American Journal of Education and Practice <p>American Journal of Education and practice is an open access journal hosted by AJPO Journals USA LLC. The journal has a pool of extensive knowledge in aesthetic, cultural, ethical, intellectual, physical, religious, social, spiritual and vocational development of an individual and its practical application of the educational comprehension. Among the areas of education practice covered are the formal, informal and non-formal. The submitted articles for publishing undergo a double blind peer review before they are published. This helps in mitigating the publication errors and therefore ensuring a high standard journals. The review and publication charges are low and affordable to the researchers, both advancing and upcoming researchers.</p> <p>The journals published have an open access by scholars which makes it possible for referencing in other future studies likely to be done in the related fields. This journal can be identified as one of the most accomplished journals in the field of education and practice. The metrics of number of cite visitations and downloads are available in the publication cite which makes it an added advantage. Its indexed in google scholar, Crossref (DOI), Ebscohost, Research Gate among others.</p> en-US (Journal Admin) (Chief Editor) Wed, 04 Jan 2023 22:20:51 +0300 OJS 60 Principal Leadership: Raising the Achievement of All Learners in Inclusive Education <p><strong>Purpose:</strong> The paper aims to investigate principal leadership in raising the achievement of all learners in inclusive education in Secondary Schools in Fako Division, South West Region of Cameroon. The study had three main objectives.</p> <p><strong>Methodology: </strong>This study was premised on the classical liberal theory of equal opportunities advanced by Sherman and Wood (1982). A qualitative research design was employed using a case study approach. Data was collected by using the interview technique through semi-structured questionnaires. The study group consisted of 10 school administrators who were selected using purposeful sampling technique. Data was analyzed using an inductive thematic content analysis.</p> <p><strong>Findings: </strong>The findings demonstrated the key role of principal leadership in fostering new meanings about diversity, principal’s attitude towards and support towards inclusive education, building bridges and visioning and building relationships between schools and communities. The findings also identified negative attitude and behaviors, lack of funding, inadequate facilities, untrained teachers and poor collaboration between families and schools as challenges faced by principal leadership in inclusive education. Lastly, instructional leadership practices supports high expectations for students with disabilities, building a shared vision for inclusive schools and a school-wide commitment to inclusive schools, parental engagement in decision-making and redesigning schools for&nbsp; inclusive education were identified as best inclusive practices needed by principal leadership in promoting inclusive education.</p> <p><strong>Recommendation: </strong>The study recommend school leaders to work collaboratively with school staff to spread the reform so that parents and the community engaged in the implementation of the inclusive education approach.</p> Emile Monono Mbua, Ph.D Copyright (c) 2023 American Journal of Education and Practice Thu, 05 Jan 2023 00:00:00 +0300 Ghanaian Students’ Perceptions of Chinese Language Learning <p><strong>Purpose: </strong>Chinese language proficiency presents myriads of opportunities. However, students’ perceptions influence their decisions to learn the language and since perceptions vary in different contexts, this study examined how Ghanaian students perceive Chinese language learning.</p> <p><strong>Methodology: </strong>The qualitative approach, with the descriptive research design was used for the study. The target population was the University of Cape Coast students who were neither reading BA Chinese language programme nor taking free Chinese language and culture classes. Using the convenience sampling technique, twenty-two students who volunteered to partake in the study were selected. Data for the study were collected using an open-ended questionnaire. The data collected were analysed using the thematic content analysis based on the techniques of opening and axial coding.</p> <p><strong>Findings: </strong>The results revealed that Ghanaian students generally had positive perceptions of Chinese language learning, and those with unfavourable perceptions are likely enroll onto a form of Chinese learning course if they become aware of the benefits associated with proficiency in Chinese language.</p> <p><strong>Recommendations: </strong>The study recommend that outreach programmes should be instituted by Chinese language centres in Ghana to sensitise the public on the benefits of Chinese language learning. The study also recommend more research to be done on Chinese language.</p> James Opoku-Darko Copyright (c) 2023 American Journal of Education and Practice Fri, 20 Jan 2023 00:00:00 +0300