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Journal articles on the topic 'Presbyterian College of Education, Akropong'
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1
Mereku, Damian Kofi. "Sixty years of teacher education in Ghana: Successes, challenges and the way forward." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (2019): 69–74. http://dx.doi.org/10.4314/ajesms.v15i2.6.
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This paper was a presentation made at the launching of the 60th Anniversary Celebration and the Annual Graduation Ceremony of Peki College of Education, on Friday, 13th June 2014. The paper examined the history of the development of initial teacher training institutions in Ghana since 1835 when the first (i.e. Presbyterian Training College [PTC]) was established by the Basel Mission at Akropong in the Eastern Region. It explains that currently there are 38 public and 3 private colleges of education in the country producing teachers for basic schools. It argues that even though the 41 colleges of education have been elevated to tertiary status to offer programmes leading to diploma in basic education, they are still being run like the old missionary teacher training schools. These and several other factors had led to concerns about the quality of the products of the colleges in terms of the generic and subject-specific competences as well as the capacities of the institutions to meet the increasing demand for basic school teachers. It is therefore suggested that the boarding system in the Colleges of Education be scrapped, and instead, few (about 10) of the colleges selected for development and upgrading into Teacher Education Universities. It is further suggested that special incentives are introduced to attract the top candidates to the colleges of education and also the institutions should review their programmes and study modules to ensure pre-service teachers develop practical skills in teaching the core competencies in basic education.
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Bonsu, Frederick Mensah, Augustine Adjei, and David Doe Ayornoo. "Agogo Presbyterian College of Education Under the Missionaries and After Take-Over by the Government (1931-2013): A Comparative Study." International Journal of Scientific Research and Management 8, no. 01 (2020): 1157–72. http://dx.doi.org/10.18535/ijsrm/v8i01.el02.
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The study analyzed the Agogo Presbyterian College of Education (1930-1971) and when it was taken over by the Government (1972-2013). This became relevant in the wake of the recent plea by the churches that the Government should hand over Mission Schools to the churches. The study therefore examines the state of management and leadership and infrastructural development both under the regime of the Missionaries and the Government. It also sought to assess academic standard of the students, and the discipline of the College, qualification of the teachers, supervision, and students’ patronage of library and entry grade of students to the College with the view of establishing the progression or retrogression over the period. In doing this, a comparative study was undertaken and data were derived from archival materials of the Agogo Presbyterian College of Education, and direct interviews with past Principals and Administrators of the College. The results revealed that despite an increase in student-intake (210 students in 1942 to 750 students in 2014) with a corresponding increase of teachers (from 5 missionary teachers with lower academic degrees in 1931 to 28 teachers with masters qualifications), inadequate infrastructural development; lack of discipline and competitions among students have characterized APCE since it was managed by the Government as compared to the Missionaries. The study recommends that the Government would complete the construction of the students‟ hall complex, and also put up large auditorium and classroom blocks to accommodate the high students’ intake in the College to enhance education delivery.
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Shemo, Connie. "“‘Her Chinese Attended to Almost Everything’: Relationships of Power in the Hackett Medical College for Women, Guangzhou, China, 1901–1915”." Journal of American-East Asian Relations 24, no. 4 (2017): 321–46. http://dx.doi.org/10.1163/18765610-02404002.
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This essay uses a 1915 crisis at the American Presbyterian Hackett Medical College for Women in Guangzhou, China as a lens to explore the level of control Chinese women, who were known as “assistants,” exercised at the school. Official literature of the Hackett portrays the American woman missionary physician Dr. Mary Fulton as controlling the college, but in fact its Chinese women graduates largely ran the institution for some years before 1915. Challenging images of American women missionary physicians either as heroines or imperialists, this article describes instead how Chinese women shaped the institution. Placing the Hackett into the broader context of American Presbyterian medical education for Chinese women since 1879, it argues that rather than only interpreting and adapting missionary ideologies, many of the Chinese women medical students in Guangzhou brought their own conceptions of women practicing medicine. In the case of medical education for women in Guangzhou before 1915, American missionaries were partially responding to Chinese traditions and demands. Ultimately, this essay presents a more complex view of cultural transfer in the women’s foreign mission movement of this period.
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Cramer, Howard. "Geological Education in Georgia Before 1861." Earth Sciences History 4, no. 1 (1985): 17–25. http://dx.doi.org/10.17704/eshi.4.1.j318031255893634.
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Before the war there were private and "old field" public elementary schools, and also private, individual- and church-supported high-schools called academies, seminaries, or institutes. Some even used the word college. Geology and mineralogy were taught in some of the academies, depending upon the availability of teachers; most had the typical classical education of the day. There were four colleges: Franklin [the University of Georgia], Mercer [Baptist], Oglethorpe [Presbyterian], and Emory [Methodist]. All had geology in the curriculum, either as a distinct one-semester course [combining the present-day physical and historical geology] or as part of a course in natural history. None was a center of great scientific strength, although both Franklin and Oglethorpe had the services of Joseph LeConte for a short while. Brief biographies of John R. Cotting, James Jackson, Joseph Jones, William L. Jones, Joseph LeConte, Alexander Means, Josiah Meigs, George W. W. Stone, Joseph Willett, and James Woodward are included.
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Womack, Deanna Ferree. "Lubnani,Libanais, Lebanese: Missionary Education, Language Policy and Identity Formation in Modern Lebanon." Studies in World Christianity 18, no. 1 (2012): 4–20. http://dx.doi.org/10.3366/swc.2012.0003.
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This article examines language instruction and religious and socio-political identity formation in nineteenth- and early twentieth-century American Protestant and French Jesuit missionary institutions in Lebanon. It compares French, English and Arabic language education policies at Saint Joseph University (Université Saint-Joseph), Syrian Protestant College (now the American University in Beirut) and the American Syria Mission schools under the American Board of Commissioners for Foreign Missions and the Board of Foreign Missions of the Presbyterian Church in the USA. The article considers the mutual transformations in the encounter between missionaries and Lebanese students and addresses the relationship between language learning and educational, literary and nationalist development in the Middle East. Emphasising the agency of Arabic-speaking Ottoman subjects and their reciprocal relationship with missionaries, it argues that before the turn of the century, those individuals who acquired a foreign language and excelled in literary Arabic charted the course toward social, cultural and political change in the twentieth century.
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Brott, Shirley. "News of The Academy of Neonatal Nursing." Neonatal Network 28, no. 2 (2009): 119–21. http://dx.doi.org/10.1891/0730-0832.28.2.119.
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On April 3rd, 2009, advanced practice neonatal nurses will come together in historic Boston to learn about the latest advances in neonatal nursing practice, to network, and to share their expertise with colleagues while enjoying the amenities of the Boston Westin Waterfront hotel. On Friday, April 3rd, Dr. Richard A. Polin will open the conference by discussing recent advances in neonatal practice related to scientific discoveries. Dr. Polin, a recent Neonatal Education Award in Perinatal Pediatrics recipient from the American Academy of Pediatrics, is also coauthor of the popular textbook, Fetal and Neonatal Physiology. He is currently the director of the Division of Neonatology of the Morgan Stanley Children’s Hospital of New York-Presbyterian and professor of pediatrics at Columbia University College of Physicians and Surgeons.
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Ricks, Thomas M. "Alborz College of Tehran, Dr. Samuel Martin Jordan and the American Faculty: Twentieth-Century Presbyterian Mission Education and Modernism in Iran (Persia)." Iranian Studies 44, no. 5 (2011): 627–46. http://dx.doi.org/10.1080/00210862.2011.570423.
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Mills, Eric L. "“Attractive to Strangers and Instructive to Students.” The McCullochs’ 19th Century Bird Collection in Dalhousie College." Scientia Canadensis 36, no. 2 (2014): 88–108. http://dx.doi.org/10.7202/1027023ar.
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Thomas McCulloch, Presbyterian minister and educator, founder of Pictou Academy, first President of Dalhousie College 1838-1843, established a museum in Pictou, NS, by 1828, including a bird collection. To McCulloch, the order of the natural world instilled in students principles of a liberal education and a model of society. His first collections were sold, but when McCulloch came to Dalhousie in 1838 he started a new collection, hoping to make it the basis of a provincial museum. In this he was aided by his son Thomas, who had been trained as a taxidermist. The younger McCulloch kept and expanded the collection until his death, after which it passed to Dalhousie College. The current McCulloch Collection, mainly the work of Thomas McCulloch junior, seems to exemplify purposes and practices of 19th century natural history. But research shows that the collection has a hybrid origin and must be viewed with great caution as an historical artifact. This is a case study in the difficulty of interpreting 19th century natural history collections without careful examination of their history.
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Salifu, Anas Seidu. "Effect of Geogebra on Pre-Service Teachers' Achievement and Perception of Circle Theorems at E. P. College of Education, Bimbilla-Ghana." Volume 5 - 2020, Issue 8 - August 5, no. 8 (2020): 1202–15. http://dx.doi.org/10.38124/ijisrt20aug404.
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The study determined the effects of Geogebra on pre-service teacher's achievement and perception in circle theorems. The study was carried out in Evangelical Presbyterian (E.P.) College of Education, Bimbilla. Three research questions were formulated to guide the study. A sample size of 88 pre-service teachers (PSTs) was used. The control and experimental groups had 45 and 43 pre-service teachers respectively. The study used a quasi-experimental design. Data were collected from the subjects and analyzed quantitatively using SPSS version 18 on the close-ended questionnaire and the achievement pre-test and post-test. The pretest and post-test were analyzed using an independent sample t-test while the perception questionnaire used percentages, mean, and standard deviation in the analysis. Results from the study revealed that students taught circles theorem with Geogebra teaching strategy achieved a higher mean score than those taught through the conventional method with large effect size. The experimental group showed a positive interest in the Geogebra teaching strategy of teaching circles. The paired sample t-test also confirmed that the experimental group gained a mean difference of 9.83 in post-test with a large effect size too. The study recommends the integration of Geogebra into the teaching of circle concepts and theorems at the colleges of education in Ghana.
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Andoh, Juliana Serwaa, and Benjamin Ghansah. "A Study of Leadership Style on Employees' Performance in some Selected Private Universities in Ghana." International Journal of Engineering Research in Africa 43 (June 2019): 157–67. http://dx.doi.org/10.4028/www.scientific.net/jera.43.157.
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Evolving structures and systems in higher education institutions require leaders who can provide direction, implement plans, and motivate people towards greater performance that meets or surpasses organizational goals. The authors in this study sought to ascertain the relationship between leadership styles and job performance among academic staff working in three (3) selected private universities in Ghana. A sample size of 114 was drawn from a total population size of 160 staff from Data Link Institute, Fountainhead University College and Presbyterian University College. Stratified random sampling method was used to gather data from respondents. Using three different hypotheses that were stated and tested with linear regression and Pearson’s Product Moment Correlation, the study revealed that leadership styles have direct effect on job performance. In particular, democratic leadership style showed a significant impact on the employee’s performance while autocratic and laissez-faire leadership styles demonstrated less or no significant impact on the employee performance. The authors proceed to discuss the implications of the study by way theory, practice and future study. Additionally, we recommended among other things that the use of autocratic and laissez-faire leadership styles should be reduced in practice since they have the proclivity of stifling the overall organization performance.
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E.K., Sallah, Joshua K.S., and Alex O. "Use of Maple Software to Reduce Student Teachers’ Errors in Differential Calculus." African Journal of Mathematics and Statistics Studies 4, no. 3 (2021): 32–46. http://dx.doi.org/10.52589/ajmss-kbcfarpr.
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The study was conducted on the use of Maple software to reduce student teachers’ errors in Differential Calculus at Evangelical Presbyterian College of Education, Volta Region - Ghana. The research design for the study was quasi-experimental non-equivalent control group design. Convenience and simple random sampling techniques were employed to obtain a sample of 104 student teachers, which comprised 53 student teachers in the control group and 51 in the experimental group. Test items were the instruments used for data gathering. Descriptive, paired samples t-test and independent samples t-test were used in analyzing data. Descriptive content error analysis revealed that student teachers committed many conceptual, procedural and technical errors when solving tasks in the differential calculus. The results also indicated that there was a statistically significant difference between student teachers’ of the experimental group exposed to the use of Maple software in learning differential calculus to control groups exposed to traditional methods. Consequently, it was recommended that Maple assisted instruction be incorporated in the teaching and learning of differential calculus in the school; and also there is the need for the mathematics teachers in the school to employ blended teaching approaches, in which Maple software are used simultaneously to enhance teaching of mathematics concepts.
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Kwasi Ofori, Julius. "Using Appropriate Resources for Effective Teaching of Storytelling in English Language. A Case Study at Akropong Presbyterian College of Education Demonstration Primary School, Ghana." SSRN Electronic Journal, 2019. http://dx.doi.org/10.2139/ssrn.3776518.
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Salifu, Anas Seidu. "Pre-Service Teachers Achievement and Mastery Levels in Solid Geometry at E. P. College of Education, Bimbilla-Ghana." Asian Research Journal of Mathematics, January 15, 2021, 89–108. http://dx.doi.org/10.9734/arjom/2020/v16i1130246.
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The purpose of the study was to determine Pre-Service Teachers (PSTs) achievement levels and self-evaluation of their level of mastery in Solid Geometry. The study used descriptive research design with purely quantitative approach to collect data related to Evangelical Presbyterian (E.P.) College of Education, Bimbilla-Ghana Pre-Service Teachers’. The population was one hundred and ninety-two (192) level 200 PSTs Pre-Service Teachers either majoring in mathematics, ICT or science. The sample used for the study was 140. Convenient, purposive and simple random sampling techniques were adopted. The instruments used were two comprising of achievement test and closed ended questionnaire. The overall results from the achievement test indicate that the PSTs were at good mastery level in solid geometry. Also, the self –evaluation questionnaire mastery levels for geometric properties, drawing of solid nets, finding surface areas were high and finding volume of solids were also very high. Finally, finding on composite solids area and volume was at moderate level. It was recommended that College Mathematics Tutors should encourage PSTs to always draw nets of solid shapes and also use solid nets to form solid shapes.
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Ungerer, André G. "Hervormde voetspore op die Tukkie-kampus: ’n Kroniek van die eerste 50 jaar." HTS Teologiese Studies / Theological Studies 73, no. 1 (2017). http://dx.doi.org/10.4102/hts.v73i1.3835.
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In 2017 the Nederduitsch Hervormde Kerk van Afrika (NHKA) celebrates its centenary of theological education at the University of Pretoria (UP). In this article the focus is on the build-up to setting up the first 50 years 1917– 1967 at UP. From as early as 1909 there was a yearning for our own theological seminary; however, some of the church leaders expressed their desire for theological education at a university. At the dawn of 1916 everything was in place for the NHKA and the Presbyterian Church of South Africa, as the first two partners, to start a faculty of theology at the Transvaal University College (TUC). On 01 April 1917 the Faculty of Theology commenced its work with prof. J.H.J.A. Greyvenstein of the NHKA and prof. E. MacMillan from the Presbyterian Church. The Presbyterian link with the faculty was broken in 1933. From 1938 the Nederduitse Gereformeerde Kerk (NGK) joined the NHKA and two independent sections were established: Section A for the NHKA and Section B for the NGK. There was a steady growth in the number of students and professors and on 13 June 1967 the NHKA filled its sixth professorship in the person of prof. I.J. de Wet. This era was also characterised by a lot of political tension in the heyday of the policy of apartheid. The NHKA was known for Article III in its constitution that propagates that church membership was for whites only. The NHKA support of the policy of apartheid was the cause of a dispute between the Church and prof. A.S. Geyser. In the end the matter was settled in favour of Geyser. There was also a dispute between professors A.G. Geyser and A.D. Pont that ended up in court in 1967. Pont was accused of defamation against Geyser. The court ruled against Pont and Geyser was granted the largest amount of compensation up till then.
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Ankomah, R., E. Asamoah, and J. K. Owiredu. "First Batch of CoE B.Ed Student Teachers' Performance Level in General Biology Organised By UCC." Social Education Research, February 26, 2020, 21–26. http://dx.doi.org/10.37256/ser.112020135.21-26.
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The study investigated how the new four year Bachelor of Education degree students performed in their first ever quizzes organised by the University of Cape Coast (UCC). The student teachers were quizzed on some concepts in General Biology (EBS 103), a general course for all the forty-six (46) Colleges of Education in Ghana except students offering General Science as elective subject in the Colleges. The study involved the whole level hundred (L100) students of Abetifi Presbyterian College of Education who were selected through purposive and convenience sampling technique, totalling 435 students (195 female and 240 male). The test items used for the quizzes (Quiz 1 and 2) were constructed by Senior Lecturers of UCC with it reliability of 0.7 and its content and construct validity determined. Data was collected from the scores in both quizzes and were analysed using both descriptive and inferential statistics. An independent sample t-test conducted showed that there was a significant difference between the performance of the male student teachers and the female student teachers in both quizzes ( p = 0.000, p>0.05). The findings further revealed that there was a higher mean score in the quiz one compared to quiz 2; however, the mean difference was statistically insignificant (P=0.623, p>0.05).