Interacting Circles of Educational Desire in Rural Odisha: Students, schools, state

2018 ◽  
Vol 52 (5) ◽  
pp. 1639-1663 ◽  
Author(s):  
ZAZIE BOWEN
Keyword(s):  
Rural Schools ◽  
Informal Education ◽  
Rural School ◽  
School Buildings ◽  
Ethnographic Fieldwork ◽  
State Restructuring ◽  
Radical State

AbstractChildren from rural Odishan Scheduled Tribe and Scheduled Caste communities have an historically marginalized relation to schools and a corresponding greater involvement with informal education regimes and participation in everyday economic and cultural routines. Although radical state restructuring in recent decades makes rural school buildings more visible, inside the classrooms, students were often present and teachers absent. Drawing on ethnographic fieldwork, in Western Mayurbhanj, Odisha, I examine students’ engagement with school and argue that rural schools cannot be fully understood without examining the motivations of and interactions between three sets of stakeholders: state, local providers, and students. Further, the motivations, evaluations, and experiences of students deserve to be brought much more to the fore in light of their active roles in Mayurbhanj village schools and the significant effects of this involvement on both the nature of rural schools and the changes in rural blocks.

scholarly journals Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario

2021 ◽  
pp. 1-23
Author(s):  
Daniela Carla de Oliveira ◽  
Marcos Gehrke
Keyword(s):  
Rural Schools ◽  
School Library ◽  
Field Research ◽  
School Community ◽  
School Libraries ◽  
Rural School ◽  
Community Libraries ◽  
Precarious Situation

This article presents data on the impacts and changes caused by the Covid-19 pandemic on librarianship within the context of rural school libraries. We understand the work in libraries as a special activity that is only valued if contextualized. Thus, we question the role of the library and the librarian practices in the current pandemic scenario with the purpose of updating the debate on librarianship in rural schools. To this end, we conducted a bibliographic and exploratory field research mediated by the application of a questionnaire. We conclude by highlighting the precarious situation that prevents actions and activities to encourage reading and the dissemination of pedagogical resources to support school and school-community libraries.

Developing University-School Partnerships to Support Students and Teachers in Rural Schools

2020 ◽  
pp. 295-318
Author(s):  
Cheryl Y. Lambert ◽  
Lori Allen ◽  
Lisa Barron
Keyword(s):  
School Districts ◽  
Rural Schools ◽  
Positive Impact ◽  
Rural Poverty ◽  
Rural School ◽  
School Partnerships ◽  
Children In Poverty ◽  
University School Partnerships ◽  
Support Students

This chapter examines the potential for positive impact from partnerships between rural school districts and universities, currently underexplored and overlooked. The challenges facing rural schools offer opportunities for school districts and university partners to develop, organize, and implement strategies for productive collaboration. Examining the rural, educational landscape through the lens of children in poverty, this chapter offers a view of urgency for educational reform. This chapter examines the challenges of high-poverty, rural schools; the rationale for building university-school partnerships with rural schools; insight into building trust with rural school leaders and teachers; and suggestions for developing practical programs which benefit children in rural poverty. Practical suggestions for improving the quality of the educational experiences of children in poverty are included in this chapter.

Cultivating Teacher Leadership in Rural School Districts

2021 ◽  
pp. 83-108
Author(s):  
Beth Kania-Gosche ◽  
Suzanne Hull
Keyword(s):  
School Districts ◽  
Working Conditions ◽  
Rural Schools ◽  
Teacher Leaders ◽  
Rural School ◽  
Community Context ◽  
National Standards ◽  
Rural Setting ◽  
Teacher Leader ◽  
Rural School Districts

This chapter addresses the uniqueness of rural schools and the importance of teacher leaders in those settings. The teacher leader model will be different in a smaller school, although this context is less studied. Because teacher leaders have experience in the community context, they can guide others. Rural schools often have more difficulty recruiting and retaining teachers; while location cannot be changed, working conditions can. Supportive mentors can help rural school districts retain new teachers; however, teacher leaders are often not formally recognized. Less than half of states have a teacher leader licensure, and even fewer have standards in this area. Although national standards exist, little research has focused on how these and other professional development strategies can be effectively implemented in the rural setting.

Special Education Mentoring within the Context of Rural Schools

2005 ◽  
Vol 24 (2) ◽  
pp. 3-10 ◽  
Author(s):  
Carolyn Babione ◽  
Catherine Shea
Keyword(s):  
Special Education ◽  
Training Program ◽  
Novice Teachers ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Rural School ◽  
Mentor Training ◽  
Teacher Mentors ◽  
School Settings ◽  
One Year

This article describes a one-year rural mentor training program designed for novice special education teachers and their teacher mentors. Mentoring efforts to encourage collaboration and collegiality run counter to age-old norms of autonomy and congeniality in the school settings. However, collaborative forums can provide support for both experienced and novice teachers to engage in ‘critical friendships’ through discussions on the dilemmas, ambiguities, and paradoxes identified within the contexts of their rural school settings.

Educational Policy Issues Related to Computer Literacy in Rural School Systems

1982 ◽  
Vol 10 (4) ◽  
pp. 343-356 ◽  
Author(s):  
R. Wilburn Clouse ◽  
Edward M. Savage
Keyword(s):  
Urban Schools ◽  
Educational Policy ◽  
Rural Schools ◽  
Computer Literacy ◽  
Educational Opportunity ◽  
Geographic Location ◽  
Rural School ◽  
School Systems ◽  
Policy Issues ◽  
Rural And Urban

This study investigated the major policy issues associated with computer literacy in rural school systems. The inquiry was directed toward ascertaining if educational disparity existed, related to computer education between rural and urban schools. The findings of the study indicated that a disparity of educational opportunity does exist among rural schools, particularly the ones with less than 500 pupils. The study also revealed that organizational description, enrollment size, and geographic location are interrelated factors regarding computer educational opportunity.

scholarly journals Closed, Bused, Mixed: A Literature Review on the Impact of Rural School Closure; Effects of Busing on Rural Students; and Student Performance in Small Schools and Mixed-Age Classes

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Tatiana Zakharova
Keyword(s):  
Literature Review ◽  
Student Performance ◽  
Rural Schools ◽  
Large Scale ◽  
Small Schools ◽  
Rural School ◽  
School Closure ◽  
Rural Students ◽  
School Closures ◽  
The Impact

In 2000, Lauzon and Leahy completed a literature review on rural schools and educational reform, concluding that rural schools were indeed worth saving. In 2017, I conducted a literature review with the goal of offering an update to that article, investigating the post-2001 research on the impact of rural school closures; the effects of bussing of rural students to/from school; and student performance in small schools and mixed-grade classes. The results were mixed and contradictory, equal in their puzzling to the complexity of defining what is “rural” and what is “small school”. While some of the researchers continue to point out the unique place of local schools in rural settings, many also note the lack of large-scale studies into the impact of rural school closures, especially the impact on students – even "who pays and the price they pay, is always of interest" (bell hooks)… or is it?

scholarly journals SCIENTIFIC AND PRACTICAL CONFERENCE AS A FORM OF ACTIVITIES OF THE COMMUNITY OF RURAL TEACHERS

2020 ◽  
Vol 5 (3) ◽  
pp. 116-136
Author(s):  
Lyudmila V. Baiborodova ◽  
◽  
Dariya A. Zelenova ◽  
Olga V. Popolitova ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural School ◽  
Successful Implementation ◽  
Educational Organizations ◽  
Rural Teachers ◽  
National Project ◽  
Practical Conference ◽  
School Space

This article describes the experience of the conference «Development of rural educational organizations in the context of the National project «Education». The conference was organized by: Yaroslavl state pedagogical university named after K. D. Ushinsky, State educational institution of the Yaroslavl region «Institute of education development», Research center of the Russian Academy of education on the basis of YSPU, Yaroslavl regional public organization «Leaders of rural schools». The content of reports by well-known scientists of the country is briefly outlined, which identified the current problems of education and training of rural schoolchildren, due to the characteristics of the modern generation of children, the specifics of educational conditions in rural areas, and the resources of rural society. The speakers offered modern pedagogical ideas and tools for the successful implementation of the national project «Education» in rural schools. A number of presentations are devoted to the problems of professional development of teachers, scientific and methodological support of teacher training for rural areas. A review of the presentations of scientists and teacher-practitioners in seven sections is made: «Rural school-space for modernizing the content of education»; «Modern educational technologies»; «Rural school – space for equal opportunities for every child»; «Rural school – space for partnership and cooperation»; «Rural school – space for modern digital technologies»; «Professional development of rural teachers»; «Rural school – territory of public initiatives». Interesting experience of educational organizations is presented at master classes held on the basis of schools and kindergartens. The results of the scientific and practical conference, which was held for the first time in remote mode, were analyzed, the advantages of holding the conference in this format, as well as problems and difficulties, mainly of a technical nature, were identified. In conclusion, it is emphasized that the conference is an effective form of interaction between teachers from different organizations and regions, a means of stimulating their professional development and innovation in rural educational organizations.

scholarly journals OPPORTUNITIES AND RESTRICTIONS OF SOCIO-PEDAGOGICAL ACTIVITY IN THE COUNTRYSIDE

2020 ◽  
Vol 6 (4) ◽  
pp. 40-52
Author(s):  
Tatiyana N. Gushchina ◽  
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Rural Society ◽  
Rural School ◽  
Reference Points ◽  
Social Adaptation ◽  
Educational Organizations ◽  
High Quality ◽  
Scientific Center ◽  
Social Autonomy

The relevance of the research materials presented in the article is determined by the need to organize high-quality socio-pedagogical activities to form and develop students’ social competence in rural society. This type of activity in rural school as one of the main institutions of students’ socialization involves the creation of pedagogical conditions that contribute to the social adaptation, social integration and social autonomy of young people. The article considers possibilities and restrictions of sociopedagogical activity taking into account the peculiarities of students’ socialization in rural society. The results of aerobatic socio-pedagogical study of potentials and limitations of socio-pedagogical activity in rural areas are presented, which was carried out in 2020 in three educational organizations of Nekrasovsky and Yaroslavsky districts of the Yaroslavl region,. The study involved 398 respondents, including 140 two rural schools, 217 parents of students of two rural schools and pupils of one rural preschool educational organization, 41 teachers and seven leadership personnel of these educational organizations. The results of the work of four focus groups of the problem group «Modern problems of rural schoolchildren’s socialization in modern conditions and ways to solve them» of the interregional laboratory «Pedagogy in rural school» of the Scientific Center of the Russian Academy of Education at Yaroslavl State Pedagogical University named after K. D. Ushinsky are presented. The interest of all categories of respondents to the problem of the development of integrated social and pedagogical activities in the countryside and the interest of students’ parents, teachers and leaders in the implementation of interaction with organizations and institutions of rural society was revealed. The study showed the «reference points for the development» of sociopedagogical activities in the countryside, updated the problem of the need for systematic coordinated socio-pedagogical activities in rural society, studying its capabilities and limitations, improving the forms and methods of organizing this type of activity (sociopedagogical complexes, coordination councils, headquarters, socio-pedagogical monitoring, etc.), as well as the need to prepare specialists for high-quality support of socio-pedagogical activities in rural society.

scholarly journals Teachers’ Training for Social and Educational Activity in Conditions of Mountain Area Primary School

2014 ◽  
Vol 1 (2-3) ◽  
pp. 255-257
Author(s):  
Oksana Voroshchuk ◽  
Ulyana Ketsyk
Keyword(s):  
School Improvement ◽  
Primary School ◽  
Inclusive Education ◽  
Rural Schools ◽  
Rural School ◽  
Educational Activity ◽  
Mountainous Region ◽  
Mountain Area ◽  
Special System ◽  
Teachers Training

The article deals with the problem of inclusive education of children with the specialeducational requirements at comprehensive rural school in a mountainous region. The authorindicates that the special system of inclusive education for such students at rural schools isimportant at present time. The results of questionnaire of parents as to their knowledge aboutinclusive education are shown. Social teachers who work at rural schools in a mountainous regionshould conduct informatively-elucidative work among parents with the aim of support of vitalfunctions of school, improvement of understanding and communication of all students of school,taking into account the special educational necessities of separate students, and also give anopportunity to the children with the special educational necessities to get such a social experienceas well as their healthy friends.

scholarly journals Comparison of Knowledge and Attitude regarding Reproductive Health between Adolescent Girls of Urban and Rural Schools in West Bengal

2021 ◽  
Vol 10 (02) ◽  
pp. 6-16
Author(s):  
Sneha Roy ◽  
Keyword(s):  
Reproductive Health ◽  
Adolescent Girls ◽  
Rural Schools ◽  
West Bengal ◽  
Knowledge Score ◽  
Urban School ◽  
Rural School ◽  
Attitude Score ◽  
Significant Difference ◽  
Knowledge And Attitude

Introduction: Adolescents can be key driving forces in building a future of dignity for all. They are an important resource for any country. Reproductive health covers all aspects of adolescent health. In order to lead healthy, responsible, and fulfilling lives, and to protect themselves from reproductive health problems, youngsters need adequate information about the physical and psychological changes that take place during puberty, menstruation, pregnancy and childbirth. Methods: A comparative survey was conducted among 90 randomly selected adolescent girls from urban and rural schools of Bankura, West Bengal. Information was collected by administering structured knowledge questionnaire and 5-point attitude rating scale. Results: The findings revealed that 46.67% of girls from urban school and 51.11% of girls from rural school had excellent knowledge score and 65.56% of adolescent girls from urban school had positive and 61.11% of girls from rural school had fair attitude score towards reproductive health. There was no significant difference in knowledge score (t = -0.555 at p > 0.580) but significant difference in attitude score (t = 4.98 at p < 0.00) was there. There was a weak positive correlation found between knowledge and attitude scores of adolescent girls in both urban (r = 0.46) and rural (r = 0.335) schools. No significant association was found between knowledge and attitude scores and demographic characteristics of adolescent girls in both schools. Conclusion: The study concluded that there was a gap in the level of attitude of adolescent girls of urban and rural schools. So there is a need to educate adolescent girls regarding some aspects of reproductive health.

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