Emmanuel O. Acquah

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Emmanuel verified their affiliation via an institutional email.

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• Ph.D
• Professor (Full) at Åbo Akademi University

This systematic literature review examines research on inclusive policies and practices in higher education institutions published between 2001 and 2021. Six electronic databases (ERIC, Emerald, Web of Science, Wiley Online, Taylor & Francis Online, and Sage journal) were searched. Forty‐three articles met the inclusion criteria and were included i...

Introduction In March 2020 many countries around the world, including Finland, implemented lockdown measures to mitigate the unprecedented impacts of the coronavirus infectious disease (COVID-19) on public health. As a result, school and daycare settings closed indefinitely and working from home became the new normal for a big part of the workforce...

Even though receiving newcomer pupils in schools is not a new phenomenon, many education systems grapple with finding adequate schooling arrangements that foster belonging and inclusion. Over the years, policy-makers and school practitioners seem to echo recurring dilemmas in terms of what language support models may promote optimal inclusion, and...

This study reviews the literature's professional development (PD) approaches with critical reflection (CR) elements. The purpose is to assess how CR is defined and implemented in the literature and the reported effectiveness in developing culturally sustaining pedagogy. Numerous early childhood learning frameworks around the world viewed critical r...

This study explored educators' perceptions of preparatory education and integration training for immigrants in Finland. It included twelve semi-structured interviews of teachers working with adult or child immigrants. A thematic analysis identified: 1. Variances in students' knowledge, skill, and experience complicate integration; 2. Flexibility, t...

Though research on Black adolescent girls is growing, their lived school experiences have been largely overlooked. In order for schools to effectively provide equitable opportunities and support students’ well-being, the experiences of marginalized students must be more deeply understood. This study foregrounds Black adolescent girls by exploring h...

This study analysed Finnish teachers' (N = 820) understandings and attitudes about teaching students from immigrant backgrounds and how these relate to linguistically and culturally responsive education. The data were gathered via an online-survey in 2016. The results indicate that the Finnish teachers surveyed had knowledge about second language a...

The Review of Inclusive Education in Portugal provides, from an international perspective, an independent analysis of major issues regarding diversity, equity and inclusion in education in Portugal, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Portuguese education...

Technology has garnered attention as a successful tool for second language learning that could help improve immigrant integration and inclusion. More specifically, digital learning games have been identified as an effective tool for enhancing a variety of outcomes related to second language learning, including language acquisition, motivation, and...

The concept of educational opportunity is ubiquitous yet ambiguous; it is frequently discussed within the education world, yet there is no commonly shared understanding of what it means or how to measure it. To address this void, we conducted an integrative review of the literature on school inputs and student outcomes from 2010 to 2019. A total of...

Expanded Learning Time (ELT) measures have been implemented internationally to reduce the likelihood of academic underachievement among students at risk. The goal of this article is to examine the components of an ELT initiative aimed at supporting students at risk of academic failure in order to optimize the components that can improve its use and...

This study examined the cross-cultural validity of Schutte Self-Report Emotional Intelligence Test (SSEIT) among 186 undergraduate students at a public university in Malaysia. Data were collected using a revised SSEIT scale. Confirmatory factor analysis (CFA) was conducted to assess the goodness of fit indices for the four-factor emotional intellig...

Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservi...

The aim of this systematic literature review was to examine the empirical evidence for the effectiveness of digital games on second language learning between 2014 and 2018, with a focus on participants 6–18 years old. The initial search yielded 578 results, from which a total of 26 articles were included in the final content analysis. The analysis...

We examined the perceptual discrepancy profiles between self‐ and peers, and self‐ and teacher evaluations of adolescents’ social competence (SC) and the interrelations of these profiles with self‐reported depressive symptoms. The participants were 390 Finnish lower secondary school pupils. Latent profile analysis revealed five classes of discrepan...

This study examined Finnish teachers' (N ¼ 820) beliefs related to multilingualism and teaching multilingual Finnish language learners. Teachers' beliefs were mainly positive. However, teachers did not always consider home languages as learning resources. There were three categories of multilingual ideologies: advocacy for, allowance and denial of...

This qualitative case study examined two pre-service teachers' learning experiences in relation to encountering modelling culturally responsive teaching (CRT) in a multicultural education course. Using Constant Comparison Approach, the researchers searched for evidence of observing aspects of modelling in the course, and described the preservice te...

This tool describes a generic structure of a Continuing Professional Development Course (CPDC). It aims at giving the reader insights and ideas in organising staff training to promote inclusive learning and teaching in European higher education institutions. This Generic Course Structure can be adapted to any institutional, regional or national env...

Drawing on a combination of prior experience, theoretical stance, and intuition, along with pedagogical practices identified to be effective in addressing diversity with teacher candidates, a model for teaching multicultural education to teacher candidates was designed. This study examined how particular elements of this model were effective in dev...

Studying in a foreign country, where one becomes a cultural outsider and where one lacks knowledge of and access to dominant cultural practices, can be a perfect context for challenging students’ values, beliefs, and attitudes, particularly when these experiences are coupled with coursework on diversity. This study explored international students’...

Background Suicide is among the top causes of adolescent mortality worldwide. While correlates of suicidal behavior are better understood and delineated in upper-income countries, epidemiologic knowledge of suicidal behavior in low-income countries remains scant, particularly in the African continent. The present study sought to add to the epidemio...

Investigation of notions of diversity and diverse learners among teacher trainees in Finland; examination of the impact of a 6-week online course about second language acquisition developed in the U.S.: Initial fi ndings suggest that even short term interventions can help to build novice teachers' awareness of linguistically and culturally responsi...

This study examined the role of critical reflection in developing cultural awareness among pre-service teachers via coursework requiring students to act and reflect on issues of diversity on a personal level. The Cultural Diversity Awareness Inventory (CDAI) was used as a pretest and posttest measure of students’ multicultural attitudes, and learni...

This study examined awareness of and knowledge of how to address increasing linguistic and cultural diversity among 89 teachers in an ethnically and racially diverse school located in Southwest Finland. The empirical evidence suggests that in a school with many years of experience with a diverse student population the levels of awareness and knowle...

This study examined the relationships between social loneliness, emotional loneliness, social anxiety and peer victimisation among 390 seventh- through ninth-grade secondary students. Data were collected in the fall and spring of the school year. Path analyses revealed that feelings of loneliness (both social and emotional) increased adolescents’ p...

Bullying is relatively common and is considered to be a public health problem among adolescents worldwide. The present study examined the risk factors associated with bullying behavior among adolescents in a lower-middle-income country setting. Data on 6235 adolescents aged 11–16 years, derived from the Republic of Ghana’s contribution to the Globa...

Physical fighting is an important behavioral concern of public health importance among adolescents worldwide. The present study examines the patterns and correlates of physical fighting among a school-based population in a low-income country setting. Data on 6235 adolescents aged 11–16 years were derived from the Republic of Ghana contributions to...

The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledg...

The focus of our study is social status among first graders. In particular, we will consider the relationship between acceptance and rejection, and how these are connected to three social behavioral traits: bullying, victimization, and social withdrawal. The data set is from peer nominations of 748 children from 49 classrooms in the southwest of Fi...