Relevant bibliographies by topics / Country schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Country schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Country schools"

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Fuller, Wayne E., and Andrew Gulliford. "America's Country Schools." Journal of American History 72, no. 2 (1985): 383. http://dx.doi.org/10.2307/1903385.

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Harris, Wilbur S., and Andrew Gulliford. "America's Country Schools." Michigan Historical Review 17, no. 2 (1991): 82. http://dx.doi.org/10.2307/20173289.

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Gulliford, Andrew. "America's Country Schools." Rural Special Education Quarterly 6, no. 2 (1985): 28. http://dx.doi.org/10.1177/875687058500600210.

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Schneider, Ronna Greff. "God, Schools, and Country." Human Rights Quarterly 30, no. 3 (2008): 797–807. http://dx.doi.org/10.1353/hrq.0.0011.

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Sharplin, Elaine. "Taste of Country." Australian and International Journal of Rural Education 20, no. 1 (2010): 17–27. http://dx.doi.org/10.47381/aijre.v20i1.582.

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In order to improve recruitment of teachers to rural schools, preservice teachers need opportunities to become familiar with rural education contexts, overcome anxieties promoted by negative stereotypes and build confidence in their professional and personal abilities. Traditional approaches involve rural practicums which are not feasible for many preservice teachers. The Rural Education Field Trip provides an alternative mechanism for promoting familiarity with rural schools in a cost and time effective manner. This paper describes the Rural Education Field Trip offered by The University of Western Australia, identifying the benefits perceived by a variety of stakeholders.
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Gambetti, Francesca. "Country Report." Journal of Didactics of Philosophy 7 (March 29, 2023): 1–4. http://dx.doi.org/10.46586/jdph.2023.10400.

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After a brief presentation of the Italian education system, the article (a) describes the current situation of the teaching of philosophy in Italy, then (b) it presents the method and the laws that regulate this teaching. Moreover it illustrates the current compulsory philosophical curriculum in grammar schools and the situation of teacher training in philosophy.
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Wiedersheim, William A. "The Country Boarding Schools in Germany." Die Unterrichtspraxis / Teaching German 23, no. 1 (1990): 66. http://dx.doi.org/10.2307/3529960.

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Fuad, Nurhattati, Choirul Fuad Yusuf, and Rihlah Nur Aulia. "School Autonomy Policy Implementation in Emerging Country." International Journal of Early Childhood Special Education 14, no. 1 (2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.

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The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.
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Tremmel, Robert. "Country Life and the Teaching of English." Research in the Teaching of English 29, no. 1 (1995): 5–36. http://dx.doi.org/10.58680/rte199515355.

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This essay examines English teaching practices in American rural schools from 1900-1940, with a special emphasis on rural schools in Iowa. The essay begins with an overview of rural education, focusing first on the “rural school problem” of the early 20th century and going on to discuss the Country Life Movement, a movement that proposed significant reforms for rural education and rural living. A survey of English teaching practices undertaken in the spirit of the Country Life Movement completes the descriptive text. The essay concludes with an assessment of the Country Life Movement and a discussion of its implications for current educational reform in American schools.
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Đonović, Nela. "Problems of drinking water in country schools." Zdravstvena zastita 36, no. 1 (2007): 25–28. http://dx.doi.org/10.5937/zz0706025d.

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Dissertations / Theses on the topic "Country schools"

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Hinshaw, Gregory P. ""The best rural schools in the country" : Lee L. Driver and the consolidated schools of Randolph County, Indiana, 1907-1920." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389684.

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The early twentieth century marked a period of intense efforts toward reform of the American educational system. Rural education was not excluded from these efforts. The most dramatic change in rural education during the period was the closure and consolidation of "ungraded," one-room schools into consolidated high schools. These efforts met with intense resistance, often with the fear that rural communities would be destroyed by such educational reforms. Scholars have written very little on this subject, and what they have written has viewed the reform efforts quite negatively. One Indiana county, Randolph County, was generally regarded as the model rural school system during the period. Lee L. Driver, the county superintendent of schools, led the consolidation efforts in Randolph County. In many ways a typical Indiana county superintendent, Driver helped to transform his county and eventually became regarded as one of the national experts in the rural school reform movement. As evidenced by the number of visitors to its schools and by the attention it received from both the popular press and the academic press, Randolph County was a national model for more than a decade. Consolidation's impact on minorities and women was uneven in this county. As other locations made similar progress, Randolph County's exceptionalism waned, though there is an enduring legacy both for Lee L. Driver and the county's system of schools in the present educational system of the area.<br>Department of Educational Leadership
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Island, Anyasi. "Adaptation of foreign students to the study in the Ukrainian high schools." Thesis, НТУ "ХПИ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8492.

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Hatzichristou, Chryse, and Diether Hopf. "School performance and adjustment of Greek remigrant students in the schools of their home country." Universität Potsdam, 1992. http://opus.kobv.de/ubp/volltexte/2009/3635/.

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This study explores the adjustment of Greek remigrant students in Greek public schools after their families' return to Greece from the Federal Republic of Germany. Teacher and self-rating instruments were used, and achievement and language competence data were obtained. The sample consisted of 13- to 15-year-old junior high school students in northern Greece. The remigrant students were divided into two groups ("early return" and "late return"), based on the year of return to Greece. The control group consisted of all the local classmates of these students. Remigrant students (mainly late return) were found to experience difficulties mainly in the language/learning domain and less in the interpersonal and intrapersonal behavior domains.
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Bean, Eric L. "Measuring Peer Effects in Primary Schools: Lessons Taken from Disadvantaged School Districts Across the Country." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/440.

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Using a unique data set in which students have been assigned randomly to different classrooms throughout several disadvantaged school districts across the United States, I estimate how a student's peer group can affect their academic achievement. Both my data set and my empirical strategy allow me to overcome many of the well-documented difficulties associated with accurately measuring peer effects, though certain data limitations remain an inevitable part of the study. Under these constraints, I find evidence of small peer group effects within a specific proportion of the student population. Generally, however, my findings suggest that peer effects do not play a significant role in shaping educational outcomes. Personal ability is by far the most contributive factor to students' academic performance while the ability of their average classmate does not appear to matter at all, except in the case of very low ability students, where the effect is both small and negative.
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Tongkaw, Aumnat. "Multi-perspective integration of ICT's into island schools in South-West Thailand." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/multiperspective-integration-of-icts-into-island-schools-in-southwest-thailand(62a9b1b1-7000-4dbd-9624-7cef012b82df).html.

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The major part of the island school groups in South-West Thailand is comprised of remote areas, which are under development and lack facilities and basic needs. Most people on the islands are poor Thai gypsies living in temporary shelters or small boats. They have distinctively different origins, cultures and languages. Developing the infrastructures in this area is a low priority on the government's list. Only a marginal percentage of the budget is being spent in the development of gypsy people, especially on their education. This has in turn become a major hurdle for the acceptance and implementation of the new Information Communication and Technology (ICT) in the island school's group sector. The schools generally have an inappropriate infrastructure, inadequate teachers and huge limitations in education resources. ICT implementation has been carried out by the Ministry Of Education (MOE) to assist in teaching, learning and school administration. In examining the ways in which ICT integration has been administered and used in island schools, the study investigated the roles of two different levels of the educational system: 1) The Satun Education Service Area (Satun ESA), located on the mainland; and 2) an island school group, located in the Andaman sea. The Linstone's Multiple Perspectives Model provided a framework for data collection and the organisation of results in a qualitative study. Data was collected by interviewing the Director of the Office of Satun Educational Service Area, the head teachers, teachers, parents and students in the island schools. Data from interviews, observations and documents was analysed using a template analysis approach (King, 2004). The findings of this study were interpreted in three dimensions: ICT benefits, ICT barriers and ICT sustainability. Sustainability is key to the effectiveness of a remote ICT project. Therefore, it is important to understand the concepts and categories associated with ICT project sustainability in rural areas. The categories of sustainability, including infrastructure, policies, politics, culture, management, human resources, co-operation and finance factors, need to be considered in the implementation of ICT projects in island schools or other projects in remote areas. The outcome of this study is a framework that clarifies the process of effective ICT implementation in the island context, which provides an additional valuable source of knowledge for local education policy makers in Thailand and other developing countries.
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Heredia-Ortiz, Eunice. "The impact of education decentralization on education output a cross-country study /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-12072006-132254/.

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Thesis (Ph. D.)--Georgia State University, 2006.<br>Jorge L. Martinez-Vazquez, committee chair; Robert M. McNab, David L. Sjoquist, Mary Beth Walker, committee members. Electronic text (163 p.) : digital, PDF file. Description based on contents viewed Aug. 6, 2007. Includes bibliographical references (p. 156-162).
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Kendall, Alexandra Clair. "Reading fictions : reading reader identities in Black Country further education communities." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/3840/.

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This thesis ‘opens up’ an exploration of the relationship between identity and achievement in reading, taking as its focus a case study of 16 – 19 year olds studying at Black Country further education colleges. As a group Black Country young people are often characterised through quantitative measurement, league tables and inspection reports, as underachieving in ‘schooled’ literacy. Drawing on a range of theoretical perspectives from Bourdieu, Bernstein and Foucault this project seeks to explore, problematize and challenge these representations offering a more dynamic account of young people’s engagement with textual experience that is grounded in young people’s own accounts of their experience of their out of school literacies. At the same I offer a critically reflexive account of the process of researching and representing research and attempt to achieve homology between the theoretical perspectives I put to use in my analysis and the practices of writing a PhD. I aim to present a reflexive piece of work that explores the situatedness of the PhD, and its authoring, as product and process.
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Kaparou, Maria. "Instructional leadership in a cross-country comparative context : case studies in English and Greek high performing secondary schools." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/61913/.

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This thesis focuses on the application of the model of instructional leadership at high-performing secondary schools in England and Greece. This helped the researcher to develop a model of instructional leadership in a centralised context. A qualitative multiple case design allowed detailed data to be collected on four high performing secondary schools, using the interpretivist paradigm. The enquiry was conducted using mixed methods, including semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practice and meetings, and scrutiny of relevant macro and micro policy documents. The three-layer comparative framework designed to identify the similarities and differences in leadership variables within and across the countries, shed light on the cross-case analysis of the case studies within a centralised (Greece) and a partially decentralised (England) education context. The empirical lessons from this study show that instructional leadership is implemented in different ways in diverse contexts. The findings from the two Greek case study schools are interwoven with the official multi-dimensional role of Greek headteachers, which leaves little space for undertaking instructional leadership dimensions. In the absence of such official instructional leadership 'actors', teachers' leadership has been expanding, and the research identifies aspects of informal collaborative leadership practices in Greece. In contrast, the decentralization of school activities creates the platform for the emergence of shared and distributed leadership within the English context, while various school actors have direct and indirect involvement in pedagogical leadership for school improvement. This cross-country comparative study provides new evidence about how instructional leadership is contextually bounded and inevitably influenced by the extent and nature of centralisation or decentralisation in the education system.
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Phatudi, Nkidi Caroline. "A study of transition from preschool and home contexts to Grade 1 in a developing country." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-134056.

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Ngerem, Ogechi Vivian. "The necessity of concepts for end-user involvement in information system development in developing country : Case study secondary schools in Nigeria." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-11890.

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System development has been an innovational trend in the field of Information systems in both past and present time; and users of the system is one of the key success in the development life cycle of human and computer based systems. Information system is one of the most emerging technologies in developing countries; Nigeria as a case and the development of these IS is deployed in both private and public sectors of the economy for organizational data management. Due to some characteristics of developing countries such as poor communication facilities, unequal distribution of wealth, large population and so many others, many of these information system development has been carried out for the provision of services to both public and private organizations. But on the other hand, such projects have failed in one way or the other due to poor end user involvement in or during the development process. For this research, the involvement of users in developing country and more appropriate concepts which developers/designer could possibly use to involve users for a successful system were studied. The approach to this investigation was with the use of questionnaire which was distributed to the users of two different systems which were developed using different concepts of user involvement (Scenario-based user involvement technique and Interview-based user involvement technique). Statistical Package for Social Sciences (SPSS), was used for this quantitative analysis and the Independent t-test analysis was done to prove the significance between these systems. The findings from this study shows that in the developing countries such as Nigeria, these concepts of user involvement is also applicable and Interview-based user involvement technique seem to be the more appropriate method. Further research on the combination of these concepts/techniques for end user involvement should be considered or rather the creation of an advanced technique/concept for gathering end user needs and requirements for an excellent usable system in developing countries with respect to their limiting factors as mentioned in this thesis.
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Books on the topic "Country schools"

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McGrath, Marjorie Pattie. Country schools, Douglas County. Empire Pub., 1989.

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Frenz, Robert W. Historic country schools of McHenry County, Illinois. M.T. Pub. Co., 2008.

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Gulliford, Andrew. America's country schools. Preservation Press, 1991.

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Frenz, Robert W. Historic country schools of McHenry County, Illinois. M.T. Pub. Co., 2008.

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Deiber, Camilla. Country schools for Iowa. Louis Berger Group, 2002.

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Mitchell, Julian, Marek Kanievska, and Alan Marshall. Another country. Hen's Tooth Video, 2013.

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Persky, James R. Country schools around Bartlett, Texas. McDowell Publications, 1990.

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Metzenthen, David. Stony heart country. Penguin Books, 1999.

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Leathers, Dorie. A country school primer: The one-room schools of Indiana County, PA. 2nd ed. WordWorks Publishing, 2014.

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Mo.) Carroll County Genealogical Association (Carrollton. Country schools of Carroll County, Missouri: From its inception to 1954. Carroll County Genealogical Association, 2005.

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Book chapters on the topic "Country schools"

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Corden, Warner Max. "My Seven Schools." In Lucky Boy in the Lucky Country. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65166-8_5.

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Koerrenz, Ralf, Annika Blichmann, and Sebastian Engelmann. "Hermann Lietz and the German Country Boarding Schools." In Alternative Schooling and New Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67864-1_2.

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Exley, Sonia. "A Country on Its Way to Full Privatisation? Private Schools and School Choice in England." In Private Schools and School Choice in Compulsory Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_3.

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Kincheloe, Joe L. "What You Don’t Know Is Hurting You and the Country." In What You Don't Know about Schools. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982872_1.

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Griffin, Helen, Dorottya Rédai, and Valentina Guerrini. "A Whole-School Approach to Gender Equality: Rationale and Country Contexts." In Gender Equality and Stereotyping in Secondary Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64126-9_1.

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Lipset, Michael, and Tony Simmons. "The School Systems Remix: Building Democratic School Systems Through Hip-Hop." In Designing Democratic Schools and Learning Environments. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_16.

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Abstract4 Learning is the sister nonprofit to the High School for Recording Arts, a public charter school in St. Paul, Minnesota, that has been working to reengage out-of-school youth through the recording arts and other creative endeavors since 1998. The school serves roughly 350 students each year through a personalized, project-based approach to instruction that centers student identities, social justice, entrepreneurship, and production through the recording arts. 4 Learning was founded in 2019 to serve schools and districts across the country and around the world in implementing best practices for democratic schooling honed and codified at the High School for Recording Arts over the course of the last 25 years.
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Paraide, Patricia, Kay Owens, Charly Muke, Philip Clarkson, and Christopher Owens. "Before and After Independence: Community Schools, Secondary Schools and Tertiary Education, and Making Curricula Our Way." In Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90994-9_5.

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Bar-Hanan, Etai. "Motivation, Segregation, and Responsibility: The Challenges in Our Way to Grow Equal Citizens in a Democracy." In Designing Democratic Schools and Learning Environments. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_10.

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AbstractDemocratic education prepares students to live in a democratic society: a community of equal citizens who have rights and an impact on the public sphere. A democratic public school provides students with a sense of ownership and responsibility over the country, develops understanding and empathy towards the other, and convinces its students of their power to influence the reality in their society.
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Chandra, Vinesh, Ramila Chandra, and David Nutchey. "Implementing ICT in Schools in a Developing Country: A Fijian Experience." In ICTs and the Millennium Development Goals. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-7439-6_9.

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Oppong, Joseph R., and Benjamin Ofori-Amoah. "Ghana: Prospects for Secondary School GIS Education in a Developing Country." In International Perspectives on Teaching and Learning with GIS in Secondary Schools. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_13.

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Conference papers on the topic "Country schools"

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Pratto, Marlene R., Jonathan Thyer, Martie Skinner, and Judy Martin. "Global Greensboro, the Guilford Country Schools and UNCG." In the 22nd annual ACM SIGUCCS conference. ACM Press, 1994. http://dx.doi.org/10.1145/196355.196515.

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Shacklette, Ben K. "Designed for Repair-ability: Learning from the German Country Schools of Gillespie County, Texas." In 106th ACSA Annual Meeting. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.am.106.82.

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Silva, José Braz Serra e., Maria Janete Xavier Pacheco, and Ester Figueiredo de Araújo. "High school dropout: A reflection on high schools in Itacoatiara-Amazonas/Brasil." In III SEVEN INTERNATIONAL MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/seveniiimulti2023-219.

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According to the Ministry of Education (MEC), high school dropout rates are worrying. The number of students who dropped out in 2019 is still high across the country. The numbers are falling, it's true, but they are still very worrying, because of the almost 50 million students aged between 14 and 29 in the country, 20.2% (or 10.1 million) did not complete any of the stages of basic education, either because they dropped out of school or because they never attended. Of this total, 71.7% were black or brown.
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Schlein, Candace. "Experiences of Cross-Cultural Team Teaching in Host Country Schools." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1574415.

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Vieriu, Aniellamihaela. "PROBLEMATICS OF THE EMIGRANTS' ACCOMODATION IN A NEW EDUCATIONAL CONTEXT. THE PERSPECTIVE OF TEACHERS." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-249.

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This research has focused on the adjustment of Romanian migrant pupils learning in host country schools. The research group was composed of 72 subjects, teachers within the Romanian Language Institute within the Ministry of National Education, teachers teaching the course on "Romanian language, culture and civilization" to Romanian migrant pupils in Italy, Spain and Belgium. Pupils' adjustment was investigated by means of a questionnaire applied to the teachers, consisting of four subscales: linguistic adaptation, cultural adaptation, school adjustment and teacher-student relationship. Results indicate that while migrant pupils have a satisfactory level of educational and linguistic adjustment, the social adjustment is less satisfactory. We obtained correlations between linguistic adaptation and teacher-student relationship, linguistic adaptation and social adaptation, linguistic adaptation and school adjustment, school adjustment and social adaptation, social adaptation and teacher-student relationship, school adjustment and teacher-student relationship. We also obtained correlations between school adjustment and teacher-student relationship and between the number of years that Romanian migrant pupils spent in the host country and linguistic adaptation. This study is a part of a larger research in which the empirical studies are interrelated. The first one investigates the adaptation of Romanian migrant pupils to the schools abroad, through the teachers in the respective schools. The second study researches several dimensions of the Pupils' effective real, situational adaptation to a new educational context. Whereas the former study highlights the Teachers' perceptions, the latter holds a diagnostic value. This research resulted in a corpus of useful knowledge, most of which confirm the validity of the initial hypotheses and may become a supporting material for all the players involved in the proposed issue - pupils, their parents, teachers, and the school in the host-country. The study can be an amply x-ray of the concerned phenomenon, a necessary example of "stage of art" in the field, useful to both decision-makers, and practitioners.
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Altenburger, Elke. "School Climates at Country and Prairie High: The Spaces In-Between at Two Rural High Schools." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1574927.

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Ioniţă (Vişoiu), Carmen. "Particularities in the Process of Implementing a Qualitative Management System in Romanian Secondary Schools, High Schools and Technical Vocational Schools." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/20.

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In order to achieve prosperity and competitiveness, a relevant educational system strongly linked to the economy and the society of the future is required. The authorities cannot certainly say that our country has a well -defined strategy regarding the human capital management, one that is conform to the European Union. Strategies based on lifelong learning are being discussed and analysed. As statistics show, the existing strategy implementation is weaker in the Romanian educational system compared to other European educational systems. The paper focuses on highlighting the main priorities in the process of implementing a qualitative management system in Romanian secondary schools, high schools and technical vocational schools, a modern education that fulfils the market needs.
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Vieriu, Aniellamihaela, and Simona nicoleta Neagu. "PROBLEMATICS OF THE EMIGRANTS’ ACCOMMODATION IN A NEW EDUCATIONAL CONTEXT. THE PERSPECTIVE OF PUPILS’." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-131.

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This research has focused on the adjustment of Romanian migrant pupils learning in host country schools. The sample included a total of 102 Romanian migrant pupils, 40 male and 62 female. They attend different schools in countries such as Spain, Italy and Belgium (i.e. the main countries of destination for Romanian pupils). They have been contacted through the Institute for Romanian Language and attend elective classes in Romanian language, culture and civilization supported by the Romanian Ministry of National Education. Pupils' adjustment was investigated by means of a questionnaire consisting of four subscales: linguistic adaptation, cultural adaptation, school adjustment and teacher-pupil relationship. The findings confirm that while Romanian migrant pupils have a satisfactory level of educational and linguistic adjustment, the social adjustment is less satisfactory. We also obtained correlation between linguistic adaptation and school adjustment, linguistic adaptation and social adaptation, linguistic adaptation and teacher-pupils relationship, school adjustment and social adaptation, school adjustment and teacher-pupils relationship, social adaptation and teacher-pupils relationship. We also identified a significant difference between Italy and Spain (countries with the highest score) for linguistic adaptation. This study is a part of a larger research in which the empirical studies are interrelated. The first one investigates the adaptation of Romanian migrants pupils to the school abroad, through the teachers in the respective schools. The second study researches several dimensions of the Pupils' effective, real, situational adaption to a new educational context. This research resulted in a corpus of useful knowledge, most of which confirm the validity of the initial hypotheses and may become a supporting material for all the players involved in the proposed issue - pupils, their parents, teachers, and the school in the host-country.
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Geske, Andrejs, Rita Kiseļova, and Olga Pole. "School Socioeconomic Segregation in Baltic Sea Countries." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.14.

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School socioeconomic segregation has an impact on students’ academic performance and affects equity in education. This study aims to evaluate socioeconomic segregation in schools and its changes in the previous decades, using data obtained from international large-scale assessments (ILSA). In this study, data from eight European Union (EU) countries bordering the Baltic Sea (i.e. Latvia, Estonia, Lithuania, Denmark, Sweden, Finland, Poland and Germany) were analysed. Data from two International Association for the Evaluation of Educational Achievement (IEA) studies, i.e. Trends in International Mathematics and Science Study (TIMSS) 2015 &amp; 2019 (Grade 4), and International Civic and Citizenship Education Study (ICCS) 2009 &amp; 2016 (Grade 8), and data obtained from 7 cycles (2000 to 2018) of Organization for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) were used for the analysis. School segregation was assessed by calculating Dissimilarity Index. In each country, students in the highest 10% of socioeconomic status (SES) of their families and in the lowest 10% of SES of their families were examined. These two groups accordingly had the highest and the lowest achievements in students’ tests in each country. The obtained results show that the highest school segregation can be observed in Germany, Lithuania, Poland, but the lowest – in Finland and Sweden. The authors conclude that there is no significant decrease in segregation in the previous two decades, which would promote equal education opportunities. OECD PISA 2018 results show that in Estonia, Latvia, Lithuania and Poland highest segregation for low SES group is in large cities, but for the high SES group – in rural areas. The causes of school segregation might be explained as – (1) high SES students reluctance to (or parents preference not to) attend small schools, (2) exclusion (e.g. through entrance exams) of low SES students from schools in large cities.
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Urbans, Mihails, Jelena Malahova, and Vladimirs Jemeļjanovs. "Compliance of fire safety measures for accommodation of people in Riga schools." In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.53.027.

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This article describes the situation with fire safety at Riga schools regarding their compliance with the fire safety requirements set in Latvia for accommodation of people in schools. The objective of the current paper was to research and evaluate the compliance with the requirements of regulatory enactments regarding the accommodation in Riga schools and analyse the actual fire safety situation during accommodation of participants of the Dance and Song Festivals in Riga schools. The research was conducted in spring of 2018, prior to the Dance and Song Festival, assessing the compliance of 60 accommodation sites with the Latvian regulatory enactments on fire safety. During the Dance and Song Festival, it was planned to organise accommodation places in schools for 24 000 persons – participants of the festival events in the city of Riga. Ensuring fire safety at public facilities is a topical issue for any country, since the fulfilment of fire safety requirements is important not only in cases, when school premises are intended to be used for temporary accommodation of participants of the Dance and Song Festivals for a period not exceeding a week, but also in cases when children have to stay in school premises every day to receive the knowledge they will need in their future lives and the fulfilment of fire safety regulations is an important condition for providing the overall safety.
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Reports on the topic "Country schools"

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Darling-Hammond, Sean. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/169.703.

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Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices are designed to proactively build community, improve relationships, and help students amend harm when conflict occurs. Using 6 years of student survey data and California administrative data, this study examines the use of restorative practices in 485 middle schools and their impact on school and student outcomes. Analyses find that exposure to restorative practices improves students’ academic achievement and reduces suspension rates and disparities. Schools that increased use of restorative practices saw a decrease in schoolwide misbehavior, substance abuse, and student mental health challenges, as well as improved school climate and student achievement. Students of all racial and ethnic backgrounds benefited from restorative practice exposure, with Black and Latino/a students benefiting the most.
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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research team (CRT) collected data from 134 school principals from a nationally representative sample of 140 primary schools (a response rate of 95.7 percent). A telephone survey was also conducted of 2,389 parents of Grade 3 and 4 students enrolled in these 140 primary schools; this survey covers all 140 schools, with an average of 17 parents per school. Principals were asked what schools did to provide instruction while schools were closed in early 2020, while parents were interviewed regarding children’s weekday activities as well as the types of instruction the children received during this period. The telephone interviews with school principals and parents were conducted between July and September of 2020. In 2020, Vietnam was in many ways an outlier in that it flattened its epidemic curve early in that year, thereby allowing schools to reopen as early as May 4, 2020—roughly three months after schools were first directed to shut down. Vietnam’s schools continued to stay open and ended its 2019-2020 school year towards the end of June. While the period of school closure in Vietnam was brief, the country’s example may provide lessons for other nations that faced, and are still facing, the educational consequences of the pandemic.
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Moreno, Martín, Jesús Duarte, and María Soledad Bos. Inequity in School Achievement in Latin America: Multilevel Analysis of SERCE Results According to the Socioeconomic Status of Students. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0011082.

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This document analyzes differences in the academic achievement of Latin American students based on the socioeconomic status of their families. Using the database from the Second Regional Comparative and Explanatory Study (SERCE) conducted in 2006, a significant positive relationship was confirmed between the socioeconomic status of students and SERCE results, both region-wide and for each participating country. If this relationship is broken down into two different levels (within the schools and between the schools), variations in socioeconomic status explain a significant part of the variability in test scores between the schools and, to a lesser degree, the variability within the schools. The result is a high level of socioeconomic segregation between the schools, which, in turn, accentuates the relationship between student socioeconomic status and test results. The poorest students are punished first by their socioeconomic status and then again by studying in schools attended chiefly by children of poor families, thus deepening the inequity in school achievement. Findings suggest several courses of action for public policy, tailored to each country¿s profiles of educational equity.
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Arteaga, Felipe, Gregory Elacqua, Thomas Krussig, Carolina Méndez, and Christopher Neilson. Can Information on School Attributes and Placement Probabilities Direct Search and Choice? Evidence from Choice Platforms in Ecuador and Peru. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004672.

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This paper evaluates how new information influences families applica- tions and assignment outcomes in elementary school choice settings. Specifi- cally, using a multi-country RCT based in Tacna, Peru and Manta, Ecuador, we examine the effect of providing personalized information on schooling alternatives and placement risk. We find that applicants who received feed- back on placement risk and a suggestion of new schools add more schools to their applications and were more likely to include recommended schools than other alternatives available. Interestingly, the project implemented in Manta, Ecuador had only marginal effects for all outcomes. The main differ- ence across implementations was the inclusion of outreach and information provision through an additional WhatsApp “warning” in Peru, which was not realized in Ecuador. A lower school density seems to have also been a contributing factor to the results observed in the Ecuadorian context.
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Datta, Sandip, and Geeta Gandhi Kingdon. The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/072.

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This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.
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Salieri, Giulia, and Andrés Ramos. Learning in Twenty-First Century Schools: Note 9. Comparative Analysis of School Infrastructure Planning and Management Systems in 12 Countries in Latin America and the Caribbean. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0006378.

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This study aims to diagnose and compare the school infrastructure management processes of the different countries in the region to identify common challenges. It also focuses on identifying areas of improvement of each country and better practices that could be replicated in other parts of the region.
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Chegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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Khemani, Shreya, Jharna Sahu, Maya Yadav, and Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.

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This study, situated in an industrial working-class neighbourhood in Raipur, Chhattisgarh, aims to look at what sustains and reproduces an elementary school teacher in low-fee private schools. Within a highly stratified system of education such as ours (NCERT 2005), both at the level of school and teacher education itself, as well as in the context of a highly stratified society—where the imagination and reality of ‘a teacher’ is informed as much by a historical domination of teaching by specific caste groups as it is by a contemporary reality in which the bulk of the teachers in schools across the country are women (UDISE+ 2019-20)—how do we understand the working lives of teachers and the work of teaching? This study thinks through this question by inquiring into the labouring lives of teachers in our fieldsite—centring tensions between productive and unproductive labour and paid and unpaid work.
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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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Elacqua, Gregory, Isabel Jacas, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Welfare Effects of including Household Preferences in School Assignment Systems: Evidence from Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004676.

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We study the welfare produced by a coordinated school assignment system that is based exclusively on minimizing distance to schools, comparing the matches it produces to a system that includes household preferences using a deferred acceptance algorithm. We leverage administrative data and a mechanism change implemented in the city of Manta, Ecuador in 2021 to estimate household preferences and show that considering applicant preferences produces large welfare gains. Our counterfactual exercises show that differences across alternative assignment mechanisms are small. Survey data on household beliefs and satisfaction support these conclusions. The evidence indicates that coordinated school choice and assignment systems can have large welfare effects in developing country contexts.
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