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Akyeampong, Albert K, Ampiah, J.G. and Pryor, J (2006) A vision of Successful Schooling: Ghanaian Teachers' Understanding of Learning, Teaching and Assessment. Comparative Education, 42 (2). pp. 155-176. ISSN 0305-0068
Akyeampong, Kwame and Stephens, David (2002) Exploring the Backgrounds and Shaping Factor of Beginning Student Teachers in Ghana: Towards Greater Contextualization of Teacher Education. International Journal of Educational Development, 22 (3-4). pp. 261-274. ISSN 0738-0593
Akyeampong, Albert K and Lewin, Keith M (2002) From Student Teachers to Newly Qualified Teachers in Ghana: Insight into Becoming a Teacher. International Journal of Educational Development, 22 (3-4). pp. 339-352. ISSN 0738-0593
Akyeampong, Albert K (2006) Extending basic education to out-of-school children in Northern Ghana: what can multi-grade schooling teach us? In: Little, Angela W (ed.) Education for All and Multigrade Teaching: Challenges and Opportunities. Springer, Dordrecht, The Netherlands, pp. 215-239. ISBN 9781402045912
Akyeampong, Albert K (2004) Vocationalisation of Secondary Education in Ghana. In: Lauglo, J and Maclean, R (eds.) Vocationalisation of Secondary Education Revisited. Technical and Vocational Education and Training, UNESCO . Springer Academic Publishers, pp. 149-226. ISBN 9781402030314
Reports and working papers
Dunne, Máiréad, Akyeampong, Kwame and Humphreys, Sara (2007) School Processes, Local Governance and Community Participation: Understanding Access. Project Report. Consortium for Research on Educational Access, Transitions and Equity (CREATE), Falmer, UK.
Akyeampong, Kwame, Djangmah, Jerome, Oduro, Abena, Seidu, Alhassan and Hunt, Frances (2007) Access to Basic Education in Ghana: The Evidence and the Issues. Project Report. Consortium for Research on Educational Access, Transitions and Equity (CREATE), Falmer, UK and Winneba, Ghana.
Akyeampong, Albert K (2003) Teacher Training in Ghana - Does it Count? Multi-Site Teacher Education Research Project (MUSTER) . Department for International Development, London. ISBN 9781861925466