposive and simple random sampling techniques. The total sample for the study was 164 early childhood educators. The self-developed questionnaire, interview guides, and observation checklist were used for data collection. Data were analysed using Statistical Product and Service Solutions (SPSS) version 20. Descriptive statistics were used to analyse the data, including means, standard deviations, frequencies, and percentages. The qualitative data were analysed using themes. The study revealed that the teachers demonstrated adequate knowledge of the assessment techniques in assessing their learners. They agreed on informal assessment through observation and portfolios are best in assessing the kindergartener whereas summative is used for the primary one to three learners as stipulated in the curriculum. The study recommends that teachers need to Set goals and measure s’ progress toward independent writing based on each individual learner’s growth in writing empowered teachers to instruct students in a classroom with varying student writing abilities
Early childhood educators’ knowledge of subject matter alone is not adequate enough to develop th... more Early childhood educators’ knowledge of subject matter alone is not adequate enough to develop their pedagogical content knowledge. They equally need to have an adequate understanding of the characteristics, interest, challenges, abilities of their learners in order to plan appropriate learning activities to tailor their needs. This article explores and examines the early childhood educators’ perception of learners in general, their understanding in particular classes, how learners require differentiated instructions and materials are relevant to the component of teachers’ knowledge of the learners.
According to Cunningham, Zibulsky, and Callahan(2009) early childhood teachers’ knowledge base is... more According to Cunningham, Zibulsky, and Callahan(2009) early childhood teachers’ knowledge base is complex and explained that it is daunting to determine what teachers know, the process under which they know it and how they need to know it to be competent. According, Wray, Medwell, Poulson, and Fox (2004) teachers’ content knowledge is problematic to define and admitted that defining it did not prove easy. Teachers’ content knowledge is an important source of information when it comes to how they teach their subjects in the classroom. Professions differ because each has a unique knowledge base. The kind of knowledge early childhood educators possess that enables them to teach at the early grade effectively is what this section looks at. However, this article examined the Knowledge of Early Childhood Educators in the Teaching of Language and Literacy at the Early Grade and how it influences a conducive learning environment amongst the learners.
Research Journal in Advanced Social Sciences
The study examined the impact of early childhood educators’ pedagogical content knowledge on earl... more The study examined the impact of early childhood educators’ pedagogical content knowledge on early graders academic success in the Sissala East Municipal. The target population for the research included all early childhood educators in the Sissala East Municipal in the Upper West Region of Ghana. This research employed multiple sampling techniques, which include: purposive, simple random, criterion sampling and lottery sampling techniques. The researcher selected all early childhood educators using purposive sampling. The total sample for the study was 164 early childhood educators. Self-developed questionnaire, interview guides and observation checklist were used for data collection. The quantitative data analysis was done using the Statistical Package for Social Sciences (SPSS) software version 20. The study revealed that majority of the respondents agreed that the pedagogical content knowledge of teachers and teachers’ teaching-learning strategies significantly enhanced the perfo...
The study investigated the Pedagogical Content Knowledge of early childhood educators in teaching... more The study investigated the Pedagogical Content Knowledge of early childhood educators in teaching Language and Literacy and its impact on the learners’ academic performance at early grade (Kg 1 –class 3) in the Sissala East Municipal of the Upper West Region, Ghana. The convergent parallel mixed method approach (Creswell, 2014) was used for the study. The sample was drawn, using purposive and simple random sampling techniques. The total sample for the study was 164 early childhood educators. Self-developed questionnaire, interview guides and observation checklist were used for data collection. The quantitative approach of data analysis was used to analyse the research questions and results presented in frequencies and percentages. The interviews and the observation results were analysed qualitatively through code and themes. The study revealed that the early childhood educators in the Sissala East Municipal have limited knowledge of the subject matter hence could not support their t...
Due to the critical foundational role content knowledge and a blend of content knowledge and peda... more Due to the critical foundational role content knowledge and a blend of content knowledge and pedagogy play in successful teaching, the idea of PCK creates a special opportunity to explore effective early language and literacy teaching from the content knowledge, knowledge of learner’s characteristics and pedagogical awareness. Knowledge in Language and literacy lays a foundation for teaching. It requires that researchers unveil the specific Language and literacy knowledge that is needed for teaching young learners. A number of publications have identified certain knowledge and skills a teacher should possess to be effective in teaching Language and literacy (Richards 1991: Snow, Burns & Griffith 1998: Fillmore and Snow, 2000; The National Reading Panel, 2000; Snow et al. Cunningham et al., 2004). Accordingly, Language and literacy constitute five main domains including phonological (including phonemic) awareness, letter-sound correspondence (phonics), oral comprehension and vocabu...
Journal of African Studies and Ethnographic Research, Mar 8, 2021
The aim of the study was to assess the early childhood educators’ knowledge of learners. The rese... more The aim of the study was to assess the early childhood educators’ knowledge of learners. The research employed the mixed methods approach as the research design. The target population for the research included all early childhood educators in the Sissala East Municipal in the Upper West Region of Ghana. The total sample for the study was 164 early childhood educators. The researcher utilized three data collection instruments. The first was a questionnaire, the second instrument was the interview and the third was observation. The quantitative data analysis was done using the Statistical Package for Social Sciences (SPSS) software version 20. The descriptive statistics (figures, percentages and frequencies) and percentages were used to analyse the respondents’ responses to the questionnaire after they had been coded. The data was presented in tables and percentages. The study revealed that the early childhood educators demonstrated awareness of learners’ challenges they bring to class but lack knowledge of how to address these challenges. The study suggests that foundation teachers need to create-literate-rich environments to enhance teaching and learning at the lower level
Research Journal in Comparative Education, Dec 16, 2020
The study examined early childhood educators’ pedagogical knowledge in the teaching of language a... more The study examined early childhood educators’ pedagogical knowledge in the teaching of language and literacy at the early grade. The research design that was used for the study was the descriptive survey. The target population was limited to early childhood educators. The mixed-method approach was used for the study. The sample was drawn using purposive and simple random sampling techniques. The total sample for the study was 164 early childhood educators. The self-developed questionnaire, interview guides, and observation checklist were used for data collection. Data were analysed using Statistical Product and Service Solutions (SPSS) version 20. Descriptive statistics were used to analyse the data, including means, standard deviations, frequencies, and percentages. The qualitative data were analysed using themes. The study revealed that the teachers demonstrated adequate knowledge of the assessment techniques in assessing their learners. They agreed on informal assessment through observation and portfolios are best in assessing the kindergartener whereas summative is used for the primary one to three learners as stipulated in the curriculum. The study recommends that teachers need to Set goals and measure s’ progress toward independent writing based on each individual learner’s growth in writing empowered teachers to instruct students in a classroom with varying student writing abilities
Early childhood educators’ knowledge of subject matter alone is not adequate enough to develop th... more Early childhood educators’ knowledge of subject matter alone is not adequate enough to develop their pedagogical content knowledge. They equally need to have an adequate understanding of the characteristics, interest, challenges, abilities of their learners in order to plan appropriate learning activities to tailor their needs. This article explores and examines the early childhood educators’ perception of learners in general, their understanding in particular classes, how learners require differentiated instructions and materials are relevant to the component of teachers’ knowledge of the learners.