Relatively Good News Amid Covid-19

This study examined publicly available data from The Institution of Education Sciences (IES) survey of school leaders concerning modes of instructions offered and subgroups prioritized during the Covid-19 pandemic. We asked: Do national data regarding instructional modes (i.e., remote, hybrid, and in-person) during the Covid-19 pandemic reveal different approaches of U.S. elementary and secondary schools in rural areas versus peer institutions in cities, suburbs, and towns? Our analysis showed that schools in rural areas are more readily and equitably offering in-person instruction than schools in suburbs and cities, particularly in regard to students of color. Additionally, we found that rural school leaders report prioritizing English learners, students with identified disabilities, students experiencing homelessness and students without home internet access at higher rates that their peers in urban and suburban schools.

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The Role of Rural School Leaders in a School-Community Partnership

Theory & Practice in Rural Education ◽

10.3776/tpre.2020.v10n1p73-91 ◽

2020 ◽

Vol 10 (1) ◽

pp. 73-91

Author(s):

Sarah Zuckerman

Keyword(s):

Rural Areas ◽

School Leaders ◽

School Community ◽

The United States ◽

Community Partnerships ◽

Rural School ◽

Community Partnership ◽

School Community Partnership ◽

Rural Principals

Rural schools play central roles in their communities, and rural education scholars advocate for rural school-community partnerships to support school and community renewal. Across the United States, including in rural areas, formal models for school-community partnerships have been scaled up. The literature on rural principals highlights their roles in developing school-community partnerships, yet questions remain as to how school leaders engage in such partnerships. Using boundary-spanning leadership as a theoretical lens, this descriptive study examines the role of district and school leaders in a regional school-community partnership, including as founding members, champions of collaboration, cheerleaders for the partnership, and amplifiers of often excluded voices.

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Morning assemblies: Tuesday, July 1: How can secondary schools meet the problems of youth?: How can secondary schools meet the problems of youth in rural areas?

PsycEXTRA Dataset ◽

10.1037/e597232010-028 ◽

1941 ◽

Author(s):

Ralph E. Noble

Keyword(s):

Secondary Schools ◽

Rural Areas

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A State Rebuilds the Schools of Its Rural Areas: The Central Rural School District of New York

Journal of Educational Sociology ◽

10.2307/2262425 ◽

1941 ◽

Vol 14 (7) ◽

pp. 411 ◽

Cited By ~ 3

Author(s):

Julian E. Butterworth

Keyword(s):

New York ◽

School District ◽

Rural Areas ◽

Rural School ◽

Rural School District

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Share of total and sparse rural areas population that travels far to secondary schools (esimated) by country, EU27+UK

OECD Rural Studies - Access and Cost of Education and Health Services ◽

10.1787/88b001fa-en ◽

2021 ◽

Keyword(s):

Secondary Schools ◽

Rural Areas

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Effect of School Management on Students’ Perceived Academic Achievement among Seventh-Day Adventist Secondary Schools in North-East Tanzania

EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES ◽

10.46606/eajess2020v01i03.0048 ◽

2020 ◽

Vol 1 (3) ◽

pp. 105-110

Author(s):

Emmanuel Allen Senguo ◽

Onesto Ozias Ilomo

Keyword(s):

Academic Achievement ◽

Decision Making ◽

Secondary Schools ◽

School Leaders ◽

School Management ◽

Seventh Day Adventist ◽

Effective School ◽

Managerial Practices ◽

North East ◽

Teachers And Parents

This study investigated the effect of school management on students’ perceived academic achievement among Seventh- day Adventist secondary schools in in North-East Tanzania. The study employed survey research design, whereby a self-administered questionnaire was distributed to 311 randomly selected students and their responses were analyzed through the Statistical Package for Social Sciences. The study established that school management was effective in planning, motivating and encouraging students to work hard toward maximized academic achievement. However, the school management was perceived ineffective in accepting ideas from students and involving parents in decision making. Students were satisfied with their academic achievement and believed that their academic competence keeps increasing from day to day but were undecided whether teachers and parents are satisfied with their academic achievement. Finally, students’ academic achievement is positively influenced by effective school management. Based on the conclusions, the researchers recommended that, while school management is effective in planning, motivating and encouraging students to work hard toward maximized achievement, the school leaders need to improve on acceptance of constructive ideas from students and involving parents in decision making processes. While students were satisfied with their academic achievement and they were undecided whether teachers and parents are satisfied with their academic achievements, there is a need to enhance the interaction between students and their parents and teachers for them to grasp how parents and teachers perceive their academic achievement. Finally, while students’ academic achievement is positively influenced be effective school management, there is need for school leaders to improve their managerial practices which will enhance the level of academic achievement by students in the respective schools.

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Policy interventions for attraction and retention of female teachers in rural secondary schools

Msingi Journal ◽

10.33886/mj.v1i2.103 ◽

2019 ◽

Vol 1 (2) ◽

pp. 50-59

Author(s):

Isabela M. Kamere ◽

M I Makatiani ◽

Arthur Kalanza Nzau

Keyword(s):

Secondary Schools ◽

Rural Areas ◽

Policy Makers ◽

The Sustainable Development ◽

Female Teachers ◽

Policy Interventions ◽

Life Long Learning ◽

Key Policy ◽

Development Goals ◽

Attraction And Retention

The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful insights and offer suggestions on how the implementation of these policies could be improved.

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