Currently browsing: Items authored or edited by Albert Akyeampong https://orcid.org/0000-0002-8698-7146

Boateng, Felicia; Ebubedike, Margaret; Addae-Kyeremeh, Eric; Akyeampong, Kwame; Doka, Jane and Dery, Portia (2025). Unlocking literacy: The power of parents and cultural heritage. UKFIET.

• Download Published Version (PDF / 380kB)

Addae-Kyeremeh, Eric; Ebubedike, Margaret; Akyeampong, Albert; Doka, Jane; Boateng, Felicia and Dery, Portia (2025). Empowering parents and caregivers as literacy champions to support foundational learning in low-resourced contexts. The Open University / Centre for the Study of Global Development - CSGD.

• Download Published Version (PDF / 201kB)

Amuah, Ebo; Agormedah, Edmond Kwesi; Akyeampong, Albert Kwame and Ampiah, Joseph Ghartey (2025). Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis. Cogent Education, 12(1), article no. 2473248.

• Download Published Version (PDF / 1MB)

Ebubedike, Margaret; Akyeampong, Albert; Addae-Kyeremeh, Eric; Dery, Portia; Boateng, Felicia and Doka, Jane (2024). Power of Parents: Exploring the potential role of parents and caregivers in strengthening language development and literacy acquisition for children aged 3-12 in Sub-Saharan Africa. Extended Literature Review. The Open University, Milton Keynes.

• Download Published Version (PDF / 1MB)

Ebubedike, Margaret; Akyeampong, Kwame; Addae-Kyeremeh, Eric; Doka, Jane; Boateng, Felicia and Dery, Portia (2024). Power of Parents: Exploring the potential role of parents and caregivers in strengthening language development and literacy acquisition for children ages 3-12 in Sub-Saharan Africa. Multisite case-study from Nigeria and Ghana. The Open University, Milton Keynes.

• Download Published Version (PDF / 1MB)

Charitonos, Koula; Kukulska-Hulme, Agnes; Huxley, Sarah; Hedges, Claire; Law, Patrina; Power, Tom; Akyeampong, Kwame; Mwoma, Teresa; Al-Awidi, Hamid and Whitelock, Denise (2023). Consultation for the 2023 GEM Report on Technology and Education. The Open University.

• Download Published Version (PDF / 289kB)

Akyeampong, Kwame (2022). Teaching at the Bottom of the Pyramid: Teacher Education in Poor and Marginalised Communities. In: Wagner, Daniel A.; Castillo, Nathan M. and Suzanne, Grant Lewis eds. Learning, Marginalization, and Improving the Quality of Education in Low-income Countries. Learning at the Bottom of the Pyramid (2). Cambridge: Open Book Publishers, pp. 77–111.

• Download Published Version (PDF / 14MB)

Akyeampong, Albert; Addae-Kyeremeh, Eric; Cullen, Jane and Hendry, Helen (2022). Partners in Play Baseline Evaluation Report. Open University, UK.

• Download Published Version (PDF / 3MB)

Akyeampong, Albert; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo and Stern, Jonathan (2022). The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme. Prospects, 52 pp. 115–136.

• Download Published Version (PDF / 414kB)

Akyeampong, Kwame; Cullen, Jane; Addae-Kyeremeh, Eric; Hendry, Helen; Kwaah, Christopher Yaw and Avornyo, Esinam Ami (2021). Play-based Learning in Ghana - The Evidence and Policy Implications. The Open University.

• Download Published Version (PDF / 352kB)

Akyeampong, Kwame (2020). Transforming Teacher Preparation for Development of Education in Ghana: Challenges, Progress and Prospects. In: Lefty, Lauren and Frazer, James W. eds. Teaching the World's Teachers. Baltimore, MD: John Hopkins University, pp. 179–198.

Carter, Emma; Sabates, Ricardo; Rose, Pauline and Akyeampong, Kwame (2020). Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana. International Journal of Educational Development, 76 p. 102195.

Carter, Emma; Rose, Pauline; Sabates, Ricardo and Akyeampong, Kwame (2020). Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana. International Journal of Educational Research, 100 p. 101541.

Delprato, Marcos and Akyeampong, Kwame (2019). The effect of working on students’ learning in Latin America: Evidence from the learning survey TERCE. International Journal of Educational Development, 70, article no. 102086.

Delprato, Marcos; Akyeampong, Kwame and Dunne, Máiréad (2017). Intergenerational Education Effects of Early Marriage in Sub-Saharan Africa. World Development, 91 pp. 173–192.

• Download Accepted Manuscript (PDF / 1MB)

Delprato, Marcos; Akyeampong, Kwame; Sabates, Ricardo and Hernandez-Fernandez, Jimena (2015). On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia. International Journal of Educational Development, 44 pp. 42–55.

• Download Accepted Manuscript (PDF / 361kB)