{"id":12099,"date":"2021-04-27T08:34:33","date_gmt":"2021-04-27T08:34:33","guid":{"rendered":"http:\/\/localhost\/en\/?post_type=person&p=12099"},"modified":"2021-09-17T14:56:25","modified_gmt":"2021-09-17T06:56:25","slug":"joseph-agbenyega","status":"publish","type":"person","link":"https:\/\/dlcre.usj.edu.mo\/en\/about\/people\/joseph-agbenyega\/","title":{"rendered":"Joseph Agbenyega"},"content":{"rendered":"\r\n

Professor Agbenyega has 30 years of professional experience in the education sector, 17 years which was spent in the elementary school level. Professor Agbenyega currently works at Emirates College for Advanced Education (ECAE) in the Couseling, Special Education and Neuroscience Division in Abu Dhabi, United Arab Emirates. Before joining ECAE in August 2020, he worked at Monash University in Melbourne Australia for 13 years where he held the position of the Director of Graduate Research, Education and Chair of Examiners for Postgraduate programs. <\/span><\/p>\r\n

Throughout his career, he has established himself as an expert in the education of young children with special needs or disabilities, policy, and practice. On a daily basis, he is responsible for conducting research on early childhood development and inclusive education, as well as providing student consultations and supervising Ph.D. students. He has supervised more than 25 PhDs to completion and 13 Masters by research and has published widely in his area of expertise. He is visiting professor to several institutions including, the University of St Joseph, Macau, Mahidol University, Thailand, University of Cape Coast Ghana and Millersville University, Lancaster in Pennsylvania, USA.<\/span><\/p>\r\n

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Selected research Projects:\u00a0<\/b><\/p>\r\n

2017-2020: Respective relationships and gender equality. Department of Education and Training, Victoria, Melbourne : Cis Joseph Agbenyega, Marie Hammer, Marilyn Fleer, Hilary Monk, Corine Rivalland (DET – $980,000.00)<\/span><\/p>\r\n

2013-2014: Review and Evaluation of the Victorian Curriculum and Assessment Authority, Inquiry into Implementation Project, Melbourne: CIs.-Duhn I, Fleer, M., Harrison, L., <\/span>Agbenyega, J.S.<\/b> (DEECD – $197, 000.00)<\/span><\/p>\r\n

2013-2015: An Inclusive and Early Intervention Immersion program for Directors of the Ministry of Education of Thailand Ministry of Education, Thailand: CIs.-<\/span>Agbenyega, J. S<\/b>., & Klibthong, S. (MOE, Thailand – $136,800.00)<\/span><\/p>\r\n

2012: Developing Parents’ & Teachers’ Understanding of Disability\/Additional Needs Support & Learning within the Victorian Early Years Learning Framework: CIs. <\/span>Agbenyega, J.S<\/b>., & Rivalland C. (Yooralla Disability Services – $19, 971.00)<\/span><\/p>\r\n

2011: Early Year Learning Framework Baseline Study: CIs. Fleer, M, <\/span>Agbenyega, J.S.,<\/b> Bone, J, Hammer, M, Power, K, Ridgway, A, Shah, C. (Australian Department of Education and Workplace Relations – $372,136.00)<\/span><\/p>\r\n

2011: Building a collective leadership and professional capacity for early childhood educators, <\/span>Agbenyega, J. S.,<\/b> Fleer, M, Peers, C. (Australian Leaders Fellowship – $32,366.00)<\/span><\/p>\r\n

2010: Contemporary Child Development Theory for Early Childhood Educators, CIs Fleer, M, Blaise, M, <\/span>Agbenyega, J. S.,<\/b> Peers, C, Ridgway, A, Monk, H, Rivalland, C. (Victorian Department of Education and Early Childhood Development, Melbourne (DEECD) – $272,244.00)<\/span><\/p>\r\n

2010: Evaluation: Early Start Kindergarten Partnerships – CIs Fleer, M, Blaise, M, <\/span>Agbenyega, J. S.,<\/b> Hammer, M. (Victorian Department of Education and Early Childhood Development, Melbourne (DEECD) – $145,959.00)<\/span><\/p>\r\n

2009 – Early Childhood Education for Master Trainers and project managers CIs: Rivalland, C. & <\/span>Agbenyega, J.S.<\/b> (Government of Indonesia, Jakarta International College – $103,000)<\/span><\/p>\r\n

Assessment practices for diverse children: Assumptions, beliefs and practices: CIs. <\/span>Agbenyega, J.S<\/b>, Fleer, M., Blaise, M., & Peers C.(The South Australian Department of Education and Early Childhood Education -$10,000.00)\u00a0<\/span><\/p>\r\n

2007-Youth Behavior Change in HIV Education in Ghana: A Docu-drama project: Research report submitted to United Nation Population Fund<\/span> CIs. Agbenyega, J. S<\/b>., Tefe, T. &, Agor, K. (UNFPA, Accra, Ghana).<\/span><\/p>\r\n

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Selected publications:\u00a0<\/b><\/p>\r\n

Agbenyega, J. S.,<\/b> Ikegame, K., & Rivalland, C. (2021). Soka education philosophy as a foundation for teacher preparation in creating inclusive education. In J. Goldman, J. Lambrecht, and T. Loreman (Ed). <\/span>Resourcing Inclusive Education: International Perspectives on Inclusive Education, Volume 15<\/span><\/i>, (pp. 117\u2013132).\u00a0 Emerald Publishing Limited. ISSN: 1479-3636\/doi:10.1108\/S1479-363620210000015010 (forthcoming).<\/span><\/p>\r\n

Agbenyega, J. S.,<\/b> Athinodorou, E. & Monk, H. (2018). Rising from the \u201cAshes\u201d: Quality Early Childhood Education as a Panacea for National Development in Sierra Leone. In Fleer, M. & van Oers, B. (eds.). <\/span>International Handbook of Early Childhood Education <\/span><\/i>Vol. 1, (pp. 691-705). Springer.<\/span><\/p>\r\n

Agbenyega, J. S<\/b>. (2018). Examining Early Childhood Education System in Ghana: How Can Bourdieuian Theorisation Support a Transformational Approach to Pedagogy? In Fleer, M. & van Oers, B. (eds.). <\/span>International Handbook of Early Childhood Education volume 1<\/span><\/i> (pp. 673-705). Springer.<\/span><\/p>\r\n

Agbenyega, J.S. <\/b>(2015).<\/span> Strengthening literacy and numeracy in early childhood. In Joanne M. Deppeler, Tim Loreman, Ron Smith, Lani Florian\u00a0(Ed.), <\/span>International Perspectives on Inclusive Education<\/span><\/i> Volume 7 (pp. 25-43): Bradford, UK: Emerald Group Publishing.<\/span><\/p>\r\n

Agbenyega, J. S.<\/b>, Klibthong, S. (2015). Re-imagining inclusive research and practice: a focus on Bourdieu’s concepts of habitus, capital, doxa and field. In Phyllis Jones & Scot Danforth (Ed.), <\/span>Foundations of Inclusive Education Research<\/span><\/i> vol. 6 (pp. 149-167), Bradford, UK: Emerald Group Publishing.<\/span><\/p>\r\n

Agbenyega, J.S., &<\/b> Sharma, U. (2014). Leading Inclusive education: Measuring \u2018effective\u2019 leadership for inclusive education through a Bourdieuian lens. In C. Forlin &T. Loreman (Ed.),<\/span> International Perspectives on Inclusive Education: Volume 3 Measuring Inclusive Education<\/span><\/i> (pp.115-132). Bradford, UK: Emerald Group Publishing.<\/span><\/p>\r\n

Klibthong, S. & <\/span>Agbenyega, J. S.<\/b> (2013). Thai Early Childhood Educators\u2019 Perspectives: Transforming Inclusive Teachers to Move Beyond Religiosity. In P. Jones (Ed.), <\/span>Bringing Insider Perspectives into Inclusive Teacher learning: Potentials and Challenges for Educational Professionals<\/span><\/i> (pp. 121-132). London, UK: Taylor & Francis\/Routledge.<\/span><\/p>\r\n

\u00a0<\/span>Klibthong, S., &<\/span> Agbenyega, J.S<\/b>. (2020, In press). <\/span>Assessing issues of inclusive education from the perspectives of Thai early childhood teachers. Journal:\u00a0<\/span>International Journal of Early Years Education<\/span><\/i>\u00a0<\/span>https:\/\/doi.org\/10.1080\/09669760.2020.1823205<\/span><\/a>\u00a0.<\/span><\/p>\r\n

Munchan, L., & Agbenyega, J.S<\/strong>. (2020). Exploring early childhood educators\u2019 experiences of teaching young children with disability. <\/span>Australasian Journal of Early Childhood<\/span><\/i>.<\/span> https:\/\/doi.org\/10.1177\/1836939120944635<\/span><\/a><\/p>\r\n

Agbenyega, J.S<\/strong>. & Klibthong, S. (2020). A qualitative Study to Explore Thai Early Childhood Teachers\u2019 Experiences of Inclusive Teaching Practices, Australian Education Researcher,<\/i> \/doi.org\/10.1007\/s13384-020-00380-1<\/p>\r\n

Klibthong, S. & Agbenyega, J.<\/strong> (2020). Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers, International Education Studies<\/i>,13(1), 21-31. https:\/\/doi.org\/10.5539\/ies.v13n1p21<\/a><\/p>\r\n

Adams, M., &<\/span> Agbenyega, J. S <\/b>(2019).<\/span> Futurescaping: school choice of internationally mobile global middle-class families temporarily residing in Malaysia In : Discourse: Studies in the Cultural Politics of Education, 40(5)<\/span>.<\/b> https:\/\/doi.org\/10.1080\/01596306.2019.1576266<\/span><\/a><\/p>\r\n

Timothy, S., & Agbenyega, J. S.\u00a0(2019).\u00a0Insider perspectives on catalysing the development and use of individual education plans.\u00a0<\/span>International Journal of Inclusive Education<\/span><\/i>.\u00a0<\/span>https:\/\/doi.org\/10.1080\/13603116.2019.1642401<\/span><\/a><\/p>\r\n

Timothy, S. & <\/span>Agbenyega, J. S<\/b>. (2018). Inclusive school leaders’ perceptions on the implementation of individual education plans. <\/span>International Journal of Whole Schooling,14<\/span><\/i>(1), 1-30. <\/span>https:\/\/files.eric.ed.gov\/fulltext\/EJ1170727.pdf<\/span><\/a><\/p>\r\n

Klibthong, S. & <\/span>Agbenyega, J. S.<\/b> (2018). Exploring professional knowing, being and becoming through inclusive pedagogical approach in action (IPAA) framework, <\/span>Australian Journal of Teacher Education, 43<\/span><\/i> (3), 109-123.<\/span> DOI:\u00a0<\/span>10.14221\/ajte.2018v43n3.7<\/span><\/a><\/p>\r\n

Opoku, M. P., Mprah, K. W., Badu, E., Mckenzie, J., & <\/span>Agbenyega, J.<\/b> (2017). Decade of inclusive education in Ghana: perspectives of special educators. <\/span>Journal of Social Inclusion<\/span><\/i>,<\/span> 8<\/span><\/i>(1), 4-20. <\/span>https:\/\/josi.org.au\/articles\/abstract\/10.36251\/josi.114\/<\/span><\/a><\/p>\r\n

Agbenyega, J. S.<\/b> (2017). When belonging becomes belonging: A Bourdieuian theorisation. <\/span>International Journal of Whole Schooling<\/span><\/i>, 1, 5-16.\u00a0<\/span><\/p>\r\n

Agbenyega, J. S<\/b>., Tamakloe, D. & Klibthong, S. (2017). Folklore epistemology: How does traditional folklore contribute to children\u2019s thinking and concept development? International <\/span>Journal of Early Years Education, 25<\/span><\/i> (2), 112-126.<\/span> https:\/\/doi.org\/10.1080\/09669760.2017.1287062<\/span><\/a><\/p>\r\n

Tamakloe, D. E. & <\/span>Agbenyega, J. S<\/b>.\u00a0 (2017). Exploring preschool teachers’ and support staff’s use and experiences of assistive technology with children with disabilities. <\/span>Australasian Journal of Early Childhood, 42<\/span><\/i> (2), 29-36. <\/span>https:\/\/doi.org\/10.23965\/AJEC.42.2.04<\/span><\/a><\/p>\r\n

Agbenyega, J. S<\/b>., & Deku, P. (2016). Children with Disabilities, Locus of Control, and Perceived Vulnerability to Physical and Sexual Assault in Three Special Schools in Ghana. <\/span>Cogent Social Services, 2, <\/span><\/i>1-12.\u00a0 <\/span>http:\/\/dx.doi.org\/10.1080\/23311886.2016.1256751<\/span><\/a><\/p>\r\n

Macaulay, L. W. E., Deppeler, J. M. & <\/span>Agbenyega, J. S<\/b>. (2016). Access to quality education for students with disability. <\/span>Journal of Social Inclusion,<\/span><\/i> 7<\/span><\/i>(2) 3-17.
<\/span>https:\/\/josi.journals.griffith.edu.au\/index.php\/inclusion\/article\/view\/880<\/span><\/a><\/p>\r\n

Agbenyega, J. S<\/b>., & Davis, E. (2015). Exploring the intersection of English as an instructional language and inclusive pedagogy in primary mathematics classrooms in Ghana. <\/span>International Journal of Whole Schooling, 11<\/span><\/i>(2), 45-64. <\/span>https:\/\/www.researchgate.net\/publication\/333323991<\/span><\/a><\/p>\r\n

Agbenyega, J.S<\/b>., Klibthong, S. (2015). Transforming Thai preschool teachers’ Knowledge on inclusive practice: A collaborative inquiry. <\/span>Australian Journal of Teacher Education, 40<\/span><\/i> (7), 57-69.<\/span> https:\/\/doi.org\/10.14221\/ajte.2015v40n7.5<\/span><\/a><\/p>\r\n

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Selected oral communications:<\/b><\/p>\r\n

Towards a better education for all students. A cross-cultural study of effective application of quality research evidence in schools<\/i><\/p>\r\n

This collaborative project is investigating why and how teachers in four purposefully selected culturally different schools (UAE, Thailand, Lancaster in USA, and Ghana), conceptualise, access, synthesise and embed quality research evidence in their school practices. The research adopts a mixed-methods study with Bordieuan concepts of habitus, capital, and field, to critically analyse factors and systems that support or mitigate quality research evidence use in schools to enhance teaching and learning. The study is based on the argument that, a growing attention must be paid to how quality research evidence is used to inform professional practice to validate the continuing generation of research knowledge in the educational sector.<\/span><\/p>\r\n

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Current major research project:\u00a0<\/b><\/p>\r\n

–<\/p>\r\n","protected":false},"excerpt":{"rendered":"

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