scholarly journals Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

2021 ◽  
Vol 11 (1) ◽  
pp. 133-156
Author(s):  
Jesús Izquierdo ◽  
Silvia Patricia Aquino Zúñiga ◽  
Verónica García Martínez
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Rural Schools ◽  
Rural Areas ◽  
Language Education ◽  
Teaching Experience ◽  
Structured Interview ◽  
Response Patterns ◽  
Rural School System ◽  
Generalist Teachers

In many countries, English as a foreign/second language (L2) teaching has become compulsory in urban and rural public schools. In rural areas, the challenges for the implementation of this state-sanctioned policy have been explored among L2 teaching specialists. However, this mixed-methods study considered a different teacher group and examined the struggles and initiatives of generalist teachers who are obligated to teach English in rural schools. To this end, data were collected from 115 teachers in 17 rural secondary schools in the Southeast of Mexico. First, the participants completed a survey with closed-ended questions that elicited information about teacher education, teaching experience and knowledge of the rural school system. Then, a subsample of participants completed an individual thematized semi-structured interview. They were selected on the basis of L2 teacher education involvement. In the survey data, response patterns were identified using frequency analyses. The interview data were analyzed using categorical aggregation. The data revealed that the generalist teachers struggle with L2 professionalization, sociocultural and instructional challenges. Nonetheless, only few participants have been engaged in L2 teacher education which could help them overcome these challenges. Instead, they rely upon limited strategies to counteract the day-to-day challenges at the expense of effective L2 teaching practices.

Principal’s Administrative Effectiveness with respect to their Institutional Academic Performance

2019 ◽  
Vol 11 (02) ◽  
Author(s):  
Mohan Lal Arya ◽  
Rajkumari Singh
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Urban Schools ◽  
Rural Schools ◽  
Rural Areas ◽  
Urban Areas ◽  
Rural Government ◽  
Academic Level ◽  
Administrative Effectiveness ◽  
Selection Of

This research paper is a description of the Principal’s Administrative Effectiveness and his Institutional Academic Performance in the important salient aspect of School Administration and Management. The study under this division: Urban Government, Rural Government, Urban Public and Rural Public. This division is done to keep proper representation of schools from all areas whether Government or Public schools, Urban or Rural areas. It has been decided to select the final sample consists of 27 principals and 154 teachers and 8803 students. The prepared lists are useful for other categories such as Government and Public schools, urban and rural schools. Under all these categories 14 Government and 13 Public schools, 15 Urban and 12 rural schools were selected from U.P. Board and C.B.S.E. The selection of the schools indicates the selection of principals and academic performance of that school. To get data on Principal’s Administrative Effectiveness, “Administrative Effectiveness Scale” was administered on teachers of that school. All students of X and IIX classes were selected from 27 secondary and senior secondary schools for getting scores on ‘Institutional Academic Performance’. The paper finally recommended that that schools those are located in urban areas show high academic performance and rural schools keep low academic performance. The academic standards of urban schools are high then that of rural schools. It is regarded by this finding that students those are studying in urban schools perform better academic level. The students of rural schools show low academic performances.

scholarly journals Drinking water and rural schools in the Western Amazon: an environmental intervention study

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e4993 ◽  
Author(s):  
Maura Regina Ribeiro ◽  
Luiz Carlos de Abreu ◽  
Gabriel Zorello Laporta
Keyword(s):  
Drinking Water ◽  
Public Schools ◽  
Water Treatment ◽  
Rural Schools ◽  
Environmental Sustainability ◽  
Rural Areas ◽  
Social Inclusion ◽  
Fecal Coliforms ◽  
Environmental Intervention ◽  
Calcium Hypochlorite

Background Although water and sanitation are considered human rights, worldwide approximately three of 10 people (2.1 billion) do not have access to safe drinking water. In 2016, 5.6 million students were enrolled in the 34% of Brazilian schools located in rural areas, but only 72% had a public water supply network. The objective was to evaluate effectiveness of environmental intervention for water treatment in rural schools of the Western Amazonia, and determine the efficacy of water treatment using a simplified chlorinator on potability standards for turbidity, fecal coliforms and Escherichia coli. Methods A simplified chlorinator was installed for treatment of potable water in 20 public schools in the rural area of Rio Branco municipality, Acre state, Brazil. Results Before the intervention, 20% (n = 4), 100% (n = 20) and 70% (n = 14) of schools had water that failed to meet potability standards for turbidity, fecal coliforms and E. coli, respectively. However, after intervention, 70% (p = 0.68), 75% (p < 0.001) and 100% (p < 0.001) of schools complied with potability standards. Discussion This intervention considerably improved schools’ water quality, thus decreasing children’s health vulnerability due to inadequate water. Ancillary activities including training, educational lectures, installation of equipment, supply of materials and supplies (65% calcium hypochlorite and reagents) were considered fundamental to achieving success full outcomes. Installation of a simplified chlorinator in rural schools of the Western Amazon is therefore proposed as a social technology aiming at social inclusion, as well as economic and environmental sustainability.

scholarly journals Drinking water and rural schools in the Western Amazon: an environmental intervention study

2018 ◽  
Author(s):  
Maura Regina Ribeiro ◽  
Luiz Carlos de Abreu ◽  
Gabriel Zorello Laporta
Keyword(s):  
Escherichia Coli ◽  
Drinking Water ◽  
Public Schools ◽  
Rural Area ◽  
Rural Schools ◽  
Rural Areas ◽  
Human Consumption ◽  
Environmental Intervention ◽  
Faecal Coliforms ◽  
Significant Difference

Although water and sanitation are considered as a human right, about three out of ten people (2.1 billion) do not have access to safe drinking water. In 2016, 5.6 million students were enrolled in the 33.9% of Brazilian schools located in rural areas. Only 72% of them have a public water supply network. Herein, we proposed to evaluate the effectiveness of environmental intervention for water treatment in rural schools of the Western Amazonia. The study is characterized by an experimental design with environmental intervention for the treatment of water for human consumption, through the installation of a simplified chlorinator, in 20 public schools in the rural area of Rio Branco municipality, Acre state. Before the intervention, the results revealed 20% (n = 4), 100% (n = 20) and 70% (n = 14) of schools having water outside the potability standards for Turbidity, Faecal coliforms, and Escherichia coli, respectively. There was no significant difference in the turbidity results after the intervention (p = 0.71). On the other hand, there was a very significant difference in the results of Faecal coliforms and Escherichia coli after the intervention (p<0.001). The actions carried out in this intervention have considerably improved schools water quality, thus decreasing children’s health vulnerability due to inadequate water provided to the school community in the rural area. The activities such as training, educational lectures, installation of equipment, supply of materials and supplies (65% calcium hypochlorite, and reagents) were fundamental to obtain the results.

scholarly journals The First Year in Teaching: Changes in Beginning Teachers’ Visions and Their Challenges

2019 ◽  
Vol 8 (3) ◽  
pp. 276
Author(s):  
Onur Ergunay ◽  
Oktay Cem Adiguzel
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Beginning Teachers ◽  
Teaching Experience ◽  
Teaching Profession ◽  
First Year Experience ◽  
First Year ◽  
Structured Interviews ◽  
Qualitative Research Methodology ◽  
Learning Through Experience

The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used, and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants’ visions. The challenges were also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers’ visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested.

scholarly journals Assessing the Role of Pedagogy in Performance of Schools in Rural Islamabad

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 62-70
Author(s):  
Mohamad Sohail Khan ◽  
Dr. Malik Inayatullah Jan
Keyword(s):  
Public Schools ◽  
Rural Schools ◽  
Rural Areas ◽  
Sampling Technique ◽  
Quality Education ◽  
Pedagogical Practices ◽  
Rural Children ◽  
Effective Pedagogy ◽  
The Right

Rural areas in Pakistan are confronted with multiple problems including the provision of quality education to rural children. The key component of quality education is the level of pedagogy in rural schools. Effective pedagogy contributes significantly towards students' learning. The current study was conducted to assess the role of pedagogy as a major determinant in schools' performance in four rural sectors of Islamabad. The universe of this study included all public schools located in four rural sectors of Islamabad. There are a total of 275 public schools in rural Islamabad. A sample of 83 schools, both primary and secondary schools, was selected out of the total schools by using proportionate stratified random sampling technique. A self-developed questionnaire entailing the objectives of the study was used to collect data. Descriptive statistics and regression analysis were used to analyze data. Pedagogy was assessed through three major components. These are communication skills (CS), lesson planning (LP), and command of content (CoC). These components were quantified accordingly. Results showed that pedagogy had a positive and highly significant effect on school performance at both primary and secondary levels. Provision of quality education is the right of rural children like those in urban settings where access to and quality of education are much better. Efforts should be made to improve and diversify pedagogical practices in rural schools and bring these at par with urban schools.

Potential of the Portfolio Development in Rural Schools

1996 ◽  
Vol 15 (1) ◽  
pp. 18-23 ◽  
Author(s):  
Mary Susan E. Fishbaugh ◽  
Barbara Ayres ◽  
Susan Gregory ◽  
Linda Christensen ◽  
Barbara Walker ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Rural Schools ◽  
Rural Areas ◽  
Technical Assistance ◽  
Teacher Education Program ◽  
State University ◽  
Montana State University ◽  
Qualified Personnel ◽  
Essential Components

Opportunities for professional development may be scarce in remote, rural schools, yet continuing education and technical assistance are essential components for retaining qualified personnel and maintaining the quality of education in rural areas. This article describes two teacher education programs at Montana State University-Billings and portfolio projects that have been initiated for each program. Reflective portfolios are developed by students in the traditional undergraduate teacher education program, and logs of clinical observation cycles are kept by mentors for the Emergency Certification Program. The potential of these projects for ongiong rural professional development is explored.

scholarly journals Drinking water and rural schools in the Western Amazon: an environmental intervention study

2018 ◽  
Author(s):  
Maura Regina Ribeiro ◽  
Luiz Carlos de Abreu ◽  
Gabriel Zorello Laporta
Keyword(s):  
Escherichia Coli ◽  
Drinking Water ◽  
Public Schools ◽  
Rural Area ◽  
Rural Schools ◽  
Rural Areas ◽  
Human Consumption ◽  
Environmental Intervention ◽  
Faecal Coliforms ◽  
Significant Difference

Although water and sanitation are considered as a human right, about three out of ten people (2.1 billion) do not have access to safe drinking water. In 2016, 5.6 million students were enrolled in the 33.9% of Brazilian schools located in rural areas. Only 72% of them have a public water supply network. Herein, we proposed to evaluate the effectiveness of environmental intervention for water treatment in rural schools of the Western Amazonia. The study is characterized by an experimental design with environmental intervention for the treatment of water for human consumption, through the installation of a simplified chlorinator, in 20 public schools in the rural area of Rio Branco municipality, Acre state. Before the intervention, the results revealed 20% (n = 4), 100% (n = 20) and 70% (n = 14) of schools having water outside the potability standards for Turbidity, Faecal coliforms, and Escherichia coli, respectively. There was no significant difference in the turbidity results after the intervention (p = 0.71). On the other hand, there was a very significant difference in the results of Faecal coliforms and Escherichia coli after the intervention (p<0.001). The actions carried out in this intervention have considerably improved schools water quality, thus decreasing children’s health vulnerability due to inadequate water provided to the school community in the rural area. The activities such as training, educational lectures, installation of equipment, supply of materials and supplies (65% calcium hypochlorite, and reagents) were fundamental to obtain the results.

School Leaders’ Practice of the Ethics of Educational Leadership to Make Decisions

2018 ◽  
Vol 4 (1) ◽  
pp. 10-34
Author(s):  
Mohammed Assiri
Keyword(s):  
Educational Leadership ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
School Leaders ◽  
Leadership Skills ◽  
Common Factors ◽  
Teaching Experience ◽  
Structured Interview ◽  
School Year ◽  
Ethical Decisions

Abstract This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.

Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks

2006 ◽  
Vol 151 ◽  
pp. 33-56
Author(s):  
Ali Ahmad Al-Barakat ◽  
Ruba Fahmi Bataineh ◽  
Samih Mahmoud Al-Karasneh ◽  
Rula Fahmi Bataineh
Keyword(s):  
Public Schools ◽  
Developmentally Appropriate ◽  
Structured Interview ◽  
Instructional Materials ◽  
Teachers Perceptions ◽  
Textbook Series ◽  
Assessment Tasks ◽  
Wide Range ◽  
Efl Teachers ◽  
Age Appropriate

This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into the curriculum; APTS contains modes of instruction that are developmentally appropriate for a wide range of learners; APTS instructional materials are interesting, engaging and effective for the target learners; the format of the teacher's book is easy to follow, the directions for implementing activities are clear, and the teacher's book itself is flexible and allows teachers to choose from a variety of activities to use with their pupils; for the most part, non-text materials are used appropriately to promote learning; and, overall, the materials for the pupils are well written, age-appropriate and compelling in content.

What Do Teacher-Education College Students Know about Parental Involvement: A Comparative Study between the U.S. and Israel

2021 ◽  
pp. 001312452110266
Author(s):  
Yael Fisher ◽  
Anne Marie FitzGerald ◽  
Amy Olson
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Parental Involvement ◽  
Family Engagement ◽  
Teaching Experience ◽  
Professional Literature ◽  
Ample Evidence ◽  
Education College ◽  
The U.S

Given that the professional literature provides ample evidence of the importance of parental involvement and its effect on learners’ academic outcomes and positive social/emotional states, the aim of this quantitative study was to understand and compare the perceptions of preservice teachers regarding parental involvement and family engagement in Israel and the U.S. Fisher’s Perception of Parental Involvement Scale (PPIS; Fisher, 2011) was used to survey 469 education-college students: 269 American students and 200 Israeli students. Analysis indicated that the model was a better fit for Israeli students and an acceptable fit for U.S. students. However, in general, Israeli and US students in teaching colleges agreed on many of the components of parental involvement. Some results differed by gender, age, level of education, and prior teaching experience. These results may suggest that the fundamental concepts that constitute the family engagement are not culturally bound, but rather may be common among different cultures and nations. Further research is required to confirm this. Notwithstanding, gaining a general understanding of pre- and in-service teachers’ perceptions regarding parental involvement and family engagement could prompt the colleges to expand their teacher-education programs to better address this important issue.

Sign in / Sign up

Export Citation Format

Share Document