scholarly journals Promoting Teaching in Rural Schools

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Edwin Ralph
Keyword(s):  
Rural Communities ◽  
Rural Schools ◽  
Rural Areas ◽  
Cooperating Teachers ◽  
College Of Education ◽  
Rural School ◽  
School Divisions ◽  
The Stability ◽  
The University

This study extends previous investigations of interns’ and their cooperating teachers’ views of teaching in rural schools, which were conducted in 1998, 1999, 2000, and 2001. The present paper includes findings from a survey conducted in 2002 of a fifth cohort of interns and their classroom cooperating teachers. It examined the same four items analyzed in the four previous studies (namely: the advantages of teaching in rural areas, the disadvantages of doing so, recommendations about practicum placements for future interns, and advice for these interns), as well as items that also solicited respondents’ views of what the University’s College of Education and the rural school divisions could do to promote both interning and teaching in rural schools. Findings are synthesized and implications are drawn for both the University and the school divisions involved in these studies as well as for other institutions in similar situations—with respect to improving internship and teaching, and to helping promote the stability of rural communities, of which the school is often a key component.

Extending Educational Opportunities in Rural Areas

2010 ◽  
pp. 276-294
Author(s):  
Wallace Hannum ◽  
Matthew Irvin ◽  
Claire de la Varre
Keyword(s):  
United States ◽  
Distance Education ◽  
Rural Communities ◽  
Rural Schools ◽  
Rural Areas ◽  
The United States ◽  
Further Education ◽  
Educational Opportunities ◽  
Qualified Teachers ◽  
Declining Populations

Rural schools in many countries face problems in providing educational opportunities to children and youth for a variety of reasons. There has been the tendency in many countries to migrate to urban areas, often in search of better economic opportunities. The resulting shift from rural areas to urban/suburban areas has placed increased pressures on schools in rural communities. Schools often form the hub of social and civic activity in rural communities. Although they are an important component to rural communities, many rural schools are struggling under the weight of declining populations, declining budgets, staffing difficulties, and increased pressures to better prepare students for the workforce or further education. Rural schools face particular difficulties in attracting and retaining qualified teachers. Faced with problems of providing a comprehensive curriculum and qualified teachers, many rural schools in the United States have turned to distance education. This case explores the use of distance education in the United States through a national survey of distance education use, analysis of barriers to distance education and an experimental study of enhancing distance education through more appropriate training of local facilitators to support students.

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 Envisioning the Rural Practicum

2020 ◽  
Vol 10 (1) ◽  
pp. 103-118
Author(s):  
Tena Versland ◽  
Kathryn Will ◽  
Nicholas Lux ◽  
James Hicks
Keyword(s):  
Preservice Teachers ◽  
Clinical Practice ◽  
Rural Communities ◽  
Teacher Perceptions ◽  
Rural Areas ◽  
Financial Incentives ◽  
Community Based Participatory Research ◽  
Rural School ◽  
State University ◽  
Recruitment And Retention

Recruitment and retention of teachers in rural areas continue to dominate educational narratives across the country. School districts, state agencies, and university schools of education have instituted strategies including financial incentives, alternative standards and licensure criteria, and grow-your-own programs that target underemployed locals and paraprofessionals for accelerated licensure. While each strategy may enjoy situational success, none is a panacea for all circumstances. However, there is growing interest in the development of university and school district partnerships in creating innovative solutions to rural recruitment and retention issues. This study investigates the efficacy of a partnership between several small rural districts and a state university partnering to create and test a contextualized clinical practice model. The Montana State University rural practicum placed 13 preservice teachers in a week-long, immersive clinical practice in rural, remote schools in Montana, for them to authentically experience the rural context and for researchers to determine if such an experience might positively affect recruitment and retention efforts. The study used a community-based participatory research method to ensure equal participation of both university and rural school partners in co-creating the experience and in collecting and analyzing data. Results suggest that the rural practicum experience positively affected preservice teacher perceptions of rural teaching and rural communities. Rural school leaders and university personnel also agreed that the model held promise for recruiting and retaining teachers in rural areas.

Challenges of Social Work Students from Historically Disadvantaged Universities during Placements in Semi-Rural Areas in South Africa

2020 ◽  
Vol 32 (3) ◽  
Author(s):  
Varoshini Nadesan
Keyword(s):  
South Africa ◽  
Social Work ◽  
Rural Communities ◽  
Rural Areas ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Undergraduate Study ◽  
Historically Disadvantaged ◽  
The University

This study highlights the challenges faced by social work students during their fourth-year field placements. The research was conducted among social work students at two historically disadvantaged universities in South Africa. The aim of the study was to understand the field experiences of final-year Bachelor of Social Work students from historically disadvantaged universities. It was anticipated that these students were placed at rural or semi-rural communities that were close to the university. Students in the fourth and final year of their undergraduate study are expected to receive training that would generate advanced field practice experience in specialised settings to prepare them for the reality of social work practice in the workplace. A qualitative study was undertaken among current and past social work students. The findings highlighted issues pertaining to limited placements, poorly managed student placements, access to communities, and supervision challenges. However, the key findings indicate that once placed, the students felt abandoned by their training institutions and left to rely solely on their field supervisors for academic, administrative and developmental guidance. The study recommends that universities be more adept at fulfilling the needs of students and providing comprehensive support. The study also recommends that a suitably administered system of communication between the university, student and placement agency be implemented as part of the comprehensive support to students.

scholarly journals How do Lesbian, Gay and Bisexual Teachers Experience UK Rural School Communities?

2019 ◽  
Vol 8 (9) ◽  
pp. 249 ◽  
Author(s):  
Catherine Lee
Keyword(s):  
Rural Communities ◽  
Rural Schools ◽  
Rural School ◽  
Urban Environments ◽  
School Communities ◽  
Sexual Identities ◽  
The United Kingdom ◽  
Self Worth ◽  
Bisexual And Transgender ◽  
And Bisexual

This article examines how lesbian, gay and bisexual teachers in rural schools negotiate their sexual identities within the workplace. Although there has been progress towards LGBT (lesbian, gay, bisexual and transgender) inclusion for teachers in urban and suburban schools, this article shows that their rural counterparts often experience their school communities differently. A questionnaire gathered data from school teachers in the United Kingdom identifying as LGBT. Whilst a small number of transgender, gender queer and non-binary teachers completed the questionnaire, it is important to note that these teachers taught only in urban environments. In rural schools, respondents identified only as lesbian, gay or bisexual (LGB). Therefore, LGB is used when referring to the rural respondents in this study and LGBT is used when referring generally to the lesbian, gay, bisexual and transgender community. The experiences of teachers working in rural schools were compared with those working in urban or suburban school settings. Results showed that LGB teachers in rural communities lack the opportunity to speak their identity into existence at school, and often find their personal and professional identities incompatible, leading to low self-worth, depression and anxiety. The article shows that in rural school communities, traditional and conservative rural norms and values are compelling and are often protected at the expense of creating safe and inclusive workplaces for LGB teachers.

scholarly journals THE DEVELOPMENT OF YOUTH AND WOMAN ENTREPRENEURSHIP PROGRAM IN VILLAGE TOURISM THROUGH PARTNERSHIP

2020 ◽  
Vol 33 (4) ◽  
pp. 1538-1544
Author(s):  
Sri UNTARI ◽  
◽  
Yusuf SUHARTO ◽  
Keyword(s):  
Rural Communities ◽  
Private Sector ◽  
Rural Areas ◽  
Analysis Model ◽  
Youth Leaders ◽  
Cultural Aspects ◽  
Village Government ◽  
Data Collection Technique ◽  
The University ◽  
The Village

The development in tourism is nowadays a leading development in Indonesia; consequently, the tourism sectors is being developed up to the country sides. Tourism in rural areas is being estimated as an operational tool for integrating programs and supporting activities among sectors which would bring significant impacts in social, economic, and cultural aspects while handled collaboratively. The research aimed to analyze: (a) the tourism potential in Wonorejo as the village tourism; (b) partnerships between the university, government, private sectors to develop the village tourism; (c) entrepreneurship opportunities for youth group (Karang Taruna), and women group (PKK) to develop the village tourism. The research was case study with qualitative approach. The informants included the village heads and officials, youth leaders, women leaders, and entrepreneurs. The data collection technique was used observation, interview, FGD, and documentation. The data were analyzed using domain analysis model with pattern matching. The results were (a) some potentials have been developed in the village, which is natural, historical and religious, and cultural tourism, (b) partnerships between universities and village governments made through a Memorandum of Understanding and the private sector was carried out without written documents. The partnership made the village government as regulators, facilitators, and investors, universities as initiators, facilitators, investors, and mediators, and the private sector as facilitators and marketers, (c) entrepreneurship opportunities have been developed by youth and women such as souvenir production, culinary experiences, outbound activities, and educational tours. The village government must design the village tourism to include in the village development plan program. The partnership between the university, government, and private sectors can be adapted and applied for rural communities' entrepreneurship in developing countries.

scholarly journals Rural Exposures: An Examination of Three Initiatives to Introduce and Immerse Preservice Teachers into Rural Communities and Rural Schools in the U.S. and Australia

2019 ◽  
Vol 40 (2) ◽  
pp. 12-22 ◽  
Author(s):  
Robert Mitchell ◽  
Allison Wynhoff Olsen ◽  
Patrick Hampton ◽  
James Hicks ◽  
Danette Long ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Rural Communities ◽  
School Districts ◽  
Rural Schools ◽  
The United States ◽  
Rural School ◽  
Rural School Districts ◽  
Preparation Programs ◽  
Initial Exposure ◽  
The U.S

One ongoing challenge that educator preparation programs frequently encounter is their limited ability to authentically expose preservice teachers (PSTs) to rural schools and potential careers in rural school districts. To remedy this concern, faculty at three institutions in both the United States and Australia have developed targeted initiatives designed to provide initial exposure to rural schools, build a rural-intensive element within a practicum course, and establish rural immersion experiences for PSTs. A detailed look at the structure of these programs, a comparison of these three diverse approaches, and recommendations for the expansion and sustainability of these efforts are highlighted within this narrative. Through this comparison of activities being advanced in both countries, the authors provide a better understanding of the options and effectiveness related to initial rural school exposure.

Evaluation of literary appreciation Skills of Students of the college of Education university of wasit.

2021 ◽  
Vol 27 ◽  
pp. 587-622
Author(s):  
AFAQ ALI ◽  
Keyword(s):  
Literary Criticism ◽  
Arabic Language ◽  
College Of Education ◽  
Literary Analysis ◽  
The Third ◽  
Third Stage ◽  
Human Education ◽  
The Stability ◽  
Department Evaluation ◽  
The University

The study aimed to evaluate The literary appreciation Skills of the Students of the Department of Arabic Language at the college of Human Education at the university of wasit , the research sample consisted of (90) students of the Arabic Language Department of (45) Students in the third stage . To achieve the goal of the research, the researcher prepared atest to measure Literary appreciation skills consisted of (19) Paragraphs . After verifying the validity of the perform ance after presenting it to agroup of experts and Speciaists ,the Stability of the performance was also calculated by the method of repetition ,and it reached the Coefficient of Consistency. The researcher developed a number of treatments that Contribute to Solving this problem . Among the most important proposals are to Conduct a study to know the level of literary ,analysis among students of the Arabic Language Department in Iraqi universities to Conduct a study to identify the difficulties ,that Students of the Arabic language Department face in Studying literature. And to Conduct A Comparative Study to find out the level of literary appreciation and the level of literary Criticism among Students of the Arabic Language Department in universities Iraqi. ,Students ,the department Evaluation ,Skills ,Literary taste Key words: . Of Arabic language

scholarly journals The Main Approashes for Increasing the Efficiency of the Rural School Network

2018 ◽  
Vol 7 (3.2) ◽  
pp. 686
Author(s):  
Olga Tyshkevych ◽  
Aleksandr Obidniy
Keyword(s):  
Linear Programming ◽  
Secondary Education ◽  
Spatial Structure ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural School ◽  
Rural Settlements ◽  
Promising Direction ◽  
School Services ◽  
School Network

The purpose of the article is to identify the main directions of improvement of the network of institutions of general secondary education in rural areas on the example of Ukraine. The authors developed an algorithm for research, consisting of four stages. During the study, the preconditions for forming a network of rural schools were considered. The following network parameters such as warehouse, spatial structure are found. Based on the analysis of modern socio-pedagogical requirements, the concept of promising organization of school services in rural areas has been developed. It is established that in conditions of rural settlements, it is advisable to form teams for teaching from pupils of different ages (multigrade classes). The authors provided suggestions on the formation of territorial educational districts as a promising direction for improving the network of rural schools. The perspective types of institutions of general secondary education, which are formed on the basis of interagency integration with other objects of cultural and household services of the population, are revealed. To improve the process of designing a network of village schools, the authors developed a methodology for optimizing the network of schools on the basis of linear programming. 

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