Effects of teacher- and school-level ICT training on teachers' use of digital educational resources in rural schools in China: A multilevel moderation model

2022 ◽  
Vol 111 ◽  
pp. 101910
Author(s):  
Di Wu ◽  
Xiao Yang ◽  
Wei Yang ◽  
Chun Lu ◽  
Miaoyun Li
Keyword(s):  
Rural Schools ◽  
Educational Resources ◽  
School Level ◽  
Moderation Model ◽  
Ict Training

scholarly journals Principals as Assessment Leaders in Rural Schools

2018 ◽  
Vol 33 (3) ◽  
Author(s):  
Patrick Renihan ◽  
Brian Noonan
Keyword(s):  
Rural Schools ◽  
Large Scale ◽  
School Level ◽  
System Level ◽  
Leadership Roles ◽  
Professional Interaction ◽  
Large Scale Assessment ◽  
Small Rural Schools ◽  
Professional Contexts ◽  
The Impact

This article reports a study of rural school principals’ assessment leadership roles and the impact of rural context on their work. The study involved three focus groups of principals serving small rural schools of varied size and grade configuration in three systems. Principals viewed assessment as a matter of teacher accountability and as a focus for the school professional team. They saw themselves as teachers first, stressing their importance as sources of teacher support, serving a ‘buffer role,’ ameliorating external constraints to effective assessment and learning. Bureaucratic environments and trappings of large-scale assessment were seen to be incompatible with the familial nature of rural professional contexts. Other constraints were the logistical challenges of small student populations, higher instances of multi-graded classrooms, and the absence of grade-alike professional interaction. Conversely, smallness enabled professional interaction and transformational leadership. Finally, the quality of system-level support emerged as a critical catalyst for assessment leadership at the school level.  

Evaluation of the Primary School Component of Universal Basic Education in Lagos East Senatorial District of Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 64-77
Author(s):  
Olufemi Abiodun Ajayi ◽  
Dauda Kelvin Sikiru
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Basic Education ◽  
Sampling Technique ◽  
Educational Resources ◽  
Instructional Materials ◽  
School Level ◽  
National Standard ◽  
Measuring Instruments ◽  
Universal Basic Education

The study evaluated Universal Basic Education (UBE) programme at the primary school level in Lagos East Senatorial District of Nigeria. It used the descriptive design of survey type and CIPP evaluation model. The sample comprised 450 teachers and 45 head teachers using multistage sampling technique. Educational Resources Inventory Scale (ERIS) (r = 0.78) and Learning Resources Utilization Scale (LERUS) (0.69) were used in data collection. Frequency counts, simple percentages, median, mean and standard deviation were used to answer the research questions. Results of analysis showed that writing materials, multimedia learning aids, good and conducive classroom, measuring instruments like ruler, compass and instructional materials were the adequate (Median = 3.00) educational resources in primary schools located in the District. The result further showed a progressive increase (Mean > 58.04) in enrolment of pupils. Teachers were found to be adequate (Mean = 10.62) in number when compared to the national standard of 1:40 teacher-pupil ratio. However, funds for the smooth running of the schools were grossly inadequate (Mean = 1.00). Lastly, the finding revealed that teachers adequately utilized (Median = 3.00) the available educational resources in the schools. The conclusion was that resource and fund gap still widely exist among primary schools in the District. It was therefore recommended that government should be more alive to its responsibility of providing requisite educational resources in all public primary schools supported with an initiative to make funds available.

scholarly journals Uso de Recursos Educativos en Línea en el nivel medio superior: Desarrollo de competencias didácticas del docente

2018 ◽  
pp. 114-135
Author(s):  
Armando Lozano Rodríguez ◽  
José Francisco Zárate Ortiz ◽  
María Isabel Llaven Aguilar
Keyword(s):  
Educational Innovation ◽  
Educational Resources ◽  
Model Management ◽  
School Level ◽  
Structured Interviews ◽  
High School Level ◽  
Inverted Classroom ◽  
Technological Competences ◽  
Online Educational Resources

Se presenta un estudio con profesores de nivel medio superior sobre el uso de una herramienta tecnológica llamada Living Class que agrupa recursos educativos en línea. Los objetivos fueron indagar si los profesores que utilizan Living Class desarrollan competencias tecnológicas y de innovación educativa. La metodología fue mixta e imbricada. Se aplicó una encuesta a 130 docentes, además, hubo nueve grupos focales in situ con 27 docentes y se aplicaron 20 entrevistas semi estructuradas por videoconferencia. Los datos obtenidos fueron procesados con el software SPSS para datos cuantitativos y con Atlas.ti para datos cualitativos. Los hallazgos refieren que tres cuartas partes de los profesores reconocen que la herramienta Living Class ayuda a desarrollar competencias docentes como planificación de tiempo, ajustes en las secuencias didácticas de las clases, desarrollo del modelo de aula invertida, manejo de rúbricas y de aplicaciones tecnológicas novedosas tales como WordDrop, Crosswords, Piktochart, Kahoot, entre otras.Using Online Educational Resources at the High School level: Development of teaching competences of teachersAbstractA study is presented with professors of upper secondary level on the use of a technological tool called Living Class that groups educational resources online. The objectives were to investigate if the teachers who use Living Class develop technological competences and educational innovation. The methodology was mixed and imbricated. A survey was applied to 130 teachers, in addition, nine focus groups in situ with 27 teachers and 20 semi-structured interviews by videoconference. The data obtained were processed with the SPSS software for quantitative data and with Atlas.ti for qualitative data. The findings show that three quarters of teachers recognize that the Living Class tool helps to develop teaching competencies such as time planning, adjustments in the didactic sequences of classes, development of the inverted classroom model,  management of rubrics and innovative technological applications such as WordDrop, Crosswords, Piktochart, Kahoot, among others. Recibido: 18 de marzo de 2017Aceptado: 13 de noviembre de 2017

scholarly journals School Council Member Perceptions and Actual Practice of School Councils in Rural Schools

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Thomas Pharis ◽  
Randall V. Bass ◽  
James L. Pate
Keyword(s):  
Rural Schools ◽  
Educational Practice ◽  
School Level ◽  
School Council ◽  
Council Member ◽  
State University ◽  
School Councils ◽  
Advisory Groups ◽  
The Difference ◽  
Council Effectiveness

In a time of growing interest in accountability, sharing school governance with parents, teachers, the community, and business leaders has become a norm. School councils or advisory groups have become a requirement for schools in many states. This research examined school council members’ perceptions of issues addressed by the councils and council effectiveness in rural Georgia. Additionally, this research examined the relationship between council members’ perceptions of school council effectiveness among council member constituent groups and the difference between council members’ perceptions of issues addressed and actual issues addressed. The research identified factors school council members believed to be important for school council effectiveness. The data were gathered through a survey of school council members in the forty-one county Valdosta State University service  area. Actual issues addressed were obtained through a content analysis of school council minutes. Implications for educational practice in rural schools included a process of involving of a variety of constituents in policy making at the school level in an attempt to improve student academic performance and principals hold the key to council effectiveness.  

Outmigration Among Rural High School Graduates: The Effect of Academic and Vocational Programs

1997 ◽  
Vol 19 (4) ◽  
pp. 360-372 ◽  
Author(s):  
Gary G. Huang ◽  
Stanley Weng ◽  
Fan Zhang ◽  
Michael P. Cohen
Keyword(s):  
High School ◽  
Labor Market ◽  
Curriculum Reform ◽  
Rural Schools ◽  
Rural Areas ◽  
College Attendance ◽  
Academic Program ◽  
School Level ◽  
Market Condition ◽  
Local Labor Market

Although rural communities have pressing needs for educated youth, rural schools are criticized for training students with urban-oriented labor skills that facilitate rural-to-urban migration. Some analysts see such schooling contributing to the rural community’s decline. Educators and policymakers concerned about rural areas need to know what kind of school programs help retain educated youth in rural areas. Research on the comparative effectiveness of different curriculum programs in retaining youth in the community can inform the program development for rural schools. This report presents a study that addressed the issue with data from a national longitudinal study, the High School and Beyond (HS&B) of the National Center for Education Statistics. With two-level hierarchical logit modeling that decomposed the variance into school- and individuallevels components, we examined the post-school outmigration pattern in connection with students’ coursework (at the individual level) and curriculum program enrollment (at the school level). We focused on the effects on outmigration of the academic program and the vocational program measured at the two levels, adjusting for the effects of the local labor market condition and student sociodemographic background and test scores. We also introduced interaction terms to determine the specific effects of curriculum on rural school average outmigration. The results revealed that, controlling for the effects of local labor market and student background and academic achievement, outmigration was positively related to schools’ emphasis on academic programs and students’ high credits in the academic curriculum. To clarify the possible confounding relationship between outmigration and college attendance, we further analyzed data of youth that had not gone to college four years after high school. Essentially, the same pattern was found among this subsample of noncollege-goers. Implications for curriculum development were suggested based on the results and other perspectives regarding curriculum reform.

scholarly journals Oop Opvoedkundige Hulpbronne (OOH)

2020 ◽  
Author(s):  
Wynand Van Der Walt
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
School Level ◽  
Eastern Cape

The presentation was aimed at the academic cohort at P.J. Olivier Hoërskool in Makhanda, Eastern Cape, and provides an introduction to the benefits of Open Educational Resources at school level.<br>

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