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Journal articles on the topic 'Rural education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

P. Sunitha, P. Sunitha, and V. Sreedevi V. Sreedevi. "Rural Education – In India." Indian Journal of Applied Research 3, no. 12 (2011): 241–43. http://dx.doi.org/10.15373/2249555x/dec2013/71.

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2

Chothani, Sumitaben K. "Rural Education in India." Indian Journal of Applied Research 3, no. 3 (2011): 369–70. http://dx.doi.org/10.15373/2249555x/mar2013/126.

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3

Sanghaik, Gopal Krishan. "Rural Development Education." Indian Journal of Public Administration 56, no. 3 (2010): 669–78. http://dx.doi.org/10.1177/0019556120100323.

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4

Polivka, Barbara J. "Rural Sex Education." Public Health Nursing 13, no. 6 (1996): 425–33. http://dx.doi.org/10.1111/j.1525-1446.1996.tb00270.x.

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5

Pini, Barbara, and Kalwant Bhopal. "Racialising rural education." Race Ethnicity and Education 20, no. 2 (2015): 192–96. http://dx.doi.org/10.1080/13613324.2015.1115620.

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6

Leversha, Anne. "Rural Health Education." Australian Journal of Hospital Pharmacy 29, no. 2 (1999): 117. http://dx.doi.org/10.1002/jppr1999292117.

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7

Genglin, Gu. "Rural adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 23–31. http://dx.doi.org/10.1002/ace.36719883705.

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8

Santos, Marilene. "Rural Education: some indicators." Revista Brasileira de Educação do Campo 6 (August 7, 2021): 1–25. https://doi.org/10.20873/uft.rbec.e10791.

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The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Educ

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9

矫, 禄婷. "Research on Rural Preschool Education in the Context of Rural Education." Advances in Education 13, no. 10 (2023): 7821–26. http://dx.doi.org/10.12677/ae.2023.13101214.

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10

Barter, Barbara. "Rural education: learning to be rural teachers." Journal of Workplace Learning 20, no. 7/8 (2008): 468–79. http://dx.doi.org/10.1108/13665620810900292.

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11

Strasser, Roger, Ian Couper, John Wynn-Jones, James Rourke, A. Bruce Chater, and Steve Reid. "Education for rural practice in rural practice." Education for Primary Care 27, no. 1 (2016): 10–14. http://dx.doi.org/10.1080/14739879.2015.1128684.

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12

Cleonice, Matos Amaral, and Ambrósio de Oliveira Mateus Kergilêda. "Conceptions of Rural Education: a systematic literature review." Revista Brasileira de Educação do Campo - Brazilian Journal of Rural Education 7 (February 13, 2022): 1–22. https://doi.org/10.20873/uft.rbec.e12925.

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This study aims to analyze the concepts of rural education present in scientific articles published in Scielo database and in Revista Brasileira de Educação do Campo, from 2016 to 2021<strong>.</strong> Therefore, we have used a systematic literature review in a qualitative meta-analysis typology and, based on the review protocol, we have performed searches with the descriptors "rural education", "conception" and "rural school". After mapping the productions, reading the titles, keywords and abstracts, applying the inclusion and exclusion criter

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13

Kilgour Anderson, Patricia. "Rural Adult Education: Reflections of a Student Educator." Canadian Journal for the Study of Adult Education 18, no. 2 (2004): 44–56. http://dx.doi.org/10.56105/cjsae.v18i2.1834.

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This essay takes the reader through the 20-year personal journey of the author as an adult student and subsequently an adult educator in rural Alberta. Six "truths" learned by the author about returning adults in rural settings are presented, and challenges to rural adult education discussed. Résumé Cet essai fait revivre au lecteur les 20 ans de l'auteure à titre d'apprenante adulte, puis de formatrice, dans une région rurale de l'Alberta. L'auteure présente six « vérités » apprises aufil des ans sur les adultes qui reviennent sur les banes d'école dans les régions rurales. Elle énonce aussi

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14

Williams, David M., Daniel L. Thomas, and Zeyad Sallami. "Rural Postgraduate Medical Education." Academic Medicine 92, no. 1 (2017): 11–12. http://dx.doi.org/10.1097/acm.0000000000001489.

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15

Knight, J. Pat, Cheryl S. Knight, and Arthur Quickenton. "Education in Rural Schools." Educational Forum 61, no. 1 (1997): 84–89. http://dx.doi.org/10.1080/00131729609335229.

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16

EWING., JAMES. "EDUCATION IN RURAL AREAS." Journal of proceedings of the Agricultural Economics Society 6, no. 1 (2008): 74–89. http://dx.doi.org/10.1111/j.1477-9552.1940.tb01895.x.

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17

Barke, Michael. "Education and rural development." Journal of Rural Studies 3, no. 3 (1987): 288–89. http://dx.doi.org/10.1016/0743-0167(87)90086-6.

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18

Harrington, Graham. "Rural Education in Tasmania." Australian and International Journal of Rural Education 7, no. 2 (1997): 21–24. http://dx.doi.org/10.47381/aijre.v7i2.422.

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The general perception of many mainlanders is that rural education in Tasmania does not exist because of the small size of the state. However, this perception ignores important geographical factors such as topography and the distribution of population. The result is that Tasmania does in fact have a significant rural education sector, covering distinct areas such as the West Coast, Bass Strait Islands, Midlands, the Channel and North East and East coasts - in fact most areas outside the 'islands of urbanisation'. Although the overall Australian population is increasing, the rate is very differ

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19

Öhrn, Elisabet, Dennis Beach, Monica Johansson, Maria Rönnlund, and Per-Åke Rosvall. "Rural Education and Integration." Australian and International Journal of Rural Education 33, no. 2 (2023): 1–15. http://dx.doi.org/10.47381/aijre.v33i2.417.

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In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received t

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20

Depeng, Zhang, and Shi Zhenlei. "Urban-rural Comparison of Children’s Education Investment in Compulsory Education." E3S Web of Conferences 214 (2020): 03049. http://dx.doi.org/10.1051/e3sconf/202021403049.

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Family education investment is an important mechanism that affects the stratification of urban and rural education in China. This article analyzes the urban-rural gap in China’s family education investment and focuses on comparing the two levels of family education expenditure and education participation. The study found that the total expenditure for children ‘s education in urban households during compulsory education is higher than that in rural households, and the gap between the two in terms of extra-school tutoring expenditure is even greater. In terms of family education participation,

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21

SINGH, KUMAR BIGYANANAND. "Empowering Rural Women – the Higher Education Way." International Journal of Scientific Research 3, no. 7 (2012): 1–3. http://dx.doi.org/10.15373/22778179/july2014/184.

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22

Chhaya, M. P. "Book Review: Education: Education and Rural Development." India Quarterly: A Journal of International Affairs 43, no. 2 (1987): 186–90. http://dx.doi.org/10.1177/097492848704300217.

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23

Yatim, Leila, and Fernando José Martins. "From Rural Education to Countryside Education: advances and challenges in Brazil." Emerging Trends in Education 6, no. 12 (2024): 31–41. http://dx.doi.org/10.19136/etie.a6n12.5699.

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Brazil shared the nomenclature of rural education, as is common in most countries, effectively in Latin America. There was a nominal change to Countryside Education, in the field of social practices and in the official, documental and formal field in the educational system. This article seeks to highlight the foundations for such a change, which finds its basis in rural social movements. The work is carried out by a bibliographic review on the subject, and a documental review, both in official documents of the Brazilian State, and in the documents issued by the collective organization of the m

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24

J. Yellaiah, J. Yellaiah, and Sushila A. Sushila. A. "ICT Education for Rural Women and Girls: A case of Computer Education." Indian Journal of Applied Research 3, no. 3 (2011): 69–71. http://dx.doi.org/10.15373/2249555x/mar2013/25.

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25

Bock, Marj, Mari Caballero, and Kelly O'Neal-Hixson. "Special Education Teachers in Residence." Educational Renaissance 10, no. 1 (2021): 32–47. http://dx.doi.org/10.33499/edren.v10i1.181.

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Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers

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26

Jain, Paras. "Women Education in Rural India." International Journal of Social Sciences and Humanities 1, no. 1 (2017): 19–23. http://dx.doi.org/10.21744/ijssh.v1i1.12.

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27

Jain, Paras, Rishu Agarwal, Roshni Billaiya, and Jamuna Devi. "Women education in rural India." International journal of social sciences and humanities 1, no. 1 (2017): 21–26. http://dx.doi.org/10.29332/ijssh.v1n1.12.

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In India, the status of the girl child has been a subject of much discussion, controversy, and debate. From the start, girl children are seen as burdens rather than blessings, bearers of exorbitant dowries, who will eventually move into the homes of their husbands. There are some overwhelming cultural and economic reasons why female children are not receiving the same medical, emotional, and educational attention as their male counterparts. The result is a low literacy rate among women in rural areas. There has been an increasing proportion of women, who are literate in just 20 years. Despite

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28

Barter, Barbara G. "Rural Schools and Distance Education." International Journal of Information and Communication Technology Education 7, no. 1 (2011): 33–45. http://dx.doi.org/10.4018/jicte.2011010104.

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In 2006, the author began research on current issues in rural education in which teachers recounted narratives of teaching. As deficits, they spoke of an inability to retain teachers, too little diversity in student programming, and lack of access to extra-curricular activities. They also noted challenges brought on by education reform that increased the use of distance education and long distance bussing. Positively, teachers mentioned how much they cared about their students and their school. They were proud of how they worked hard to meet student and community needs. This paper discusses te

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29

Meriweather, Suzanne, and Frances A. Karnes. "Gifted education in rural areas." Rural Special Education Quarterly 7, no. 2 (1986): 10–14. http://dx.doi.org/10.1177/875687058600700203.

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30

Brown, David W., and Walter G. Mcintire. "Leadership in Rural Special Education." Rural Special Education Quarterly 14, no. 2 (1995): 17–24. http://dx.doi.org/10.1177/875687059501400204.

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In this paper the changing expectations Americans have for their schools, the challenges for providing leadership in rapidly changing rural school settings, and the changing nature of students served in rural schools are explored. It is suggested that the Individual Education Plan (IEP) process developed by special educators for special education students can be a model for educational planning for all students, given the nature of group cohesion that results from having a common goal.

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31

Resto, Margaret, Karen Huss, Marilyn Winkelstein, et al. "Asthma education in rural communities." Clinical Excellence for Nurse Practitioners 5, no. 3 (2001): 168–74. http://dx.doi.org/10.1054/xc.2001.23124.

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32

Clayton, Lucy. "HIV Education in Rural China." Promotion & Education 12, no. 1 (2005): 19–20. http://dx.doi.org/10.1177/175797590501200103.

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33

Howley, Craig B. "Studying the Rural in Education." education policy analysis archives 5 (April 30, 1997): 12. http://dx.doi.org/10.14507/epaa.v5n12.1997.

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This essay maintains that nation-building, partly through systems of schooling, has served rather more to debase than improve the rural circumstance. It suggests that a different logic of improvement is needed in rural education, but refrains from prescriptions. Instead, it focuses its attention on the sort of questions that researchers (and school improvers, for that matter) might ask to discover or invent that logic variously. It draws a distinction between cosmopolitan and local interests and provides examples of issues that exhibit the distinction. Finally, it suggests and provides hyperte

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34

Katsivo, Melanie Nyambura. "Health education in rural kenya." Psychology & Health 12, no. 1 (1996): 43–48. http://dx.doi.org/10.1080/08870449608406920.

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35

Raymaekers, Erik, and Myriam Bacquelaine. "Basic education for rural development." Prospects 15, no. 3 (1985): 455–70. http://dx.doi.org/10.1007/bf02196647.

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36

Zuckerman, Randall S. "Rural surgery and surgical education." Surgical Endoscopy 22, no. 7 (2008): 1592. http://dx.doi.org/10.1007/s00464-008-9838-7.

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37

Wines, Maria. "Nursing Education in Rural Environments." Comprehensive Psychology 5 (March 15, 2016): 216522281663332. http://dx.doi.org/10.1177/2165222816633322.

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38

Shankar, Pathiyil Ravi. "WONCA rural medical education guidebook." Janaki Medical College Journal of Medical Science 6, no. 1 (2018): 55–57. http://dx.doi.org/10.3126/jmcjms.v6i1.20577.

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39

Couper, Ian. "Strategies in Rural Medical Education." South African Family Practice 46, no. 1 (2004): 32. http://dx.doi.org/10.1080/20786204.2004.10873031.

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40

Thompson, Paul B., and Douglas N. Kutach. "Agricultural ethics in rural education." Peabody Journal of Education 67, no. 4 (1990): 131–53. http://dx.doi.org/10.1080/01619569009538704.

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41

Karodia, Anis Mahomed, Tajna Maharaj, and Nolwazi Dlamini. "Rural Education and Economic Development." Singaporean Journal of Business , Economics and Management Studies 2, no. 4 (2013): 47–55. http://dx.doi.org/10.12816/0003872.

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42

Ewers, Julie. "Australian Rural Education Award 1995." Australian and International Journal of Rural Education 6, no. 1 (1996): 25–27. http://dx.doi.org/10.47381/aijre.v6i1.404.

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As a parent involved at Lucindale Area School, and on behalf of Lucindale Area School and the community, I gladly accept this award and thank SPERA for choosing our school to be the winner of this award. What has happened at Lucindale Area School definitely enhances education and does demonstrate a commitment towards advancing the positive aspects of rural education. This award acknowledges the success we have achieved in solving our initial problems, it also acknowledges the very hard work carried out by our Principal, staff, parents, students and community members. Lucindale is as the name i

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43

Shah, Saeeda, and Umbreen Shah. "Girl Education in Rural Pakistan." International Journal of Sociology of Education 1, no. 2 (2012): 180–207. http://dx.doi.org/10.4471/rise.2012.10.

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Girl Education is a global issue. Many reports and papers, including UNESCO reports on gender monitoring and education highlight the intensity of the challenge across the world. It is underpinned by myriad factors ranging from a genuine desire on the part of the family to protect and safeguard the girls in specific contexts to cultural determinants, social manipulations, gender discrimination, economic priorities, religious interpretations, political exploitations, vested interests, and simple pragmatics, among many others. However, the nature of these factors and their combinations vary in di

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44

Ritchey, Jeffrey A. "Rural adult education: Current status." New Directions for Adult and Continuing Education 2008, no. 117 (2008): 5–12. http://dx.doi.org/10.1002/ace.281.

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45

Mott, Vivian W. "Rural education for older adults." New Directions for Adult and Continuing Education 2008, no. 117 (2008): 47–57. http://dx.doi.org/10.1002/ace.285.

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46

Ritchey, Jeffrey A. "Rural adult education: Future directions." New Directions for Adult and Continuing Education 2008, no. 117 (2008): 93–98. http://dx.doi.org/10.1002/ace.289.

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47

Lyu, Jiajing. "China’s Nine-Year Compulsory Education Policy and Rural Women’s Education." Journal of Advanced Research in Education 3, no. 5 (2024): 58–90. http://dx.doi.org/10.56397/jare.2024.09.09.

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Globally, education is often regarded as a basic human right. In order to guarantee this right, many countries have adopted various measures to ensure universal access to an inclusive and fair quality education, without leaving anyone behind. The UNICEF (2017) Convention on the Rights of the Child provides tenets of the child’s right to education, education should focus on the all-round development of children’s personalities and promote mutual understanding, tolerance, friendship, and peace by respecting their personal cultural backgrounds. The draft UNESCO Education 2030 Framework for Action

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48

Shang, Kaijie. "Research on the Balanced Development of Urban and Rural Compulsory Education Through Education Resource Allocation." Journal of Contemporary Educational Research 8, no. 7 (2024): 118–25. http://dx.doi.org/10.26689/jcer.v8i7.7758.

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With the rapid development of our country’s economy, education has gradually become the focus of social attention. The problem of unbalanced distribution of urban and rural educational resources has become increasingly prominent, urban educational resources are relatively rich, while rural educational resources are relatively scarce, and the balanced development of urban and rural compulsory education has become an urgent task. This paper mainly investigates and studies the distribution of urban and rural educational resources, discusses the unbalanced distribution of urban and rural education

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49

Zhenhua, Wang. "Research on Rural Compulsory Education in the Context of Rural Revitalization." Journal of Education, Teaching and Social Studies 5, no. 3 (2023): p12. http://dx.doi.org/10.22158/jetss.v5n3p12.

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Rural education has always been a shortcoming in the development of education. As the basic part of rural education, rural compulsory education affects the modern development of education from the root. At present, the development of rural compulsory education in China mainly faces the dilemma of uneven distribution of urban and rural educational resources, low teaching quality, weak educational awareness, and class division of rural families, etc. The strategy of rural revitalization in the new era provides conditions to support and policy guarantee for the development of rural compulsory edu

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50

Fuqua, Melyssa, Robyn Henderson, Cheryl Glowrey, and Karl Maton. "Connecting Rural and Urban Education Research." Australian and International Journal of Rural Education 31, no. 3 (2021): i—iv. http://dx.doi.org/10.47381/aijre.v31i3.323.

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In this special issue of the Australian and International Journal of Rural Education, a collection of international authors considers how their work and experiences in rural education research can inform, and sometimes even improve, urban-based education research. The issue responds to the provocation to shift such perceptions and locate the rural as a key and constituent part of the wider field of education. The articles set out to show connections between the rural and the urban. In doing this, the authors challenge existing notions of a rural-urban divide. They present examples of ruraling,

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