Resuming in-person teaching and learning during the COVID-19 pandemic implies that schools must deploy strategies to enforce adherence to the safety protocols to help contain and reduce the spread of the corona virus disease amongst school children. Thus, the current qualitative study adopted a case study design to explore strategies that were deployed to enforce adherence to the COVID-19 safety protocols among elementary school students. A semi-structured interview guide was used to gather data from 30 teachers enrolled in a one-year master’s degree in Educational Leadership and Management program at a public university in Ghana. The study showed that strict compulsory handwashing before entering the school was deployed to ensure adherence to handwashing safety protocol and provision of veronica buckets. Also, interventions that were deployed to enforce social distancing were spacing of desk, having mealtime in class, eating meals in turns, suspension of assembly and other social gatherings, split class for shift system. Additionally, schools enured students wore nose masks by providing nose masks to students who could not afford.
This study was designed to examine Ghanaian teachers’ knowledge and usage of the flipped classroom instructional strategy. A survey of 109 teachers who pursued a master’s degree in education during the 2018/2019 academic year was used for the study. The instrument used for collecting data was a structured questionnaire. The result of the study was analysed using descriptive statistics (frequency, percentages) and inferential statistics (T-test). The results established that majority of the teachers acknowledged the importance of student-centred instructional strategy like the flipped classroom approach, however, majority of these teachers were of the view that they have not experienced or been introduced to this instructional strategy. It was, therefore, not surprising that most of the teachers attested to the fact that they are not using the flipped classroom instructional strategy. The results from the study also revealed that there was no significant difference between school type (public and private) and teachers’ knowledge and usage of the flipped classroom instructional strategy. The results from the study attest to the fact that the flipped classroom instructional strategy has not been conceptualised into the Ghanaian classroom. The researchers, therefore, recommend that there is the need for professional development training for teachers on the use of the flipped classroom instructional strategy and sensitisation workshop for students on the use of the flipped classroom instructional strategy and its relevance.
Responding to an increasingly globalized world, universities are training students to function in a multicultural environment through internationalization. Institutional culture can influence policies and practices for internationalization. Research in internationalization indicate that majority of the studies on the contributions of organizational cultures to internationalization across universities focused on the perspectives of faculty and university senior level administrative personnel and neglected the views of students. This qualitative case study explored students’ understanding of how organizational culture contributes to promote internationalization using international events that occur at two U.S universities. Semi-structured interviews were used for data collection. Purposeful and snowball sampling were employed to select domestic and international undergraduate and graduate students for the study. Findings indicate that integration into university family, community relationship, buffering, communication, symbols, and shared values and beliefs cultures are critical to promote higher education internationalization.
This study investigates the contribution of environmental factors to quality education delivery in public Junior High School in Talensi-Nabdam district. Quantitative approach using descriptive survey design was adopted for the study. All 32 headmasters and 230 teachers of the 32 public Junior High Schools in the Talensi-Nabdam district, all the supervisors for the 8 circuits, the District Director of education (DDE), 32 Parent-Teacher Associations (PTAs) and 32 School Management Committees (SMCs), and the District Chief Executive (DCE) of Talensi-Nabdam totaling 303 participants were randomly selected. Results of the study showed that parents engaged in dressmaking and tailoring, shea butter extraction, pito brewing, pottery, dry season gardening, animal husbandry there are available income generating activities within the communities that parents often engage in for a living. Also, findings revealed that parents used income they generate to support quality education delivery by buying their school uniform for their children, provide exercise books and other writing materials, provide pocket money to their children for school, pay for mock examinations, pay for registration fee for final examinations, and other special levies that a school's PTA may ask for.
Higher education institutions across the world are responding to globalization through internationalization. However, there is limited research that focuses on the benefits of both internationalization-at-home and cross-border internationalization to students’ cosmopolitan competency from the perspective of students. Therefore, this qualitative case study explored the benefits of internationalization to students from the perspectives of both domestic and international undergraduate and graduate students at two U.S universities. Purposeful and snowball sampling strategies were adopted to identify sixteen students. Data were garnered via interviews, institutions’ websites, and documents. Constant comparative method was employed to analyze the data. Findings from this study revealed that students acquired bilingual or multilingual abilities, firsthand cultural knowledge, global knowledge, cultural nuances critical to showing respect to people from different cultures and geographical backgrounds, friendship and networking, personal growth, high tendency to develop empathy through university internationalization, and opportunity to taste food from different parts of the world. The study recommends that, institutions of higher education should provide opportunities such as foreign language courses, Rosetta Stones, language laboratories, foreign language conversation hour sessions, English as a Second Language (ESL) or Intensive English Language program for students. Also, administrators and faculty are encouraged to provide a platform for study abroad returnees to share their experiences with their colleagues. Higher education institutions should continue to recruit more international students to enrich students’ experiences and global learning.
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