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Pedagogy, Culture & Society Volume 18, 2010 - Issue 2
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Articles

What happens to textbooks in the classroom? Pupils’ access to literacy in an urban primary school in Ghana

Kwasi Opoku‐Amankwa Department of Publishing Studies, Kwame Nkrumah University of Science & Technology (KNUST), Kumasi, GhanaCorrespondence[email protected]
Pages 159-172 | Published online: 12 Jul 2010

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Read on this site (4)

Rafael Mitchell & Lizzi O. Milligan. (2023) Lesson observations in sub-Saharan Africa: bringing learners into focus. Cambridge Journal of Education 53:5, pages 627-644.
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Zhan Li & Gary Harfitt. (2018) Understanding language teachers’ enactment of content through the use of centralized curriculum materials. Asia-Pacific Journal of Teacher Education 46:5, pages 461-477.
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Amanda Barton & Lydia Namatende Sakwa. (2012) The representation of gender in English textbooks in Uganda. Pedagogy, Culture & Society 20:2, pages 173-190.
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Kwasi Opoku-Amankwa, Aba Brew-Hammond & Francis Elsbend Kofigah. (2011) What is in a textbook? Investigating the language and literacy learning principles of the ‘Gateway to English’ textbook series. Pedagogy, Culture & Society 19:2, pages 291-310.
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Articles from other publishers (11)

Anne Marie Guerrettaz, Corinne S. Mathieu, Siwon Lee & Adon Berwick. (2022) Materials use in language classrooms: A research agenda. Language Teaching, pages 1-18.
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Adote Anum. (2022) Does Socio-Economic Status Have Different Impact on Fluid and Crystallized Abilities? Comparing Scores on Raven’s Progressive Matrices, Kaufman Assessment Battery for Children II Story Completion and Kilifi Naming Test Among Children in Ghana. Frontiers in Psychology 13.
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YUMI MATSUMOTO. (2019) Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions. The Modern Language Journal 103:1, pages 179-204.
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Sami Al-Qatawneh & Ahood Al Rawashdeh. (2019) Gender representation in the Arabic language textbook for the ninth grade approved by the Ministry of Education for use in schools in the United Arab Emirates (UAE). Studies in Educational Evaluation 60, pages 90-98.
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Sibel SÖĞÜT. (2018) GENDER REPRESENTATIONS IN HIGH SCHOOL EFL COURSEBOOKS: AN INVESTIGATION OF JOB AND ADJECTIVE ATTRIBUTIONSİNGİLİZCE LİSE DERS KİTAPLARINDA CİNSİYET TEMSİLİ: MESLEK VE SIFAT GÖSTERİMLERİ ÜZERİNE BİR İNCELEME. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 18:3, pages 1722-1737.
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Lizzi O. Milligan, Leon Tikly, Timothy Williams, Jean-Marie Vianney & Alphonse Uworwabayeho. (2017) Textbook availability and use in Rwandan basic education: A mixed-methods study. International Journal of Educational Development 54, pages 1-7.
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Sue Garton & Kathleen Graves. (2014) Identifying a Research Agenda for Language Teaching Materials. The Modern Language Journal 98:2, pages 654-657.
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Esther G. Bosompem. 2014. International Perspectives on Materials in ELT. International Perspectives on Materials in ELT 104 120 .
Sue Garton & Kathleen Graves. 2014. International Perspectives on Materials in ELT. International Perspectives on Materials in ELT 1 15 .
Kwasi Opoku-Amankwa, Anatu Kande Mahama & Lucy Ry-Kottoh. (2012) Itinerant Booksellers: Necessary Evils to the Book Trade in Ghana?. Publishing Research Quarterly 28:3, pages 250-258.
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del Mar. (2012) A Pragmatic Tradition: The Past in Ghanaian Education. Africa Today 59:2, pages 23.
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