Publications
Edited Books
Boadu, G., Odhiambo, G., & Marandi, P. (Eds.) (2023). Practices and perspectives of teaching and teacher education in Africa. IGI Global.
Book Chapters and Journal Articles
Donnelly, D., Boadu, G. Neale M., O’Keefe, P., Cummins, H. (2023). The dynamics of communities of practice during professional placement: Early-career teacher reflections. In M. Winslade, T. Loughland, & M. Eady (Eds). Work-integrated learning case studies in teacher education: Epistemic reflexivity (pp. 223-233). Springer.
Donnelly, D., Fischetti, J., Ledger, S. & Boadu, G. (2023). Using a mixed-reality micro-teaching program to support “at risk” pre-service teachers. In M. Winslade, T. Loughland, & M. Eady (Eds). Work-integrated learning case studies in teacher education: Epistemic reflexivity (pp. 273-285). Springer.
Boadu, G. Kansiime, P., Eyaa, S. & Said S. (2022). Culturally responsive education: Reflections and insights for enhancing international student experience in higher education. In C. Smith & G. Zhou (Eds). Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students (pp. 37-60). IGI Global.
Boadu, G. (2022). Why was inquiry practice not there? Analysis of the demand-resource empirics of classroom pedagogy. Educational Review. https://doi.org/10.1080/00131911.2022.2066631
Boadu, G. (2022). Historical significance and the challenges of African historiography: Analysis of teacher perspectives. Pedagogy, Culture and Society, 30(5), 639-657.
Oppong, A. C. Adjepong, A., Boadu, G. (2022). Practical history lessons as a tool for generating procedural knowledge in history teaching. Yesterday & Today, 27, 143-161.
Boadu, G. (2021). Giving voice to teachers through interpretative phenomenological research: A methodological consideration. Qualitative Research Journal, 21(4), 408-423.
Boadu, G. (2021). Developments in history education in Ghana. Yesterday & Today, 25, 1-22.
Boadu, G. (2021). History and public history in Ghana. Public History Weekly. http://dx.doi.org/10.1515/phw-2021-18122
Boadu, G. (2020). “Hard” facts or “soft” opinion? History teachers’ reasoning about historical objectivity. Journal of International Social Studies, 10(1), 161-186.
Boadu, G. (2020). Re-positioning historical thinking: A framework for classroom practice. Social Studies Research and Practice, 15(3), 277-289.
Boadu, G. & Donnelly, D. J. (2020). Toward historical understanding: Leveraging cognitive psychology for progression in school history. The Social Studies, 111(2), 61-74.
Boadu, G. Donnelly, D. J. & Sharp, H. (2020). History teachers’ pedagogical reasoning and the dynamics of classroom implementation. History Education Research Journal, 17(2), 179-194.
Boadu, K., Boadu, G., & Nyame, G. (2020). The hidden curriculum and classroom procedure: Informed views of teachers. Advances in Social Sciences Research Journal, 7(10), 562-572.
Boadu, G. (2019). Change and continuity in Ghana’s intellectual history: From late 19th century to the eras of decolonisation and independence. African Studies, 78(4), 457-476.
Boadu, G. & Baddoo, N. A. E. (2017). National consciousness in early intellectual work in the Gold Coast. Journal of Pan African Studies, 10(7), 281-294.
Oppong, A. C. & Boadu, G. (2016). Practicum related anxieties: The tale of pre-service-teachers. Journal of Educational Development and Practice, 7(1), 61-88.
Boadu, G. (2016). Teachers’ perceptions of the problems faced in the teaching of history in senior high schools. Journal of Arts and Humanities, 5(7), 38-48
Boadu, G. (2015). Effective teaching in history: The perspectives of student-teachers. International Journal of Humanities and Social Sciences, 3(1), 38-51.
Boadu, G. Awuah, M., Ababio, A. M. & Eduaquah, S. (2014). An examination of the use of technology in teaching: A study of selected senior high schools in the Cape Coast metropolis, Ghana. International Journal of Learning, Teaching and Educational Research, 8(1), 187-214.