scholarly journals Impact of Multiplex Relationships on Rural Science Education

2018 ◽  
Vol 39 (2) ◽  
Author(s):  
Peter Knutson ◽  
Dawn Del Carlo
Keyword(s):  
Rural Communities ◽  
Science Teachers ◽  
Test Scores ◽  
Standardized Test ◽  
Science Classroom ◽  
Social Capital Theory ◽  
Rural Setting ◽  
Capital Theory ◽  
Science Test ◽  
Multiplex Relationships

Relationships play a strong role in rural communities and education, and multiplex relationships – relationships that can overlap due to multiple contexts of interaction in a rural school – are unique to the rural setting. This study focused on multiplex relationships and their impact on science classroom performance, as measured by science standardized test scores, through the lens of Social Capital Theory. Quantitative survey results from rural science teachers regarding number of student relationships and state-based science test scores were correlated.  Additionally, qualitative survey answers from a subset of respondents were used to construct a more complete picture of the essence of these relationships and their perceived impacts. Results indicate multiplex relationships do not impact science test score achievement however, teacher accounts of classroom experiences with students illustrate a strong perception that multiplex relationships increase their ability to help students succeed.

scholarly journals The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

2016 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Rosa D. Manzo ◽  
Linda Whent ◽  
Lauren Liets ◽  
Adela de la Torre ◽  
Rosa Gomez-Camacho
Keyword(s):  
Research Methods ◽  
Drug Addiction ◽  
Science Teachers ◽  
Test Scores ◽  
Teaching Method ◽  
Science Classroom ◽  
English Learner ◽  
Post Test ◽  
Science Educators ◽  
The Impact

<p>This study examined how science teachers’ knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre- and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.</p>

scholarly journals Diffusing Entrepreneurial Innovation and Tourism: An Empirical Evidence of Permaculture

2021 ◽  
Vol 5 (2) ◽  
pp. 118-137
Author(s):  
Stephen Ayoade Fadare ◽  
Umeh Azubuike Lucky ◽  
Leilani I. De Guzman
Keyword(s):  
Rural Communities ◽  
Economic Benefits ◽  
Social Capital Theory ◽  
Cluster Sampling ◽  
Capital Theory ◽  
Descriptive Research ◽  
The Social ◽  
Study Results ◽  
Entrepreneurial Innovation ◽  
Sustainable Projects

Entrepreneurial innovation and tourism are essential factors in the economic growth of a rural agrarian area. This paper's concept is from Schumpeterian creative destructions' philosophical idea to shift rural communities' mentality from the product-based economy to diverse tourism entrepreneurship.  In achieving and sustaining the development of permaculture as a platform for rural agritourism, the social capital theory of collectivism was employed to foster the development that would deliver socio-cultural, environmental, and economic benefits to all stakeholders in the community. This paper employed a descriptive research design to analyze the diffusion of entrepreneurial innovation and tourism systematically; also, to interpret the community's attitude towards the diffusion of permaculture for agritourism. Furthermore, interviews were conducted with the key informant group among the women organization. The paper subjected its participants’ through a non-probability sampling method using cluster sampling in the three barangays of the municipality of Bokod, Province of Benguet. The study results show that the respondents were willing to accept the permaculture for tourism and were willing to commit time to develop and manage the Permaculture project. They were motivated to accept and to participate in the project because they knew the values and benefits that permaculture would bring to the community. Also, while answering contingency valuation questions, the respondent thought about the value and benefits the project would bring. This study will enable communities to develop agritourism through permaculture landscapes in the rural community and, help policymakers in planning sustainable projects to support the community in entrepreneurial innovation.   

A survey of school-family-community partnerships in Kenya

2017 ◽  
Vol 2 (4) ◽  
pp. 229-243 ◽  
Author(s):  
Benard Omenge Nyatuka
Keyword(s):  
Rural Communities ◽  
Professional Learning ◽  
Primary Schools ◽  
Community Partnerships ◽  
Social Capital Theory ◽  
Ministry Of Education ◽  
Capital Theory ◽  
Content Type ◽  
The Social ◽  
Study Results

Purpose The creation of sound school-family-community partnerships is being widely acknowledged as it strengthens school programs, family practices, student learning and behavior, as well as development. Active participation of parents and communities in the school tends to reduce the traditional unidirectional accountability of teachers as a sole party responsible for learners’ success. Furthermore, such collaboration is said to cultivate new hope about schools and education, especially among rural communities. However, key stakeholders in education claimed that school-family-community partnerships were weak in primary schools in Kakamega County, Kenya (Ministry of Education (MOE), 2010). The paper aims to discuss these issues. Design/methodology/approach This study was designed to generate relevant empirical evidence. The study was guided by the Social Capital Theory (Field, 2003; Horvat et al., 2003; Coleman, 1994; Bourdieu and Wacquant, 1992) whose central thesis is that social networks are a valuable asset, as interaction enables people to build communities, commit themselves to each other, and knit the social fabric. Using stratified random sampling, a sample of 361 primary school teachers in 34 schools drawn from a population of 8,964 teachers in 848 primary schools, cutting across the 12 districts in the county, was involved in the study. A questionnaire was developed and used to collect the teachers’ views of school-family-community partnership practices in the schools. The data generated were analyzed and presented by means of such descriptive statistics as frequencies, percentages, and the mean. Findings The findings revealed gaps with respect to collaboration among schools, families, and the community as the key focus in this study. Results indicated that the school-family-community partnerships in the county remained at a transactional rather than a transformational level. In light of the findings, relevant policy recommendations were proposed to improve practice, with particular attention to providing meaningful professional learning as well as desirable student outcomes. Originality/value This is one of the largest county-level studies in Kenya directly addressing teacher-family partnerships and illuminating the ways in which schools can build internal capacity for effective family engagement.

scholarly journals The Effectiveness of the National Wildlife Federation’s Schoolyard Habitat Program: Fourth-grade Students’ Standardized Science Test Scores and Science Grades

2013 ◽  
Vol 23 (2) ◽  
pp. 187-193 ◽  
Author(s):  
Amy L. McFarland ◽  
Benjamin J. Glover ◽  
Tina M. Waliczek ◽  
Jayne M. Zajicek
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Standardized Test ◽  
Science Curriculum ◽  
Fourth Grade ◽  
Control Group ◽  
Traditional Curriculum ◽  
School Students ◽  
Fourth Grade Students ◽  
Science Test

The purpose of this study was to determine if participation in the National Wildlife Federation’s (NWF) Schoolyard Habitat Program (SYHP) had an effect on the science standardized test scores or science grades of fourth-grade primary school students in Houston, TX. To conduct the study, five pairs of Houston elementary schools were selected as either treatment or control schools. The treatment group included a total of 148 fourth-grade students whose teachers reported using the NWF’s SYHP. The control group consisted of a total of 248 fourth-grade students whose teachers used a traditional science curriculum. To measure academic achievement, scores on a standardized science test and science grades were compared between the treatment and control students. Results from this study indicated Caucasian students scored higher than minority students on the Stanford standardized science exam. Significant differences existed in the Stanford standardized science exam scores between male and female students for the treatment group only. Overall, the results from this study also showed that the SYHP was equally as effective at science instruction as the traditional curriculum within the Houston Independent School District (HISD) after teachers gained familiarity with using the habitat for instruction.

SOCIAL CAPITAL THEORY: ACADEMIC SOCIAL NETWORKING SITES

2020 ◽  
Vol 2020 ◽  
pp. 1169-1180
Author(s):  
Jelena Filipovic ◽  
◽  
Maja Arslanagic Kalajdzic
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Social Networking Sites ◽  
Social Capital Theory ◽  
Capital Theory

Farm, Town, and Country in American Folklore and Folklife

2018 ◽  
pp. 538-556
Author(s):  
R. Troy Boyer
Keyword(s):  
Rural Communities ◽  
Social History ◽  
Critical Role ◽  
Rural Landscape ◽  
Rural Setting ◽  
Rural Culture ◽  
Family Farms ◽  
Way Of Life ◽  
Folk Culture ◽  
Folk Belief

Seeking remnants of verbal traditions they thought were being lost to industrialization and urbanization, the earliest folklore scholars took to the countryside. Analyzing folk culture in a fuller context, a generation of folklife scholars in the twentieth century set out to identify patterns in the rural landscape in materials, such as traditional artifacts and folk belief, that would illuminate the old traditional way of life and expand the purview of American history. A vital subject requiring more study and that connects to all other aspects of rural culture is traditional farming practices in the agricultural year. With regard to social history, folklife scholars have a critical role in the debate concerning the effect of commercialism on preindustrial farming that have implications for the valuation of family farms, rural communities, and sustainability into the twenty-first century. Among the topics in the rural setting that call for further folklife research are narratives of loss, the creation of local economies, and sense of place.

scholarly journals Tackling Rural Health, Energy, … and Technological Issues All at Once: A Call for a Global Interdisciplinary Platform for Strengthening Rural Setting Amid the COVID-19 Pandemic

Challenges ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 16
Author(s):  
Farshad Amiraslani
Keyword(s):  
Rural Communities ◽  
Rural Health ◽  
Rural Areas ◽  
Rural Setting ◽  
Global Challenges ◽  
Rural Settings ◽  
Research Studies

The recent COVID-19 pandemic has revealed flaws in rural settings where most people live without the necessary tools, income, and knowledge to tackle such unprecedented global challenges. Here, I argue that despite the research studies conducted on rural areas, these have not solved rising rural issues, notably poverty and illiteracy. I propound a global institute to be formed by governments that provides a platform for empowering rural communities through better training, skills, and competencies. Such global endeavour will ensure the remaining rural communities withstand future pandemics if they occur.

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