加纳农村普惠教育政策的实施：话语与实践的互动

发布时间：2021-12-28 10:58

　　1992年《加纳共和国宪法》和加纳政府签署的几项国际公约中,将残疾学生纳入主流学校作为政策、社会公正和人权问题的合法化。尽管有这些明确的政策立场,但普惠教育政策的实施一直是个问题——变化过程缓慢,尤其是在农村学校,挫折很多。这暴露了普惠政策蓝图与实施之间的许多差距。一些司法管辖区研究的有力证据表明,包容性教育政策的实施具有挑战性,尽管新的教育转型议程强烈要求公平和社会正义。因此,探索阻碍包容性教育实施的背景现实和其面临的挑战具有重要的研究意义。本研究的主要目的是确定加纳农村基础学校实施普惠教育计划所面临的挑战,主要目标分为四个具体目标:一是考察政策明晰对普惠教育实施的直接和间接影响;二是分析教师和教学学习资源对普惠教育实施的直接和间接影响;三是分析社会经济文化因素对普惠教育政策实施的直接和间接影响;四是分析构建不友好包容性教育政策实施的直接和间接影响。为了实现上述目标,本研究对加纳北部地区的五个选定地区进行了定量分析。这些地区分别是邦克普鲁古、古什古、卡班迪、西冈哈和卡里加。本研究采用了有目的和滚雪球抽样技术,定量地比较了调查对象对这一主题的看法。调查问卷由三名研究助理对调查对象在家里... 

【文章来源】：江苏大学江苏省

【文章页数】：113 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
ABBREVIATIONS AND ACRONYMS
CHAPTER 1 INTRODUCTION
    1.1 Research Background
    1.2 Statement of the Problem
    1.3 The Research objectives
    1.4 Research Questions
    1.5 Significance of the Study
    1.6 Innovation Points
    1.7 Organization of the study
CHAPTER 2 THEORETICAL FOUNDATIONS AND LITERATURE REVIEW
    2.1 Basics Terms and Related Definitions
    2.2 Policy Implementation
    2.3 Theoretical Foundation
    2.4 The Following Factors Affects Inclusive Education Policy Implementation
        2.4.1 Clarity of Policy Objectives
        2.4.2 Teaching Learning Resource (TLR)
        2.4.3 Infrastructure Challenges and Inclusion
        2.4.4 Socio- Economic Conditions and Inclusion
        2.4.5 Cultural Values and its Impact on Inclusion
    2.5 Literature Review
        2.5.1 Global Overview of Inclusive Education
        2.5.2 The Historical Perspectives of Inclusive Education in Ghana
        2.5.3 Current Inclusive Education Policy in Ghana
CHAPTER 3 METHODOLOGY
    3.1 Study Area/ Location
    3.2 Research Design –Setting
        3.2.1 Target Population
        3.2.2 Sampling Procedure
        3.2.3 Validity and Reliability
        3.2.4 Pilot Test
        3.2.5 Data Analysis Tools
        3.2.6 Research ethics
    3.3 Hypotheses Development
        3.3.1 Policy clarity
        3.3.2 Teaching learning resource and training
        3.3.3 Infrastructure and equipment
        3.3.4 Socio-economic conditions of households
        3.3.5 Cultural values and attitudes
        3.3.6 The Mediation Effect of Culture on Infrastructure and Inclusive Education Relationship
        3.3.7 The Mediation Effect of Culture on Socio economic and inclusive Education Relationship
        3.3.8 The Mediation Effect of Culture on Policy Clarity and Inclusive Education Relationship
        3.3.9 The Mediation Effect of culture on Teaching, Learning Resource and inclusive educationRelationship
CHAPTER 4 DATA ANALYSES
    4.1 SPSS Analysis
        4.1.1 Analytical Procedures
        4.1.2 Exploratory Factor Analysis (EFA)
        4.1.3 Assessment of the suitability of the data for factor analysis
        4.1.4 Factor Extraction
        4.1.5 Factor Rotation
    4.2 Structural Equation Model Analyses
        4.2.1 Assessment of Measurement Model and the model fit
        4.2.2 Assessment of model fit
        4.2.3 Structural Model Results
    4.3 Discussion
CHAPTER 5 RECOMMENDATIONS/POLICY IMPLICATIONS
CHAPTER 6 CONCLUSION
    6.1 Limitations/Future Work
REFERENCES
ACKNOWLEGEMENT
List of publications
APPENDICES



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