scholarly journals Rural Multilingual Family Engagement

2019 ◽  
Vol 40 (3) ◽  
Author(s):  
Maria Coady
Keyword(s):  
Parental Involvement ◽  
Conceptual Model ◽  
Rural Schools ◽  
Family Engagement ◽  
Relational Trust ◽  
Cultural Backgrounds ◽  
Rural Teachers ◽  
Sociopolitical Context

Rural teachers and educators are increasingly called upon to build partnerships with families who use languages other than English in the home (US DOE, 2016). This is equally true for rural schools, where the number of multilingual families is small, and the language and cultural backgrounds of students differs from those of school. This article reviews the research on parental involvement and three common models of parental involvement. In this article, I propose a revised conceptual model for teachers and educators for rural multilingual family engagement. This article calls for increasingly refined research that addresses the sociohistorical backgrounds of families and the current sociopolitical context of multilingual family engagement. Ultimately, rural multilingual family engagement is predicated on differentiated practices, relational trust between educators and families, and attention to geospatial variation.

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.

Rural schools have always been inclusive: the meanings rural teachers construct about inclusion in Chile

2021 ◽  
pp. 1-15
Author(s):  
Carmen Gloria Nuñez ◽  
Mónica Peña ◽  
Bryan González ◽  
Paula Ascorra ◽  
Andrea Hain
Keyword(s):  
Rural Schools ◽  
Rural Teachers

scholarly journals Standing in the Gap

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Patricia L. Hardré
Keyword(s):  
Student Achievement ◽  
Secondary Students ◽  
Interpersonal Relationships ◽  
Rural Schools ◽  
Resource Constraints ◽  
Motivational Climate ◽  
School Staff ◽  
Rural Teachers ◽  
The Face ◽  
Multi Level

Rural schools face the challenges of motivating and retaining students, often in the face of severe resource constraints. This paper synthesizes fifteen years of the author’s rural research on secondary students’ school-related motivation, distilling it into strategic principles for rural teachers and administrators. Effective motivational knowledge and strategies supported by both theory and research can help school staff fill the gap between potential and actual student achievement. Multi-level strategies for motivating individuals and groups include elements of classroom instructional practice, interpersonal relationships, and the broader school motivational climate including policy. By motivating students effectively, teachers and administrators can bridge the gap between what students do achieve and what they could achieve.  

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 Household Possessions and Parental Support in Mexican Students with High Scientific Competencies in PISA 2015

2022 ◽  
Vol 11 (1) ◽  
pp. 259-366
Author(s):  
Aldo Bazán-Ramírez ◽  
Iván Montes-Iturrizaga ◽  
William Castro-Paniagua
Keyword(s):  
Parental Involvement ◽  
Parental Support ◽  
Goodness Of Fit ◽  
Negative Impact ◽  
Significant Variable ◽  
Cultural Backgrounds ◽  
High Performing ◽  
Mexican Students ◽  
Structural Regression

<p style="text-align:justify">Traditionally secondary studies on achievement on Programme for International Students Assessment (PISA) tests point to the significant impact of socioeconomic status and cultural backgrounds of families as well as the role of parental involvement, which in some cases has had a negative impact on achievement. For this article, a model of structural regression was tested, with structural modelling software. This model included the following factors: domestic and educational assets, parental support for students, parents’ perceptions about science, and science competencies among 214 high performing Mexican students on PISA tests in 2015. This resulted in a structural regression model with a goodness of fit, where science competencies were a positive significant variable, impacted by domestic and educational assets and parental involvement. An additional restricted model with four variables manifested as mediators, revealed that science competencies were predicted positively and significantly by domestic and educational assets, and by the manifest parental emotional support variable. Variables related to ownership of educational and cultural assets and resources, as well as parental support, particularly emotional parental support, have positive and significant impact on science competencies.</p>

scholarly journals Teaching Science in Rural Elementary Schools: Affordances and Constraints in the age of NGSS

2020 ◽  
Vol 41 (2) ◽  
pp. 14-30
Author(s):  
Doron Zinger ◽  
Judith Haymore Sandholtz ◽  
Cathy Ringstaff
Keyword(s):  
Rural Schools ◽  
Elementary Science ◽  
Science Instruction ◽  
Teaching Science ◽  
Elementary Grades ◽  
Science Standards ◽  
Structured Interviews ◽  
Rural Teachers ◽  
Rural Elementary Schools ◽  
Survey Responses

Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools. Data sources included semi-structured interviews and survey responses from 49 teachers from 30 different rural schools. Through a primarily qualitative analysis, we identified four teacher reported categories of affordances and four categories of constraints to teaching science. One category of affordances, access to a variety of outdoor science resources, and one category of constraints, high levels of isolation, were closely tied to the nature of rural schools. The other affordances and constraints are broadly recognized factors influencing science instruction. Implications for supporting rural teachers’ science instruction are discussed.

scholarly journals Prerequisites for continuing education of rural teachers in the history of Russian education at the stage of formation of rural schools and rural teaching

2021 ◽  
Vol 2 (8) ◽  
pp. 106-125
Author(s):  
Zinaida B. Eflova ◽  
Keyword(s):  
Continuing Education ◽  
Rural Schools ◽  
Rural Areas ◽  
Educational Institution ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Lifelong Education ◽  
Science Content ◽  
Continuous Education ◽  
Rural Teachers

The article presents the results of a historical and pedagogical study of the theory and practice of the formation and development of education in rural areas of Russia, in the focus of which there is the continuous education of a rural teacher. The time frame of the analysis is limited to the XIX – early XX centuries, covers the period of the emergence of rural schools as an educational institution and rural teachers as a special category of teaching staff. The analysis revealed: the essential provisions and characteristics of lifelong education in an interpretation adequate to modern pedagogical science; content, methods and forms of continuing education; suggestions of educators, expressed in the form of recommendations as potential for implementation in the present and in the future. The study has found out that the Russian pedagogical heritage includes: stages (preprofessional, professional, postgraduate) and types (formal, non-formal, informal) of lifelong education; the origins of ensuring continuity and consistency between them, integrative and practice-oriented approaches to teacher education. The prerequisites for the network organization of educational space, models of pedagogical institutions and organizations, academic mobility of students and teachers, formats of non-formal and informal continuous education of rural teachers and other harbingers of current trends are fixed.

scholarly journals Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom

Social Forces ◽  
2020 ◽  
Vol 99 (2) ◽  
pp. 560-589 ◽  
Author(s):  
Natalie A E Young
Keyword(s):  
Academic Success ◽  
Social Class ◽  
Parental Involvement ◽  
Conceptual Model ◽  
Student Performance ◽  
Social Reproduction ◽  
Student Behavior ◽  
Educational Inequality ◽  
Family Background ◽  
School Students

Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.

Prevention through Collaboration: Family Engagement with Rural Schools and Families Living in Poverty

2013 ◽  
Vol 94 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Lisa V. Blitz ◽  
Luann Kida ◽  
Marie Gresham ◽  
Laura R. Bronstein
Keyword(s):  
Rural Schools ◽  
Family Engagement
Sign in / Sign up

Export Citation Format

Share Document