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 Mastering Innovations in the Lens of Information and Communications Technology (ICT) Competence and Practices of 21stCentury Filipino Teachers: A Comparison among Thailand, Vietnam, and the Philippines

2021 ◽  
Vol 2 (4) ◽  
pp. 285-295
Author(s):  
Jesson L. Hero ◽  
Ma. Cristina E. Zulueta ◽  
Daianne S. Gloria ◽  
Jose Carlo L. Tongol ◽  
Aaron C. Dela Cruz ◽  
...  
Keyword(s):  
Instructional Practices ◽  
The Philippines ◽  
Information And Communications Technology ◽  
Pedagogical Practices ◽  
Communications Technology ◽  
Ict Integration ◽  
Correlational Design ◽  
Ict Competence ◽  
Based Instruction ◽  
Filipino Teachers

In the advent of Information and Communications Technology in education, competence and skills for technology-based instruction are essential for teachers. With this, there is a need to continually train and equip teachers with understanding and capabilities that will enable them to maximize the utilization of ICT in their instructional practices. Hence, this research determined the correlation of teachers' level of ICT competence towards their ICT integration practices and corroborated it to existing findings in Thailand and Vietnam. Using a descriptive-correlational design, the researchers found a link between and among variables. The chosen respondents for the study consisted of onehundred and nineteen (119) teachers from private institutions in a district in Bulacan. Results showed that teachers exhibited competence towards ICT integration. More so, teachers highly practiced ICT integration as part of their instructional practices and strategies in teaching. Results of regression analysis of the data revealed that the six dimensions of ICT competence significantly correlated to the teachers' ICT integration practices. The pedagogical practices and competence of Filipino teachers are the same as the Thai and Vietnamese teachers towards ICT Integration. It is recommended that schools maintain teachers' competence and confidence towards ICT integration thru enhancement or faculty development programs.

scholarly journals The Advanced Placement Expansion of the 1990s:How Did Traditionally Underserved Students Fare?

2004 ◽  
Vol 12 ◽  
pp. 68 ◽  
Author(s):  
Kristin Klopfenstein
Keyword(s):  
Advanced Placement ◽  
Rural Schools ◽  
Low Income ◽  
Academic Preparation ◽  
College Level ◽  
High Poverty ◽  
Low Income Students ◽  
Underserved Students ◽  
Small Rural Schools ◽  
The Right

The College Board’s Advanced Placement (AP) Program, which allows students to take college-level courses while in high school, enjoyed tremendous growth in the 1990s. Despite overall growth, small rural schools and high poverty schools continue to offer relatively few AP courses, and black, Hispanic, and low income students remain grossly underrepresented in AP classes. During the 1990s, AP incentive programs primarily subsidized test fees for low income students, but this provided no incentive for low income and rural schools to expand their AP course offerings and did nothing to strengthen the weak academic preparation of low income, black and Hispanic students. Recent federal funding changes provide a step in the right direction by supporting a comprehensive approach to increasing the AP access and participation of traditionally underserved students.

scholarly journals Adequate Yearly Progress in Small Rural Schools and Rural Low-Income Schools

2018 ◽  
Vol 27 (3) ◽  
Author(s):  
Thomas W. Farmer ◽  
Man-Chi Leung ◽  
Jonathan Banks ◽  
Victoria Schaefer ◽  
Bruce Andrews ◽  
...  
Keyword(s):  
Rural Education ◽  
No Child Left Behind ◽  
Rural Schools ◽  
Low Income ◽  
Adequate Yearly Progress ◽  
The United States ◽  
Left Behind ◽  
Education Achievement ◽  
Small Rural Schools ◽  
Adequate Data

Adequate yearly progress (AYP) on No Child Left Behind criteria was examined for a randomly selected sample of districts that qualify for the Rural Education Achievement Program (REAP). The sample involved 10% of districts that were eligible for the Small Rural Schools Achievement (SRSA) program and 10% that were eligible for the Rural and Low-income Schools (RLIS) program. Based on district reports, nearly 80% of SRSA schools made AYP, 11% failed, and 11% did not have adequate data. For schools in the RLIS program, districts reported that 65% made AYP, 29% failed, and 6% did not report adequate data. The SRSA and RLIS samples had different patterns for the categories of students that did not make AYP. Also, SRSA and RLIS districts were differentially distributed across the United States. Implications for interventions are discussed.  

SUSTAINING FAMILY ROUTINES AFTER TRANSITIONING INTO PARENTHOOD: COUPLES’ PERCEPTIONS OF ASSISTING FACTORS

2016 ◽  
Vol 28 (1) ◽  
pp. 3-17
Author(s):  
Christine De Goede ◽  
Abraham P Greeff
Keyword(s):  
Low Income ◽  
Transition To Parenthood ◽  
Specific Problem ◽  
Family Members ◽  
Major Theme ◽  
Structured Interviews ◽  
Theory Analysis ◽  
Family Routines ◽  
Temporal Complexity ◽  
Context Specific

The aim of this qualitative study was to explore what assists couples in sustaining family routines after the transition to parenthood. Participants were recruited from two day-care centres in Cape Town, South Africa. In-depth, semi-structured interviews were conducted with 10 couples, mostly from low-income households, who had gone through this transition between one and four years previously. Grounded theory analysis revealed one major theme, Factors that decrease task and temporal complexity, with seven subthemes: Support from the wider family network; Couple cooperation and tag-teaming; Planning and pre-empting future problems; Adhering to schedules; Facilitative characteristics and skills of individual family members; Parents’ sense of commitment and responsibility towards family members; and idiosyncratic accommodations. Results underscore the need for professionals to help parents gain support from relatives; strengthen partner teamwork; foster schedule consistency; improve skills such as planning; foster their caretaker self-concepts; and facilitate context-specific problem-solving.

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.

The Impact of the COVID-19 Pandemic on Low Income Households in the Philippines

10.1596/35260 ◽  
2021 ◽  
Author(s):  
Yoonyoung Cho ◽  
Jorge Avalos ◽  
Yasuhiro Kawasoe ◽  
Douglas Johnson ◽  
Ruth Rodriguez
Keyword(s):  
Low Income ◽  
The Philippines ◽  
The Impact ◽  
Low Income Households

scholarly journals Fatal drowning in the Western Cape, South Africa: a 7-year retrospective, epidemiological study

2018 ◽  
Vol 25 (6) ◽  
pp. 529-534 ◽  
Author(s):  
Colleen Jayne Saunders ◽  
Robyn Adriaanse ◽  
Abigail Simons ◽  
Ashley van Niekerk
Keyword(s):  
South Africa ◽  
Young Adult ◽  
Low Income ◽  
Western Cape ◽  
Middle Income ◽  
Registration System ◽  
Drowning Prevention ◽  
Adult Men ◽  
Context Specific ◽  
Public Holidays

IntroductionDrowning is a neglected public health threat in low-income and middle-income countries where the greatest drowning burden is observed. There is a paucity of drowning surveillance data from low-resource settings, particularly in Africa. Understanding local epidemiological factors will enable the development of context-specific drowning prevention initiatives and the appropriate allocation of resources.AimThe primary aim of this study was to describe the epidemiology of fatal drowning in the Western Cape, South Africa.MethodThis retrospective study describes fatal drowning incidents captured in the Western Cape vital registration system between 2010 and 2016. Data were obtained from the Forensic Pathology Services of the Western Cape Government. One-way analysis of variance was performed to detect a trend in mean drowning mortality rates between 2010 and 2016. χ2 tests for independence were performed to detect differences in the distribution of variables between groups.ResultsA total of 1391 fatal drownings occurred in the Western Cape between 2010 and 2016, with an age-adjusted drowning mortality rate of 3.2 per 100 000 population. Rates were fourfold higher in men compared with women. Children, particularly young children aged 0–4 years, and young adult men between 20 and 34 years of age were identified to be at high risk of fatal drowning. Drowning occurred predominantly in large, open bodies of water with concentrations in summer and public holidays.ConclusionsThe Western Cape drowning prevention strategy should prioritise interventions to reduce drowning in children and young adult men, with a targeted focus on festive periods such as public holidays.

scholarly journals Perspectives of Lower Primary Teachers Implementing New Numeracy Strategies in Maritime Schools in Fiji

2021 ◽  
Author(s):  
◽  
Helen Prakash
Keyword(s):  
Significant Proportion ◽  
Implementation Process ◽  
Pedagogical Practices ◽  
Teachers Perceptions ◽  
Constrained Environments ◽  
Group Interviews ◽  
Context Specific ◽  
Past Experiences ◽  
Teachers Perspectives ◽  
New Strategies

<p>In Fiji, concerns about the quality of education and low standards of achievement, particularly salient in numeracy, have led to reform initiatives requiring teacher pedagogical shifts to more evidence-based and learner-centered approaches. Despite previously unsuccessful reforms, the capacity of maritime teachers to successfully adapt curricula in their geographically constrained environments has never been considered, despite them forming a significant proportion of the primary teaching force.  This interpretative qualitative study examines the implementation of a recent reform-based numeracy strategy in lower primary mathematics classrooms of maritime schools. Specifically, teachers’ perspectives on the implementation process, their experiences with the new strategies, associated challenges, and maritime context-specific barriers have been investigated.  Data were collected through two in-context focus group interviews with 13 participants and 62 returned questionnaires. The findings of the study reveal that teachers’ perceptions and receptivity to the new numeracy strategies were strongly influenced by factors such as past experiences with reforms and increased expectations. While teachers understood key ideas underlying the reform to improve student’s mathematical knowledge and were inclined to alter pedagogical practices, most teachers felt a disconnect in terms of not being supported well enough to fully incorporate the new strategies. Teachers identified the need for a contextually-relevant supportive network and structures, both professional and personal, as essential to overcoming numerous challenges they encountered while living and working in maritime areas of Fiji.</p>

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