scholarly journals Technophobia as training deficit. Investigating curricular integration of ICT in rural and urban public schools

Educar ◽  
2005 ◽  
Vol 36 ◽  
pp. 169
Author(s):  
Juan Antonio Fuentes Esparrell ◽  
José Antonio Ortega Carrillo ◽  
Manuel Lorenzo Delgado
Keyword(s):  
Public Schools ◽  
Curricular Integration ◽  
Rural And Urban ◽  
Integration Of Ict ◽  
Urban Public Schools

scholarly journals The Impact of Literacy and Numeracy Drive (LND) on English Language Learning in Rural and Urban Public Schools of Gujranwala, Punjab

2021 ◽  
Vol VI (III) ◽  
pp. 137-149
Author(s):  
Muhammad Asad Habib ◽  
Muhammad Asif ◽  
Rana Imran Ali
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Control Group ◽  
English Language Learning ◽  
Rural And Urban ◽  
Urban Public Schools ◽  
The Impact ◽  
Experimental Group

The study examines the impact of Literacy and Numeracy Drive (LND) on the English language learning outcomes and environment at primary sections of rural and urban public schools of district Gujranwala, Punjab, Pakistan. The data were gathered from two public schools: one from a rural area and another from an urban center. The partakers, N=60, served in the controlled and experiment groups. The control group was imparted the prescribed syllabus with the traditional method. In contrast, the experimental group was trained through LND's systematic learning objectives (SLOs), Tablet PCs, specific booklets, and tests. Three pre-tests were conducted before the treatment, and three post-tests were administered after two months of instruction. The study used quasi-experimental methods, and the gathered data were analyzed using SPSS 25. The results show a significant improvement in the outcomes of the experimental group, while no significant change was observed in the case of the control group. The results demonstrate that systematic SOL-based language teaching, technological assistance, and hand training help improve the English language pedagogy. The study suggests that such intervention scan enhance the overall English language teaching environment. As a result,the reach of LND should be extended to other sections of public schools

scholarly journals Perceptions of Scientists and Stereotypes through the Eyes of Young School Children

2019 ◽  
Vol 2019 ◽  
pp. 1-13 ◽  
Author(s):  
Margareta M. Thomson ◽  
Zarifa Zakaria ◽  
Ramona Radut-Taciu
Keyword(s):  
Public Schools ◽  
School Children ◽  
Grade Level ◽  
White Male ◽  
Science Museums ◽  
Grade Levels ◽  
Rural And Urban ◽  
Urban Public Schools ◽  
Understanding Of Science

The goal of the current study was to investigate children’s representations of scientists using the Draw-a-Scientist Test (DAST). Participants (n=210) were young school children from Romania enrolled in both rural and urban public schools from grade levels 3, 4, and 5. The study findings showed that most children represented stereotypical characteristics of scientists in their drawings such as white male wearing lab coats using instruments that reflected a chemistry lab. Results also indicated statistically significant differences in the score of stereotyping indicators with respect to student grade level. Additionally, students who visited science museums scored significantly higher in stereotyping indicators than students who indicated on their survey answers that they have not visited science museums. Findings are discussed in relationship with students’ views about scientists and their understanding of science.

scholarly journals The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location

2019 ◽  
Vol 4 (2) ◽  
pp. 88-93
Author(s):  
Olaseni Vivian Morenike
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Urban Area ◽  
Rural Area ◽  
School Location ◽  
School Based ◽  
Rural And Urban ◽  
Significant Difference ◽  
Ondo State ◽  
School Based Management

The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P < 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P < 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.

scholarly journals Using Active Science to Improve Both MVPA and STEM Learning Through PE in Urban Public Schools

2020 ◽  
Vol 5 (11) ◽  
pp. 1-5
Author(s):  
April Bowling ◽  
Leah Poloskey ◽  
Kyle McInnis ◽  
Kevin Finn
Keyword(s):  
Public Schools ◽  
Stem Learning ◽  
Urban Public Schools

Towards Meritocratic Apartheid? Points Systems and Migrant Access to China's Urban Public Schools

2021 ◽  
pp. 1-29
Author(s):  
Yi Wan ◽  
Edward Vickers
Keyword(s):  
Public Schools ◽  
Urban Growth ◽  
Guangdong Province ◽  
Urban Society ◽  
Urban China ◽  
Entire Population ◽  
Urban Districts ◽  
Recent Introduction ◽  
Rural Migrant ◽  
Urban Public Schools

Abstract This paper analyses rural migrant children's access to public schools in urban China, focusing on the implications of the recent introduction of points systems for apportioning school places. This approach, first piloted by Zhongshan city in Guangdong province from 2009, has steadily been extended nationwide. Here, we analyse the reasons for its spread and for divergence in its implementation in various urban districts. Notwithstanding rhetorical claims that points systems promote “fairness” or “equality” in the treatment of migrants, our analysis suggests that they maintain or even exacerbate the stratification of urban society, lending new legitimation to the hierarchical differentiation of entitlements. This is consistent with the aim of the 2014 “New national urbanization plan” to divert urban growth from megacities towards smaller cities. However, we argue that the use of points systems should also be seen in the context of an evolving bureaucratic-ideological project aimed at more rigorously monitoring and assessing China's entire population, invoking the logic of meritocracy for the purpose of control.

scholarly journals Evernia Goes to School: Bioaccumulation of Heavy Metals and Photosynthetic Performance in Lichen Transplants Exposed Indoors and Outdoors in Public and Private Environments

Plants ◽  
2019 ◽  
Vol 8 (5) ◽  
pp. 125 ◽  
Author(s):  
Luca Paoli ◽  
Zuzana Fačkovcová ◽  
Anna Guttová ◽  
Caterina Maccelli ◽  
Katarína Kresáňová ◽  
...  
Keyword(s):  
Heavy Metals ◽  
Public Schools ◽  
Urban Areas ◽  
Fluorescence Emission ◽  
Photosynthetic Performance ◽  
Physiological Status ◽  
Evernia Prunastri ◽  
Public And Private ◽  
Rural And Urban Areas ◽  
Rural And Urban

Recently indoor air quality (IAQ) has become a key issue, especially in schools, where children spend most of the day. Only in a few cases IAQ was investigated using lichens as biomonitors. During autumn 2017, lichens (Evernia prunastri) were exposed for two months indoors and outdoors in public (schools) and private (dwellings) environments, in both rural and urban areas of Slovakia. The bioaccumulation of selected elements and the physiological status of the samples were considered. The content of heavy metals increased in samples exposed outdoors for 11 out of 12 elements (Al, As, Cd, Cr, Cu, Fe, Pb, S, Sb, V and Zn, but not Ca) in the urban area and for 5 (As, Cd, Cu, Pb and Sb) in the rural area. Indoor concentrations were overall similar, both in rural and urban buildings, independently of the outdoor conditions. An indoor accumulation occurred only for Cd, Cu and Pb. An indoor origin was suggested for Cd, while for Cu and Pb, outdoor penetration (car traffic) is the likely cause of indoor values. Indoor exposed lichens maintained their vitality (as reflected by chlorophyll a fluorescence emission). This latter result further supports the use of lichen biomonitoring as a suitable method for assessing IAQ.

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