scholarly journals Expectation and conflict of teachers who voluntarily got transferred from city schools to small rural schools

2013 ◽  
Vol 23 (1) ◽  
pp. 79-104
Author(s):  
정운기 ◽  
김미숙
Keyword(s):  
Rural Schools ◽  
Small Rural Schools ◽  
City Schools

scholarly journals Community participation in rural Ecuador’s school feeding programme

2017 ◽  
Vol 117 (2) ◽  
pp. 176-192 ◽  
Author(s):  
Irene Torres ◽  
Venka Simovska
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Community Participation ◽  
Rural Schools ◽  
Local Conditions ◽  
Content Type ◽  
School Feeding ◽  
Education And Health ◽  
Meaningful Participation ◽  
Small Rural Schools

Purpose The purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition. Design/methodology/approach Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the school feeding programme (SFP) in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the health promoting school (HPS) paradigm. Findings The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, though very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications The study shows that the meaningful participation of the parents and community members in small rural schools in a low- to middle-income country such as Ecuador can be linked to an empowered stance towards the SFP so that it is better tuned to local conditions, priorities and systems of meaning. School leadership, geographical characteristics and internal community organization seem to influence how participation is valued and enacted. Challenges remain in the interpretations of community participation, including counter- and non-participation of members. Originality/value The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.

Establishing Legislative Support for the Funding of Technology in Rural Schools

1989 ◽  
Vol 9 (4) ◽  
pp. 25-28
Author(s):  
William A. Clauss ◽  
Frank Wittwer
Keyword(s):  
Rural Schools ◽  
Legislative Process ◽  
Legislative Support ◽  
Rural Educators ◽  
Small Rural Schools

Obtaining project funding for small, rural schools via the legislative process is possible, but often not easy. The competition for funding is high, and the availability of funds is limited. A survey of legislators was done regarding rural-specific problems. A summary of findings to assist rural educators is presented.

A Change Recipe for Small Rural Schools

1970 ◽  
Vol 54 (348) ◽  
pp. 89-94
Author(s):  
Walter Hartenberger ◽  
Elaine Rothrock
Keyword(s):  
Rural Schools ◽  
Small Rural Schools

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.  

scholarly journals Sustaining Successful ICT Integration in Remote Rural Schools

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Elenita Natalio Que
Keyword(s):  
Rural Schools ◽  
Low Income ◽  
Continuous Process ◽  
The Philippines ◽  
Study Data ◽  
Pedagogical Practices ◽  
Ict Integration ◽  
Small Rural Schools ◽  
Context Specific ◽  
Geographically Isolated

This paper aims to provide insights into how teachers can sustain ICT integration practices in geographically isolated and disadvantaged areas. A mixed-method case study design was used for the study. Data were collected through interviews, questionnaires, classroom observation, and document examination. Qualitative analysis and descriptive statistics were used to analyse the data. For data validity, triangulation of responses and member checking was carried out. The study identified successful technology integration factors in geographically isolated and disadvantaged schools: a strong community of practice, an adequate support system, and contextual ICT integration practices. It suggests that teachers’ pedagogical practices related to ICT toned to undergo a continuous process of review and reflection to ensure that ICT-related practices remain pedagogically effective and relevant to changing needs and contexts. The account of the teachers in this study, focusing on their teaching experiences in a school in a remote, low-income area, creates a paradigm for comparative research on education in challenging contexts. Comparative studies on ICT integration practices in poverty-stricken, post-disaster, and conflict-affected areas, could provide inputs for formulating context-specific policy recommendations that could support successful ICT integration in small rural schools in the Philippines and other developing countries.

scholarly journals Small Rural Schools in the Primary Education Market: The Example of Turnov Region

2015 ◽  
Vol 51 (4) ◽  
pp. 607-636 ◽  
Author(s):  
Silvie R. Kučerová ◽  
Jan D. Bláha ◽  
Zuzana Pavlasová
Keyword(s):  
Primary Education ◽  
Rural Schools ◽  
Education Market ◽  
Small Rural Schools

scholarly journals Just-in-time online professional development activities for an innovation in small rural schools / Activités de perfectionnement professionnel « juste-à-temps » pour l’innovation dans les petites écoles rurales

2012 ◽  
Vol 38 (3) ◽  
Author(s):  
Christine Hamel ◽  
Stéphane Allaire ◽  
Sandrine Turcotte
Keyword(s):  
Professional Development ◽  
Information And Communication Technologies ◽  
Rural Schools ◽  
Online Professional Development ◽  
Just In Time ◽  
Ministry Of Education ◽  
Designed Experiment ◽  
Information And Communication ◽  
Small Rural Schools ◽  
Intervention Team

This article describes the just-in-time online professional development offered to teachers in the Remote Networked Schools (RNS), a systemic initiative funded by the Quebec Ministry of Education (Canada), which aims at enriching the learning environment of small rural schools with the use of information and communication technologies (ICTs). The designed experiment method studies the activity identified and the categories of professional development offered by a university-based intervention team (UBIT) over six years of deployment. Cet article décrit le développement professionnel en ligne « juste-à-temps » proposé aux enseignants dans les Écoles Eloignées en Réseau (ÉÉR), une initiative systémique financée par le ministère de l'Éducation du Québec (Canada), et visant à enrichir l'environnement d'apprentissage des petites écoles rurales par l'utilisation des technologies de l'information et de la communication (TIC). La méthode des plans d’expériences étudie l'activité identifiée et les types de développement professionnel offerts par une équipe d'intervention en milieu universitaire pendant six années de développement.

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