Building Educational Community for Left-Behind Children in Rural China: A Case Study of a Small Rural School in Hubei Province

2021 ◽  
pp. 15-39
Author(s):  
Jing Liu
Keyword(s):  
Rural China ◽  
Rural School ◽  
Hubei Province ◽  
Educational Community ◽  
Left Behind ◽  
Small Rural School

scholarly journals Teacher Retention in a Teacher Resiliency-Building Rural School

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
William W. Malloy ◽  
Tawannah Allen
Keyword(s):  
No Child Left Behind ◽  
School Districts ◽  
Teacher Retention ◽  
Rural School ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
Left Behind ◽  
Teacher Resiliency

This article focuses on the challenge of teacher retention in rural schools in relation to the No Child Left Behind mandate, that school districts must attract and retain highly qualified teachers. This case study examines the extent to which a rural school enhanced teacher retention by overcoming the barriers that might otherwise have presented a challenge to teacher retention. Findings from this study suggest that the nurturing the nurturers concept, inherent in teacher resiliency-building schools, enhances teacher retention strategies.  

Property Rights in Common, from Communes to Town and Village Enterprises in Rural China

2002 ◽  
Vol 3 (1) ◽  
pp. 87-104
Author(s):  
Malcolm Cone ◽  
Zhilong Tian ◽  
André Everett
Keyword(s):  
Economic Policy ◽  
Property Rights ◽  
Rural China ◽  
Hubei Province ◽  
Economic Policies ◽  
Responsibility System

The paper is an investigation of the emergence of town and village enterprises (TVE) in rural China. Part one investigates the antecedents of the TVE phenomenon, adopting the dual perspectives of macro economic policy (especially the household responsibility system) and the role of culture as explanatory paradigms. Part two is a case study of a successful TVE that shows the effects of economic policies and culture on a single organization in rural Hubei Province.

scholarly journals Alone and “left behind”: a case study of “left-behind children” in rural China

2019 ◽  
Vol 6 (1) ◽  
pp. 1654236 ◽  
Author(s):  
Yang Hong ◽  
Carol Fuller ◽  
Sandro Serpa
Keyword(s):  
Rural China ◽  
Left Behind

Cloud Computing for Rural and Isolated Schools

2018 ◽  
pp. 376-394
Author(s):  
María José Rodríguez Malmierca
Keyword(s):  
Cloud Computing ◽  
Rural Schools ◽  
Rural School ◽  
Pilot Experience ◽  
School Network ◽  
Small Rural School

A pilot experience of cloud computing use in a small rural school network in Spain by Galicia Supercomputing Center, financed by HP Labs in 2010, gave way to a promising exploration of the use of this technology to benefit European isolated and rural schools learning and networking possibilities. This case study will describe its origin, organizations involved, settings, methodologies and technological components used, impact on students, teachers and families, as well as challenges faced and proposed solutions.

scholarly journals Application of Continuous Animation Production Technology in Gymnastics Multimedia Teaching

2016 ◽  
Vol 11 (09) ◽  
pp. 46
Author(s):  
Changhui Xia
Keyword(s):  
Production Technology ◽  
Hubei Province ◽  
Multimedia Technology ◽  
Teaching Technology ◽  
Teaching System ◽  
Practical Examination ◽  
Multimedia Teaching

to facilitate improvement of education and teaching modernization level in China, and promote maturity and development of multimedia teaching technology, this paper established continuous animation multimedia teaching system based on continuous animation production technology. Meanwhile, this paper took gymnastics teaching of 2015 gymnastics class in Hubei University of Arts and Science in Hubei province of China as the objects of experiment and explored teaching effect of this multimedia teaching system combined with continuous animation production technology. The results show that this multimedia teaching system combined with continuous animation production technology can significantly improve students’ theoretical and practical examination scores. Based on case study of application of continuous animation and multimedia technology in gymnastics teaching, this paper aims to make certain contributions to promotion and development of multimedia teaching technology.

Left Behind by COVID-19

2020 ◽  
Vol 13 (3) ◽  
pp. 17-31
Author(s):  
Jue Wang
Keyword(s):  
Family Life ◽  
Urban Areas ◽  
Rural China ◽  
Gender Inequalities ◽  
Left Behind ◽  
Socially Isolated

“Left-behind” children in rural China are those whose parents seek work in urban areas and leave them behind in their hometowns. In this article, I focus on the experiences of five young “left-behind” girls who were socially isolated because of the COVID-19 pandemic. Based on the Chinese authorities’ instruction to schools to “Stop classes, but don’t stop learning,” I examine microlevel data on the tensions and challenges experienced by these girls during the COVID-19 lockdown. I look at how the pandemic has affected these girls in relation to school and family life and suggest that it has exposed and magnified gender inequalities, particularly those related to the maltreatment exerted by their guardians and/or brothers, that have left them even further behind.

Grandparent-child cohesion, friendship quality, and left-behind children’s positive/negative affect in rural China

2021 ◽  
pp. 135910532110499
Author(s):  
Jingxin Zhao ◽  
Jing Ge ◽  
Qianyu Li
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Rural China ◽  
Friendship Quality ◽  
Interaction Effects ◽  
Positive And Negative Affect ◽  
Left Behind ◽  
Emotional Adaptation ◽  
Reinforcement Model ◽  
Intimate Exchange

This study examined the roles of grandparent-child cohesion and friendship quality in left-behind children’s positive and negative affect compared with non-left-behind children. Data from 557 participants indicated that grandparent-child cohesion and friendship quality predicted children’s emotional adaptation. Friend trust and support and intimate exchange had a stronger predictive effect on positive affect among non-left-behind children. Moreover, the interaction effects between grandparent-child cohesion and friendship quality on children’s positive affect supported the reinforcement model, while the interaction effects on negative affect supported the reinforcement model among left-behind children but supported the compensation model among non-left-behind children.

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