Gyamerah, K., Asamoah, D., Baidoo-Anu, D., Quainoo, E. A., Amoateng, E. Y., & Sasu, E. O. (2024). Emergency remote teaching amid global distress: how did teacher educators respond, cope, and plan for recovery?. Discover Global Society, 2(1), 28.
Liu, S., Gyamerah, K., Ahn, C., Pillay T. (2024). Creating Spaces of Engagement: Exploring High School Youth’s Voices in Decolonizing the Social Justice Curriculum, Journal of Teaching and Learning.
Asamoah, D., Baidoo-Anu, D., Quainoo, E. A., Gyamerah, K., Amoateng, E. Y., & Sasu, E. O. (2024). Teacher candidates’ experiences of emergency remote assessment during COVID-19. SN Social Sciences, 4(2), 1-23.
Baidoo-Anu, D., Gyamerah, K., Mahama, I., & Ofori-Sasu, E. (2023). Towards classroom inclusivity: exploring K-12 teachers’ sensitivity to cultural diversity. Culture and Education, 1-38.
Anim, C., Baidoo-Anu, D., Gyamerah, K., & Agyemang-Duah, W. (2023). Do family characteristics predict student absenteeism? Preventing School Failure: Alternative Education for Children and Youth, 1-11.
Baidoo-Anu, D., Gyamerah, K., & Munezhi, M. (2023). Digital divide in higher education in Sub-Saharan Africa: evidence from online learning during the COVID-19 pandemic. SN Social Sciences, 3(8), 122
Gyamerah, K, Kapoor, A. & Xu, H. (2022). Investigating the impact of K–12 international recruitment policyscapes through neoliberal and anti-colonial frames. Comparative and International Education 50(2). 68-84 https://doi.org/10.5206/cieeci.v50i2.14202
Pillay, T., Ahn, C., Gyamerah., K., Liu, S. (2022). Considering the role of social media: BlackLivesMatter as a pedagogical intervention to decolonize curriculum, London Review of Education, 20 (1) pp.1-13. 10.14324/LRE.20.1.14
Baidoo Anu, D., Gyamerah, K., Chanimbe., T. (2022). Secondary School Categorization in Ghana: Silent Plights of Students and Implications for Equitable Learning, Journal of Human Behavior in the Social Environment, DOI 10.1080/10911359.2022.2061665
Baidoo-Anu, D., Asamoah, D., Quainoo, E. A., Gyamerah, K., Amoateng, E. Y., & Sasu, E. O. (2023). Emergency remote assessment practices in higher education in sub-saharan Africa during COVID-19. In Frontiers in Education (Vol. 8, p. 1221115). Frontiers.