Envisioning the Rural Virtual College Classroom

This chapter addresses intersecting challenges faced by rural college students as online learning becomes more widespread. The chapter begins by discussing the ways in which geography—specifically access to campuses and broadband—can impact rural student inclusivity. It then discusses the multifaceted challenges of rural students, whose disproportionate rates of class disparity and mental health issues can amount to personal crises during the semester. Because the boundaries between personal and academic life are less clear when taking classes from home, students may find that online learning is more difficult than traditional face-to-face classes. Therefore, the chapter offers some suggestions for professors related to simplicity and transparency. It then describes creative, flexible, and empathetic ways of approaching course construction in synchronous online courses. Finally, it offers broader suggestions for decision makers in order to maximize equity and inclusivity moving forward, as synchronous online learning becomes more normalized.

Rural Population and COVID-19: A Model for Assessing the Economic Effects of Drop-Out in Higher Education

Higher education is one of the ways to overcome social inequalities in rural areas in developing countries. This has led states to develop public policies aimed at access, retention and timely graduation of students in those sectors, yet the high drop-out rates among the rural student population, which were catalysed by COVID-19, prevent the intrinsic and extrinsic benefits of obtaining a higher education degree from materialising. Thus, the study of the phenomenon of dropout before and after the pandemic has not sufficiently addressed the economic issues raised by this phenomenon for the different actors at the educational level. The purpose of this paper is to model the economic effects of rural student dropout at the higher education level for students and families, Higher Education Institutions (HEIs) and the State, based on public policies for access to higher education, in the pandemic and post-pandemic scenario. In order to delimit the operationalisation of the proposed model, a set of undergraduate training programmes in Colombia was taken as a reference. System dynamics was used as the main modelling technique. The model was based on data from the 20 training programmes with the highest number of students enrolled in rural areas for the year 2019, by running three computational simulations. The results showed the description of the dynamic model and the financial effects of dropout for the actors of the educational level with the current policies of access to higher education, the scenario in which COVID-19 would not have occurred and the consolidation of the public policy of tuition fee exemption in public HEIs as a result of the pandemic. It was concluded that the model developed is very useful for the valuation of these economic effects and for decision-making on policies to be implemented, given that the costs of dropout are characterised by high costs for students and their families as well as for HEIs, and where it was determined that current policies are inefficient in preventing and mitigating dropout.

Putting rural communities at the center: A conversation with Sky Marietta

Sky Marietta, co-author of Rural Education in America: What Works for Our Students, Teachers, and Communities, talks with Kappan about her experiences as a rural student, teacher, and scholar. She describes some of the misconceptions about rural schools and communities and shares some of the assets of living and going to school in a rural environment. As an advocate for a more rural-centered approach to education improvement, she urges researchers, funders, policy makers to learn more about these communities and partner with them to develop leaders within the community.

Rural principal perspectives of leadership development needs

Rural school principals often face issues of professional isolation and lack of access to leadership development opportunities. To address these challenges, the Elgin Children’s Foundation launched its Principal Support Program (PSP) in 2017 to support the development of effective school leaders in three states with high rural student populations in the Appalachian region. The PSP posited four components as essential for principal development: professional development, networking, mentoring, and learning plans. The aim of this qualitative study was to determine what PSP participants believed to be the most effective in terms of principal development. Results indicate that because of PSP training, rural principals grew from managers to instructional leaders and changed their mindsets and practices regarding shared leadership. Principals believed that they benefited most from the networking and coaching that the PSP provided. Future professional development for rural principals should consider a focus on opportunities to learn with and through others.

ASSESSMENT OF METACOGNITION OF ELEMENTARY SCHOOL LEARNERS IN SCIENCE: INCLINATIONS AND CONCERNS

Metacognition, 'the cognition of cognition' in the layman language is basically the control and coordination of any individual on his/her own learning and knowing process. This piece of work is conned to four components of metacognition of children assessed in science in later elementary as well as early secondary age of schooling in Mayurbhanj district of Odisha, an eastern state of India. While children reading in classes VI, and VIII of Government schools of the state are the main targets of the study the study also appreciates the cognitive and metacognitive consequences of schooling. Development of these competencies as consequences of schooling in grade VI and VIII were assessed by using the Metacognitive Knowledge Assessment Test (MKAT), Metacognitive Skill Assessment Test (MSAT), Metacognitive Attribution Assessment Test (MAAT) and Metacognitive Awareness Assessment Scale (MAAS) . In this study it was found that all the components of Metacognition increases with grade. Ethnicity is having signicant impact on these competencies i.e. learners with different ethnic background were distinct with their performances in metacognitive components. The learners from different locality are almost equally competent in all the competencies of except metacognitive skills, where rural student perform signicantly better than their counter parts of rural locality in all the grades as well as ethnicity

Red service-intellectual: Phouk Chhay, Maoist China, and the Cultural Revolution in Cambodia, 1964–67

This article examines the phenomenon of Cambodian intellectual curiosity about China through the social experiences of Phouk Chhay, a prominent leftist activist-critic and Pol Pot's one-time secretary. Amid Phnom Penh's urban radical culture, Phouk transformed from rural student to Communist guerrilla. He associated with Communists, formed pro-China student associations, and through his networks, went on trips that left lasting impressions. This study draws from issues of the Cambodian-Chinese newspaper Mianhua ribao (Sino-Khmer Daily) and several forced confessions to tell a story of becoming that examines community and network in charting the course of ‘China-curiosity’ as intertwined with Phouk's life trajectory.

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

As part of the 2030 Agenda, higher education has been conceptualised as one of the ways to overcome the social disparities experienced in rural areas in Colombia. Thus, in concordance with the benefits of this level of education, the state has been designing public policies during the last few years, in order to facilitate access to undergraduate programmes to these populations, focusing mainly on the implementation of the virtual modality. In this context, it is recognised that access itself is not enough, but that continuance and timely graduation are required to materialise the benefits obtained along with a higher education degree; hence, dropout is a subject of interest for study, especially due to the high rates existing in the rural student population. Therefore, the event of dropout becomes an obstacle to social change and transformation in rural areas. Thus, this article aimed to identify which individual, institutional, academic and socio-economic characteristics influence rural student dropout in virtual undergraduate programmes in Colombia. For this purpose, an exploratory, quantitative and cross-sectional study was proposed, with a sample of 291 students to whom a student characterisation instrument and a classroom evaluation instrument were applied. With these data, it was proceeded to establish which of them had deserted, constituting the extraction of the sample of the study, which were 168. With the information, an exploratory factor analysis, hierarchical cluster analysis and descriptive statistics were used to establish which explanatory variables are involved in the dropout of this type of student. The results showed that the academic variables analysed do not have an impact on the event, while marital status (associated with family obligations), age, social stratum, work obligations, parents’ level of education and type of work, income and type of employment relationship of the student, and, finally, the number of people who depend on the family’s income do.