Senior High School Students' Knowledge and Attitudes Toward Information on Their Health in the Kumasi Metropolis

The study examines senior high school students' understanding and attitudes toward information on their health in the Kumasi Metropolis. Multiple sampling techniques (convenient and simple random sampling techniques) were used in the study. A questionnaire was used to collect data from 391 respondents for the study. Frequencies and percentages were used to analyze the sociodemographic data. Again, the study used Pearson's correlation coefficient to show the degree of relationship between the level of knowledge of health information and attitudes toward seeking and sharing health information. The study found students' knowledge of the causes and symptoms of malaria, cholera, and Sexually Transmitted Infections (STIs) to be appreciably high as a result of readings from textbooks and health professionals. Again, the study found that the students preferred sharing their health information with friends than their parents and schools' authorities. The study further found that the major sources of students' health information included health professionals and textbooks. Lastly, even though some of the students claimed internet sources to their health information, it was not a major source to the student body at large. The study recommends strong health systems on the campuses of senior high schools as they have become communities on their own as a result of the emergence of the free senior high school program. The monitored positive peer-counseling group should also be encouraged by the schools' management and by extension the counseling units for the students to share views on themselves, particularly on health issues where they deem fit.

MasterchEF

During the 2019/2020 academic year, a learning experience built based on the famous cooking show Master Chef was implemented. This was executed in the specialization in Physical Education of the teaching Master's degree. During this experience, candidates (the student body) had to face different weekly challenges (individual, in groups, and eliminatory) based on the ingredients (course contents) that were presented weekly by the chef (the professor). This proposal was built using active methodologies as a reference, turning the student body into the protagonists of their learning process and encouraging those competencies that a good teacher needs in their day-to-day life. The authors ensured that the essence of the original program, characterized by requiring good time-managing skills, continuous decision making, or necessary emotional management, was maintained. At the same time, they took special care of details such as aesthetics or the language employed in Master Chef. Results show the viability and potential of this type of approach in the formative process of future teaching staff.

Weapons of Mass Instruction

This chapter reviews the literature on using movies/films for teaching public administration. Such a review is necessary due to the changing demographics of both the student body and the instructors, which necessitates the use of new pedagogical methods and the ubiquitous accessibility of the teaching materials via mobile computers on the internet. To this end, the chapter first reviews the literature then provides a few detailed specific examples of using movies/movie clips for instructional purposes in teaching public administration. Then, a general list of movies that can be used in public administration teaching is provided with a reference to the concepts that can be showcased by these films. Third, limitations of the existing literature on teaching public administration with movies are presented. And finally, areas for further research are discussed.

Integrating Language Skills, Practices, and Content in Equitable TESOL Lesson Planning

Teachers and students in TESOL confront persistent racial, linguistic, economic, and social inequities in English language education. Many universities are striving to enact inclusive teaching that serves their diverse student body. This chapter offers a balanced approach that synthesizes language teaching research, theories, and practices to offer equitable strategies and tools for planning TESOL lessons and an exemplar university English as a Foreign Language lesson. These strategies, tools, and examples provide support for teachers to plan to explore inequities in the sociopolitical and raciolinguistic conditions of language and language learning with their students through lessons that integrate language skills, practices, and content. There is significant research on critical approaches to language education, but this chapter contributes to critical praxis in TESOL by providing detailed guidance for teachers on integrated lesson planning for adult EFL classes.

International Schools as Models for Educators to Dismantle Oppression and Promote Social Justice

International-mindedness is a strategy employed by international schools (IS) to create environments successfully promoting social justice, cultural diversity, and tolerance. The composition of the student body forces accommodation and assimilation of multiple cultures, backgrounds, and languages into one location or contact zone. The purpose of the study is to understand how IS navigate, manage, and lead educators and students from different races, genders, religions, and socioeconomic statuses by promoting equity and creating an environment with zero tolerance for discrimination. However, social justice gaps in education in general still exist, and practical applications and strategies to embrace diversity and equalize the marginalized are lacking. This chapter provides strategies as to how educators worldwide can benefit from approaches used by IS for social justice and tangible strategies used by IS to promote ethical-international-mindedness and decrease discrimination.

Media and Human Resource Management

Easily mentioned, but not that much categorically identified, is the infrastructure beyond huge communication networks providers. Undoubtedly, the commitment for people of a certain country, in their transformation from citizens of a definite jurisdiction to netizens of a global community seeking advanced training and instruction with interactive educational TV, heavily relies on top management support over complex issues, starting from governmental initiatives and ardent information technology support along vigorous settlements with vendors, private funds, and international conglomerates. What the student body seeks, in national scale, is how to enhance the delivery methods of its learning, from face-to-face methodologies to self-paced learning, and recently, even further to live e-learning. For the first time, however, in-depth skill building, support in a range of practical subjects, animated knowledge acquisition, peer networking, and action-planning have been introduced as managerial educative aspects, along information and entertainment, in the world of broadcasting.

Finally in the spotlight: How contemporary learning theory is saving education online during COVID

A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on contemporary learning theories and goals, in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: 1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4), and 2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners’ epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students’ social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.

From the History of Establishment and Activities of the Mordovian Working Faculty (1929–1939)

Introduction. In the 1920s and 1930s, the USSR accumulated significant experience in pre-university training for young people, some elements of which remain relevant to this day. In domestic historical science, special attention was paid to the analysis of the phenomenon of workers’ faculties, which played a huge role in our country in the formation of the Soviet intelligentsia. However, at the regional level, to date, there is not a single special study, which would comprehensively consider the issues of the emergence and activities of the Mordovian workers’ faculty. This article attempts to partially fill this kind of “white spot” in the latest historiography of the history and culture of the Mordovian region and people. Materials and Methods. The main resource base of the study was made up of materials from the funds of the Central State Archives of the Republic of Mordovia (CSA RM), most of which are introduced into scientific circulation for the first time. The methodological basis for the analysis of the collected factual material was both general scientific research methods (analysis, synthesis, induction, deduction, etc.) and special historical methods: descriptive (ideographic), historical-genetic, problem-chronological, historical-systemic. Results. The author reveales the reasons for the creation of the Mordovian workers’ faculty as the main form of pre-university training in Mordovia in the 1930s, shows the dynamics of its student body; analyzes the state of the educational process and extracurricular work at the workers’ faculty; gives the characteristic features of the financial situation, everyday life and life of Mordovian students-workers of the faculty. Conclusion. The creation of the Mordovian Workers’ Faculty at the end of the 20s of the last century was an adequate response to the urgent vital need of the young Mordovian statehood for its own highly qualified personnel. With all the minuses and shortcomings in its activities, the workers’ faculty has become the main “forge of applicants” from workers and peasants for the higher school of Mordovia, a kind of “forerunner” of the preparatory department and the faculty of pre-university training and secondary vocational education of Ogarev Mordovia State University.

METHODS AND TECHNIQUES OF FORMING A COHERENT STUDENT TEAM IN VOCATIONAL EDUCATION INSTITUTIONS

The article reveals the system of basic methods and techniques of forming a student body in vocational education institutions. The team is seen as the ultimate goal of education, as a comfortable environment in which each individual has the opportunity to develop their abilities, implement didactic tasks, to preserve their individuality. By team we mean not a random gathering of people, but one that is united by a common socially significant goal, group activities to achieve this goal, where there are bodies of self-government and coordination and there are relations of responsible dependence.An important place in our study was given to building a system of relationships between the class teacher, assets and members of the study group both horizontally and vertically. In an organized team there should be a relationship of responsible dependence, joint responsibility for the collective cause. On the way to forming a cohesive student body it was important to apply an individual approach to personality, taking into account the individual psychological qualities of each student, creative use of pedagogical ideas of prominent scientists, practitioners to implement results in modern vocational education institutions.

Formation of the modern paradigm of management in the legal and cultural space

Purpose of the article. The study reveals the theoretical and practical problems of implementing legal projects in Ukraine through the prism of creativity and the role of the director in the structure of legal education activities. Professional educational training of future directors is a specific educational process aimed at the development of graduates as highly experienced creative figures. The essence of the above training will allow developing in a wider range of cultures and law. It is the skillful organization of the educational and artistic process, in particular, future professionals at all stages from directing to the realization of creative vision in the student body, ultimately aimed at the development and self-realization of artistic and creative abilities of youth and their moral and ethical education. Methodology. In theoretical and methodological terms, the analyzed and presented aspects were previously presented in the works of K.S. Stanislavsky, B.E. Zakhava, I.G. Sharoev, A.A. Goncharov, and others. In higher education, all plans are needed - creative and organizational indivisible holistic learning process, which will allow students to put into practice their powerful knowledge in terms of management. Relevant approaches to their study are identified. The methodology is to find a conceptual and creative activity of the director, revealing his ability to qualitatively implement legal materials through the prism of cultural activities in the educational process, influencing in parallel and the educational component. The scientific novelty of the work lies in the disclosure of the organic combination of functions of director-creator, director-organizer, and director-manager, for the quality implementation of the legal-cultural project "I have the right". Conclusions. New forms of cultural realization are being expanded and offered to teachers, which will help in the future to answer the question of how to find creative directing techniques for implementing cultural projects together with state legal institutions, indicating the right vector of general improvement and development of society. Key words: director, director-organizer, organization management, directing practice, cultural creation, cultural space, dramatization, Ukrainian legal culture, legal consciousness, culture, legal educational activities