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Access Type
WSU Access
Date of Award
January 2025
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Education Evaluation and Research
First Advisor
Jazlin Ebenezer
Abstract
This dissertation explores Ghanaian Basic School mathematics teachers' concerns and professional development needs to implement the Standards-Based Mathematics Curriculum (SBMC). The study synthesizes findings from three distinct yet interconnected research articles, each offering a nuanced perspective on teacher readiness and instructional practices in SBMC implementation.The first article employs a mixed-methods approach, combining the Stages of Concern Questionnaire (SoCQ) responses from 87 teachers and qualitative interviews with 18 participants. It identifies self and impact stages as predominant concerns, emphasizing the need for professional collaboration and systemic reflection to support SBMC adoption. Cross-sectional analyses reveal no significant demographic influences on teachers’ concerns, underscoring their universal nature across varied profiles. The second article evaluates the role of professional learning in equipping teachers for SBMC enactment through the Common Knowledge Construction Model (CKCM). This phase highlights collaborative inquiry, diversity, equity, and inclusion as pivotal to enhancing teachers' conceptual understanding and classroom discourse. Data from workshops and follow-up reflections demonstrate shifts in teacher practices, including fostering student-centered learning environments and connecting curriculum content to lived experiences. The final article delves into the effectiveness of post-professional development interventions by examining classroom discourse quality using CKCM principles. Observations reveal notable improvements in teachers’ facilitation skills, increased engagement with formative assessments, and the integration of student ideas into instructional planning. The findings collectively advocate for equitable resource distribution, structured professional development, and reflective practices to address teachers' concerns and advance effective mathematics education reforms in Ghana. Keywords: Standards-Based Mathematics Curriculum, Teacher Concerns, Professional Development, Classroom Discourse, Ghana
Recommended Citation
Cudjoe, Manasseh, "Engaging Ghana’s Basic School Mathematics Teachers In Relational Conceptual Change Teaching: A Researcher -Teachers Collaborative Inquiry" (2025). Wayne State University Dissertations. 4177.
https://digitalcommons.wayne.edu/oa_dissertations/4177