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Dissertations / Theses on the topic 'Rural students'
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Stewart, Donald J. "Rural students-urban schools: Rural students' experiences of computing in their urban post-compulsory education." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36676/1/36676_Digitised%20Thesis.pdf.
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This research focuses on the origins and nature of one cohort of students' computing experience as they progressed from their isolated rural junior setting to senior schooling in urban locations. The study investigated the influence of parents, teachers, peers and the wider rural community on their development as students in general. The data collection concentrated especially on how their rural upbringing influenced their educational outcomes, but serendipitously revealed the considerable effects of the religious beliefs held by many in their community. This further enhanced the capacity of the thesis to identify strategies needed to address the dilemmas that these students experienced.
The study followed those members of a single cohort of students as they ended their compulsory education in a rural school and proceeded to post-compulsory, senior secondary, education in 'their nearest regional city. Some students entered the state schooling system while others opted for a senior education embedded within the religious boundaries of their Christian upbringing. The researcher maintained contact with these students socially, and also by meeting them weekly as they returned to their home town from their forays into the city.
The research employed a phenomenographical approach in which regular meetings with the cohort were audio taped and later transcribed using a computer voice recognition package. The transcripts were then returned to the participants for validation and correction. These corrected transcripts were then analysed to reveal students' conceptions of their lived experiences of computing as part of their senior schooling, and these conceptions were then placed within an outcome space which illustrates the inter-relationships between them.
The thesis reveals a complex relationship between rural families, how they live, how they interact with each other and how they perceive outsiders from the city. and illuminates the many quandaries they face in both their daily lives and their educational experiences. including communication problems between rural feeder schools and their urban counterparts; depth of curricula; and the impact that religious affiliations have on rural families. It concludes with a range of recommendations regarding the strategies that could be employed to help other teachers/educators who are placed in similar rural situations to understand the physical/developmental and cultural/spiritual inequalities that isolated rural families encounter.
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Sheek, James L. "Rural students, aspirations, motivation, and music education why don't more rural students make it to college? /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1400/umi-uncg-1400.pdf.
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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 153-159).
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Tao, Yuexian. "Nursings students' attitudes towards rural nursing practice." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9827.
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Background: Nursing shortage is a worldwide phenomenon; in rural areas, this shortage is exacerbated by geographical imbalances. Reducing the inequality of health outcomes between rural and urban areas requires improvement in the rural nursing workforce. Thus far, little research has been conducted on the recruitment of nursing students to rural nursing in China. Aim: This study aimed to explore nursing students’ perspectives of rural nursing practice and their intentions to work rurally after graduation, and to identify factors contributing to those intentions. Methods: Exploratory interviews were conducted with eleven nursing students to obtain their perspectives of rural nursing practice. This was followed by a hand distributed and collected self-completion questionnaire survey that involved 445 final year nursing students in six nursing schools in one province in China. The questionnaire measured students’ rural career intentions and their perceptions of rural nursing practice. The survey data were collected between December 2011 and March 2012. The response rate for the questionnaire survey was 89%. Results: The results indicated that the majority of final year nursing students did not intend to work rurally. The most frequently cited barriers deterring them from considering a rural job were the perceived fewer opportunities for skills development and learning, potentially lower financial rewards, and family members’ disapproval of rural working. Regression analysis showed that the length of time living rurally and educational level were the most important predictors of nursing students’ intentions to take a rural job immediately following graduation. The logistic regression illustrated that rural identification, degree, and rural placement experiences were significant predictors for nursing students’ intentions to work rurally in their future nursing career. Conclusion: Nursing students with high intentions to work rurally were rare in China. Rural background had a positive impact on students’ intentions to work rurally. Students with a degree were less likely to work rurally.
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Dietrich, Leanne B. "Rural students in transition, the first year university experience from a rural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39817.pdf.
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Huntley, Lance R. "Influence of economic restructuring on rural Missouri high school dropout rates." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4157.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 18, 2006) Vita. Includes bibliographical references.
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Mahai, Lulu Simon. "Rural students' experiences at the Open University of Tanzania." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9441.
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This ethnographic study has been undertaken to address a literature gap relating to rural students’ experiences of distance education in developing countries. It gives an account of teaching and learning practices at the Open University of Tanzania (OUT), describes the needs, challenges and coping strategies of students and makes recommendations for improving teaching and support practices in rural areas. An ethnographic approach was used to enable the generation of rich, contextual data from four OUT regional centres. Data generation methods included interviews, observation and document review, while themes were inductively generated through thematic analysis. Bourdieu’s concepts of field and habitus were used to guide the conduct of the study and interpretation of the findings. The study shows that the OUT does not significantly address the problem of the educational divide between the rural and urban populations of Tanzania. This is mainly due to the urban location of regional centres and to students’ inadequate access to relevant teaching and support services such as tutors, library resources and Internet services. The existence of poor infrastructure and the many technological challenges encountered in rural areas further exacerbate the situation. Such limitations may make it difficult for students to develop the intellectual inquiry and critical commentary skills necessary to make informed decisions, and to acquire the competencies expected of graduates of higher education programmes. This study presents rich data based on the immersion of the researcher in the everyday lives of students at the OUT, and proposes a series of recommendations addressing the development of future policy and planning for the university.
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Webb, Tamara Alyce. "Effective Instructional Strategies for At-Risk Rural Elementary Students." Ashland University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1213881981.
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Sokenu, Julius Oluwasola. "Motivations among at risk students in rural community colleges." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32834.
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Thesis (Ed.D)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>Is it possible for at-risk students attending a rural community college to succeed in attaining their stated academic goals if exposed to a retention program customized to suit the needs of students attending their type of institution? What role does a student's motivation to succeed play in his or her decision to pursue achievement behavior in college? Are academically at-risk learners aware of behaviors that limit their success in the classroom? If so, what affective and cognitive variables determine individual success and to what extent can these variables be screened for on entrance?
To address the above questions, the LASSI and Trice Locus of Control inventory were administered to 45 students enrolled in the Opportunity For Success program, a retention effort for at-risk 17-21 years old students at Quinebaug Valley Community College in Connecticut. Using SPSS, a multiple regression analysis was performed by entering the 10 variables of the LASS I and the GP A for the subjects. Also, two 90- minute, in-depth interviews were conducted of 26 of the 45 students. Faculty and advisors of these students were asked to rate their performance. The findings support the literature on student success and college student attrition. At-risk learners are aware of behaviors that limit their success. Successful at-risk students possess a variety of strategies to cope with academic challenge while low achieving students often do not. Instead, the low achieving students develop theories to explain their failure to succeed.
Similarly, this research illustrates that failure, like success, is a habit learned over time and context dependent; the high school experiences of underachieving subjects demonstrate that they are often unmotivated to succeed in the classroom because they lack the interest to invest in academic endeavors. Low achieving students in this study continued this pattern in college, while those who became high and moderately achieving adopted multiple strategies to ensure success. Participants were motivated to perform in classes they considered "fun" and relevant to their future goals. The findings also show that educators should assist at-risk students to overcome their fear of failure by increasing their ability to self-regulate learning, set goals, and evolve healthy self concept. This study concludes that the desire to persist, information processing, and attitude towards learning play a major role in the learner's decision to pursue achievement behavior.<br>2031-01-01
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Jenkins, Sandra Jean. "Educational Talent Search assessing student outcomes for first-generation, low-income students in rural Georgia /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/scoleman/jenkins_sandra_j_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 99-105)
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Clements, Andrea D., Anna V. Ermakova, and Beth A. Bailey. "Surrender Coping Predicts Low Anxiety in Rural Appalachian College Students." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/7280.
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Hash, W. Ronald. "Students' perceptions of academic advisement in rural Virginia community colleges." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54382.
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Professional literature suggests that there is widespread dissatisfaction with academic advisement, even though students continually indicate that the advising process is critical to their success in post-secondary education. This study investigated the perceptions of traditional and adult students, career and transfer students, and full and part-time students concerning the academic advising delivery system at three small rural Virginia community colleges.
The particular advising traits investigated were: (1) Advisor's knowledge of and interest in advisees, (2) accessibility of advisors, (3) discussion of non-academic problems, (4) advisor knowledge of institutional regulations and requirements, (5) warmth and friendliness of advisors, (6) frequency of contact, (7) freedom and encouragement to be open, (8) elimination of enrollment errors by advisors, (9) satisfaction with advisor and the advising system, and (10) recommendations by the advisee to the advisor and of the advising program to others.
Comparative analysis using chi square test and frequency distributions were conducted with traditional and adult students, career and transfer students, and full and part time students. The results generally indicated that students were pleased with the advising process, however traditional students were more pleased than adult students. Furthermore, career more than transfer and full time more than part time students indicated greater satisfaction with the advising program. This study recommends that community colleges develop ways to provide better academic advisement for adult, transfer, and part time students. More research also needs to be conducted on academic advisement for career and transfer students.<br>Ph. D.
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Krake, Holly Mae. "Reifying Rustification: Understanding Post High School Choice of Rural Students." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791982371&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Cockrell, Deborah Jane. "Rural clinical placements for dental students : an action research study." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/4662.
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Doctor of Philosophy<br>This work was digitised and made available on open access by the University of Sydney, Faculty of Dentistry and Sydney eScholarship . It may only be used for the purposes of research and study. Where possible, the Faculty will try to notify the author of this work. If you have any inquiries or issues regarding this work being made available please contact the Sydney eScholarship Repository Coordinator - ses@library.usyd.edu.au
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Cockrell, Deborah Jane. "Rural clinical placements for dental students : an action research study." University of Sydney, 2005. http://hdl.handle.net/2123/4662.
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Doctor of Philosophy<br>This work was digitised and made available on open access by the University of Sydney, Faculty of Dentistry and Sydney eScholarship . It may only be used for the purposes of research and study. Where possible, the Faculty will try to notify the author of this work. If you have any inquiries or issues regarding this work being made available please contact the Sydney eScholarship Repository Coordinator - ses@library.usyd.edu.au
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Hicks, Angela Dawn. "Understanding Rural Appalachian Ohio Educators' Perceptions of Students of Poverty." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4375.
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In a rural elementary school, characterized by high poverty levels in Appalachian Ohio, school personnel were concerned that student literacy and math proficiency levels remained low during 2005-2015 and teachers had not been able to close the achievement gap between economically disadvantaged students and non-economically disadvantaged students despite a focus on literacy and math professional development (PD) provided by the district. Administrators were concerned that teachers' perceptions, and beliefs about students of poverty might contribute to students' underachievement. The purpose of this study was to understand teachers' perceptions of students living in poverty. Guided by Gorski's equity literacy theory, research questions focused on discovering teachers' dispositions of teaching students of poverty, PD experiences and strategies used to teach the target student population. The purposeful sample included 9 elementary teachers at the target site and data were collected through semi-structured interviews. Data analysis consisted of an inductive phenomenological process to identify codes and sub-codes of the interview data to derive themes. Themes supporting the findings indicated perceptions that aligned with Gorski's stereotyped socially identified norms including; education is of low priority, poor people are lazy, poor people abuse drugs or alcohol and poor people are ineffective parents. The findings indicated the development of PD focused on equity literacy to support change in teacher perceptions and the use of equity literacy informed pedagogy. The project will promote social change by increasing teachers' capacity to challenge students educationally, resulting in improved academic outcomes by their students living in poverty.
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McCulloh, Edna E. "Parent Support and Retention of Rural First-Generation College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3113.
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A small, private university was the focus of this study, where rural first-generation college (FGC) students withdraw at higher rates than their continuing-generation counterparts. An objective of the university leadership is to increase student retention to foster a greater likelihood of degree completion. The research problem was the inability to retain rural FGC students. The purpose of the study was to explore parental support that promoted rural FGC student retention. The research questions addressed the students' perceptions about parental support and their decisions to remain enrolled. The research methodology was a qualitative case study design. Data were collected through semi structured interviews with a purposeful sample of 12 full-time FGC students from rural residential zip codes or counties. Transcribed interviews were coded and analyzed following a combination of approaches described by Creswell and Stake. The analysis revealed 6 themes: (a) parental support, (b) extended family relationships, (c) campus connection, (d) financial support, (e) community networks, and (f) institutional support. The results suggested that parental support shaped the students' decisions to remain enrolled. Based on the findings, a parent development project was designed to help university leadership and parents of rural FGC students engage collaboratively to improve retention. This study may contribute to positive social change, in that the resulting project may improve the students' ability to persist to degree completion and potentially give back to their rural communities.
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Sarkar, Sukla. "Sociology of educational achievement of SC students: case studies of two rural schools in North Bengal." Thesis, University of North Bengal, 1999. http://hdl.handle.net/123456789/144.
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Angiola, Julie E. "HPV vaccine acceptance among rural, Rocky Mountain region women." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1980572871&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Hughes, Anna. "Access to Higher Education for Rural Students in Kyrgyzstan and Tajikistan." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4790.
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A disparity in access to higher education exists between rural and urban regions of the world. Equal access to higher education for students from rural areas is a priority for government leaders in Kyrgyzstan and Tajikistan. This study addressed the problem of lower-than-expected enrollment of students from rural areas at branches of the International Mountainous University (IMU, pseudonym) located in rural regions of Kyrgyzstan and Tajikistan. The purpose of this qualitative case study was to investigate the experiences and perceptions of 10 IMU students about gaining access to higher education. Informed by the theory of habitus, the research questions focused on perceptions of (a) the experience of gaining access and (b) sacrifices related to gaining access to higher education. Transcripts of individual, open-ended interviews were analyzed using elemental coding and verified through member checking. Four themes emerged: (a) academic barriers, (b) information and communication barriers, (c) support, and (d) material and nonmaterial sacrifices. Findings led to the development of a white paper recommending that IMU establish partnerships with high schools, develop parent outreach programs, and introduce inclusive admissions practices. Positive social change may result from providing IMU with program and policy recommendations that support the institution's vision of increased access to education for rural residents of Kyrgyzstan and Tajikistan.
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Webb, Elizabeth Rose. "Improving Academic Achievement for Students in Poverty: A Case Study Analysis of a Rural Elementary School." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104048.
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The present study investigated the processes and factors which led to increased student achievement at a rural, high poverty, elementary school in 2014-2019. Student academic achievement was measured through the pass rates of students in third, fourth, and fifth grades on the Virginia SOL assessments in English and mathematics. In English, student pass rates increased by 22 percentage points from 2015-2019, and in mathematics, they increased 16 points for the same time period. Due to this growth, the school was recognized as one of the National Distinguished Title I Schools in 2019. Utilizing a case study methodology, interviews were conducted with building level and division level school personnel for a total of 11 participants. Other data were also analyzed such as school improvement plans, student progress monitoring data, and personnel changes at the school. Participants indicated high quality leadership, the creation and cultivation of positive relationships among faculty, staff, and students, and the implementation of the Responsive Classroom program as factors contributing to increased student academic achievement. Furthermore, 50% teacher turnover and subsequent hiring of new teachers or the transferring in of teachers new to the school was identified as a change within the school during the five years being studied.<br>Doctor of Education<br>Students in third, fourth, and fifth grades in Virginia public schools take assessments in English, mathematics, science and history, depending on grade level, at the end of each school year to determine their academic success based on common grade level standards. This study focused on a school that improved student pass rates on the English assessment by 22 percentage points and 16 percentage points on the mathematics assessment from 2014-2019. This study examined the processes and factors that went into the increased student achievement through interviews of 11 school level and division level personnel. These interviews provided administrator, teacher, and school staff perceptions of why student achievement increased, and led to the examination of other data such as school improvement plans from 2014-2016, student progress monitoring data, and school staffing changes from 2014-2019. The study found the analysis of student progress monitoring data and subsequent meetings between the teachers and literacy coaches to address student academic needs as having an impact on student achievement. Additionally, the creation and cultivation of positive relationships between faculty, staff, and students, purposeful and high-quality leadership, and the implementation of the Responsive Classroom program were identified as factors increasing student achievement. The school also experienced 50% teacher turnover from 2014-2019. In 2014, the school had 14 teachers and by the end of the study in 2019, seven of those teachers had left for various reason, allowing the building principal to hire or transfer teachers in from other schools who better fit the needs of the school and its students.
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Granger, Jamie Sue. "Drug education for rural middle school students in a resilience format." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/granger/GrangerJ0506.pdf.
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Foster, Tamara Andrews. "An Exploration of Academic Resilience Among Rural Students Living in Poverty." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560885.
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<p> This qualitative study explores the external protective factors of family, school, and community as perceived by rural students who live in poverty and demonstrate academic resilience. The purpose of this study was to investigate the factors that were reported by the students and teachers which supported the academic success of these students in a rural school district. By identifying the common variables among academically resilient students, educators identify practices that support or even cultivate resilience in students who are at risk for failure. </p><p> Resilience research has revealed both external and internal protective factors that serve to buffer against the effects of risk factors. Specific to academic resilience, individual attributes have been determined to provide significant internal support to students. External protective factors for students related to the family, school, and community have also been identified. By understanding these external protective factors as they are perceived by students, educators may develop policy and practice to support academic resilience. </p><p> The study employed multicase methodology using phenomenological interviews. Participants included six students who demonstrated academic resilience. Triangulation of data sources included in-depth, semistructured interviews with six students and a former teacher of each student, verbatim transcription of all interviews, a document review, and personal observations. </p><p> Findings revealed protective factors of connections, expectations, experiences, and instruction supported school success in rural students living in poverty. </p>
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Xie, Ailei, and 谢爱磊. "Guanxi exclusion in rural China: parental involvement and students' college access." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329915.
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This study examines the differential patterns of access to higher education of students from rural areas in transition from a planned to a market economy. In respect to college access, the research argues that market reforms have reproduced the advantages for students from the cadre’s and the professional’s families while simultaneously creating new opportunities for the children of the new arising economic elite. Yet, it has performed less for traditional peasant families whose children still fail to gain access to college in proportions higher than the size of the population.
Based on the literature, this research places a special emphasis on how economic and cultural resources become the main influence on rural students? college access. The process dimension -- how families from different social backgrounds within rural society involve themselves in the schooling of their children and how this contributes to inequality of college access within rural society, are investigated.
This research unpacks this process by examining the school involvement experiences of parents in Zong, a county located in the province of Anhui. Parental involvement is conceptualized in terms of how economic and cultural resources are converted to social capital as part of family strategies within the increasingly stratified social context of rural China. The research identifies the consequences of activating different types of social networks within family and community, and also between family and school to facilitate this process by gaining advantages in access to college. Household interviews and field notes were used as the main methods of data collection with a range of parents and teachers involved in this ethnographic study.
The data analysis suggests that state, schools and teachers provide few formal and routine channels for rural parents to become involved in schooling. This raises the importance of family strategic initiatives to employ interpersonal social networks (guanxi) within family, community and between school and family. Parents from cadres and professional backgrounds are capable of maintaining these social networks that are useful for their children’s chances of entering higher education. Their counterparts from the new economic elites? backgrounds have developed the means to capitalize upon their families economic and cultural resources by converting them into social capital that creates advantages in college access for their children. Peasants, however, rely heavily on teachers and relatives in education and are substantially marginalized from those important interpersonal social networks of capital conversion.
Although this research found the structure constrains interpersonal social network of peasant families, it also highlights the agency of parents from different families. For example, in some cases it found, that peasants actively use their kinships to create chances for school involvement to potentially improve the chances of their children’s college access.
This research is one of the first empirical studies to inquire about the mechanism of capital conversion in affecting higher education opportunities in the post-socialist era, which will help to re-evaluate the influence of market reforms over rural education system in China.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Visser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.
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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
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Valero, Alicia. "Emergent literacy development among Latino students in a rural preschool classroom /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.
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Weade, Barbara Lee. "School and work tardiness in high school students in rural Wisconsin." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004weadeb.pdf.
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Hoffman, Tina D. "Project HOPE: a career education program for rural middle school students." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4991.
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A critical psychology perspective (Prilleltensky and Nelson, 2002) advocates for research that focuses on social change, the mutual participation of community stakeholders, and the empowerment of those served. The current study applies this critical psychology perspective to career education programming in a multiculturally diverse rural high school.
This manuscript illustrates the collaborative development, implementation, and evaluation of the "Project HOPE" career education program. Case study methodology is used to examine the effects of the program congruent with a critical psychology paradigm. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994; 2000) variables of math/science self-efficacy, vocational skills self-efficacy, math/science outcome expectations and intentions, and math/science interests among rural eighth grade middle school students were examined via a pre and post-test design. Additionally, focus group and student evaluation data provide information on how the collaborative development and implementation was experienced.
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Palmer, Ryan Tyler. "Exploring Online Community Among Rural Medical Education Students: A Case Study." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/990.
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There is a severe shortage of rural physicians in America. One reason physicians choose not to practice, or persist in practice, in rural areas is due to a lack of professional community, i.e., community of practice (CoP). Online, "virtual" CoPs, enabled by now common Internet communication technology can help give rural physicians the CoP experience they traditionally have lacked, despite their remote practice locations. Therefore, it is important for rural medical education programs to provide technological experiences that give students the skills needed to create virtual CoPs in future rural practice contexts.
The Oregon Rural Scholars Program (ORSP) provides such a technological experience in the form of the Student Clinical Round (SCR) activity. ORSP students located in remote, rural parts of Oregon "meet" in a synchronous online space (i.e., a virtual meeting room) with a faculty member, where they participate in the SCR activity via video chat, screen and document sharing, real-time collaborative note taking, and text chatting. The literature indicates that activities like the SCR may be precursors to virtual CoPs, and therefore it is important to better understand the ORSP SCR as it could be a strategy for creating virtual CoPs among rural practitioners.
As the ORSP SCR is a novel educational approach among U.S. rural medical education programs, an intrinsic case study design was used to explore the impact of the SCR activity on one cohort of ORSP third-year medical students. Additionally, the study sought to better understand the nature of the ORSP students' experiences of having participated in the SCR. Recorded SCR sessions were coded using the Community of Inquiry (CoI) framework, a well validated methodology for analyzing higher education online learning. The CoI analysis revealed a movement of the group away from an individual, task focus towards a community, collaborative focus as the SCR sessions progressed. Additionally, student interview and field notes analyses revealed that the SCR experience reduced isolation, increased sense of community and positively influenced rural practice choice among the study participants.
Conclusions drawn from this study are that the online ORSP SCR experience provides a strong social constructivist learning environment, thus creating the context for virtual CoP emergence. Additionally, the SCR activity is capable of generating an actual virtual CoP, an event directly observed during the study.
Recommendations call for rural medical education programs as well as current rural practitioners to adopt similar online approaches to group learning, as such approaches may provide contexts for virtual CoP formation, thus contributing to the likelihood future physicians may become and current physicians may persist as rural practitioners.
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Bryan, Luajean Erna. "Rural High School Mathematics Instructional Practices and Students' Academic College Readiness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2022.
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Rural high school graduates in the United States lag behind in college math preparedness, therefore prompting researchers to identify instructional practices that would advance student math performance. This quantitative research study investigated specific teacher practices and their correlation with student gains in college math preparedness on the American College Test (ACT). Data were collected using a teacher questionnaire to quantify the level of reform practices among a sample of six math teachers and used ACT pre and posttests to assess 312 11th grade students' gains in college math readiness in a public rural high school in Southeast Tennessee. Correlation analysis of reform indicators from the teacher questionnaire compared the interrelatedness of six predictor variables on student math gains. The level of reform practices of the teacher was insignificant when correlated with student gains on the ACT Math subtest, r < .1, yet yielded important insights into rural teaching practices at the sample school. Teacher questionnaire responses indicated consistently low scores in teacher conceptual beliefs and rural connectedness, suggesting room for reform in those areas. The average Math ACT gain was 1.97 points with an average math score of 19.3. This suggests the 2016 school average will exceed the 2015 school average of 19.1 since students in the study have another year of math instruction prior to graduation. Extending the current study through college may reveal a correlation between specific teacher practices and rural student math gains.
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Sias, Betty A. "Marginalized students' perspectives of school consolidation: a case study in rural West Virginia." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=860.
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Smith, Beth Jan. "The influence of a new student introduction program on freshman student retention at a rural, two-year community college." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/b_smith_042010.pdf.
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Thesis (Ph. D.)--Washington State University, May 2010.<br>Title from PDF title page (viewed on June 23, 2010). "Department of Education Leadership and Counseling Psychology." Includes bibliographical references (p. 58-66).
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Sauvage, Katlyn M. "Going to College in Rural Appalachia: Experiences of Low-income, First-generation Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1436438742.
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Zambrano, Lysien I., Elías Reneé Pereyra, García Selvin Z. Reyes, Itzel Fuentes, and Percy Mayta-Tristan. "Influence of parental education on Honduran medical students' labour perspectives: rural work and emigration." The Society of Rural Physicians of Canada, 2015. http://hdl.handle.net/10757/604438.
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INTRODUCTION:
We sought to evaluate the intentions of Honduran medical students to emigrate or to work in a rural setting, and their association with parental education.
METHODS:
We performed a cross-sectional, analytic study at a Honduran medical school. Student participants completed a structured questionnaire, which assessed their intentions to emigrate or work in a rural setting after finishing medical school and the highest level of education achieved by their parents. We calculated crude and adjusted prevalence ratios with their respective 95% confidence intervals.
RESULTS:
Of 868 surveys distributed, 564 were completed. The mean age of the participants was 21 (standard deviation 3) years, and 62.2% were female. Of the respondents, 16.6% intended to emigrate to work and 11.2% intended to work in a rural setting. Higher paternal education (i.e., technical, university and postgraduate training) was associated with a higher rate of intention to emigrate. Students whose fathers underwent postgraduate education were less likely to intend to work in a rural setting. For maternal education, only the postgraduate level was associated with the outcomes in some of the tested models.
CONCLUSION:
The frequency of students intending to emigrate was relatively low. However, the frequency of students being willing to work in rural settings was also low. Students whose parents had higher levels of education were more likely to intend to work abroad and less likely to intend to work in a rural area. These factors should be considered in medical schools' selection processes to improve retention and ensure adequate distribution of physicians.
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Calloway, Susan Jeschke Kelly Patricia J. "Barriers to help-seeking for psychological distress among students attending a small rural university." Diss., UMK access, 2008.
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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2008.<br>"A dissertation in nursing." Advisor: Patricia J. Kelly. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Sept. 12, 2008. Includes bibliographical references (leaves 103-114). Online version of the print edition.
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Quigley, Mark K. "The effects of Life Skills Instruction on the personal-social skills scores of rural High School students with mental retardation." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Taylor, Jonte C. Martin Everett Davis. "Middle school students' perceptions of bullying." Auburn, Ala, 2009. http://hdl.handle.net/10415/1836.
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Gabel, Kim Elizabeth 1955. "Perceptions of extension functions for rural development." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277162.
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The purpose of this study was to ascertain the perceptions of the University of Arizona College of Agriculture graduate students on the importance of Extension functions for rural development. In this study graduate students were grouped into: (1) American and international graduate students; and (2) graduate students with and without previous professional work experience. A questionnaire was mailed to 200 graduate students for the assessment of the importance of 34 Extension functions for rural development. The total response rate was 58%. To analyze the responses two statistical tests were used: the Student's t-test and the Spearman's rank order correlation (rs). It was found that the American and international graduate students perceived a majority of the Extension functions alike, but the international students gave them greater importance. Overall, these students ranked the functions similarly. The graduate students with previous professional work experience gave greater importance to the Extension functions than those without such experience, but their rankings were similar.
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Menefee, Morgan. "Agrarian student acculturation to the university: the case of secondary agricultural education students." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20522.
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Doctor of Philosophy<br>Curriculum and Instruction<br>Lotta C. Larson<br>The transition to college offers students the chance to explore, experiment with, and eventually begin to solidify their identities (Boyd, Hunt, Kandell, & Lucas, 2003), but for students from agricultural backgrounds, leaving home to head to a more urban area for college constitutes a threat to identity (Breakwell, 1986; Cicognani, Menezes, & Nata, 2011; Proshanksy, 1978). Although education research concerning rural students is plentiful (e.g., Antos, 1999; Donehower, Hogg, & Schell, 2012; Durham & Smith, 2006; Lester, 2012), research specific to agrarian students is sparse (e.g., Dees, 2006).
The purpose of this qualitative instrumental case study was to explore and describe the experiences of students from agricultural backgrounds as they transitioned to college and how the transition impacted self-perceived identity. In particular, this study inquired into the difficulties and successes faced by study participants, as well as strategies used for coping with the transition from their agrarian homes to their more urban university setting. Four male and four female participants attended a university situated in the Midwest and majored in agricultural education. These university participants were invited to complete two qualitative interviews, submit photographs they felt represented their home and school lives, invite the researcher to observe any facet of their university experience, and submit the most meaningful assignment completed in college. Additionally, three male and two female high school students anticipating the transition to college were interviewed about their perceptions of the upcoming transition.
Analysis of research data revealed that participant identities were impacted by the transition to college, their agrarian backgrounds, and their university experiences. Twenty-three distinct codes emerged from the data and were further categorized into six patterns: merging worlds, differences and tensions, “it’s in my blood,” continuing educational legacy/impact, finding self-identity, and can I go home?
This study’s results highlighted, first and foremost, the need for universities to keep statistics on rural student enrollment. Additionally, this study emphasized the need for teachers, advisors, and counselors to be mindful of students’ backgrounds and future plans. Finally, this study demonstrated the importance of exposure to more urban areas and educational opportunities for easing the transition to college in students from agricultural backgrounds.
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Weierbach, Florence M., Katherine C. Hall, Jean C. Hemphill, and Jerrilyn Brehm. "Developing Preceptors in Rural Appalachian Clinics for Undergraduate and Graduate Nursing Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8288.
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Crawford, Yashica Jariece. "Level of voice among urban and rural African-American middle-school students." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010523.
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Weierbach, Florence M., and Marietta P. Stanton. "Rural Community Case Management Experience for BSN Students: A Focus Group Evaluation." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7365.
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BACKGROUND: This presentation concerns the evaluation of an additional clinical experience in case management for senior baccalaureate students. During their final leadership course, nursing students can elect to do an additional 80-hour precepted clinical experience focusing on case management in primary care clinics. As part of that experience, they rotate through seven nurse-managed rural primary health clinics in Tennessee.
METHOD: As part of the evaluation process, students and preceptors were asked to review the experiences that students had participating in the clinical.
RESULTS: For the most part, students were highly satisfied with the case management experience and thought it provided an additional skill set for them as they were completing their final year in nursing school and preparing to enter the nursing workforce as graduates of the Bachelor of Science in Nursing program.
CONCLUSION: A community case management clinical opportunity in primary care allows a community experience for students that provides them with an opportunity to witness an RN practicing to the full scope of the license.
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McMillan, Barbara Ferguson. "An egalitarian honors program the lived experiences of rural community college students /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000125.
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Shelby, Kristin N. "EXPERIENCES OF GAY AND LESBIAN STUDENTS AT A RURAL MIDWESTERN COMMUNITY COLLEGE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1521.
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Currently, a gap exists in the research on gay and lesbian students in community colleges. In this qualitative study, I examine experiences of gay and lesbian students in a rural, Midwestern community college. The literature review consists of a review of gay and lesbian student emergence in higher education, coming out, the relationship between sexuality and rurality, and a brief overview of two of the first sexual identity models. This qualitative design incorporates primarily phenomenological and narrative research. Data collection includes narratives from the interviews with nine community college student participants. Data from the participant narratives is organized under four major themes: participant demographics, coming out, campus experiences, and suggestions for campus administrators.
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Justice, Dora Ida. "Relative Effectiveness of Nutritional and Physical Programs on Young, Rural, Impoverished Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5732.
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Over the past several decades, childhood obesity has continued to rank as an epidemic, particularly in rural, impoverished areas in the United States. Therefore, researchers have affirmed the necessity of exploring solutions to the epidemic, including the need to develop and implement programs that target at-risk behaviors of childhood obesity. In this quantitative, quasi-experimental study, the focus was to determine whether public school-based programs teaching nutrition, physical education, and dietary choices could increase the nutritional knowledge, physical activities, and dietary behaviors of students attending second and third grade in rural, impoverished communities of West Virginia. The theories that served as the foundation for this study were the health belief model, and the social ecological model. Archival pretest and posttest data regarding nutrition, physical activity, and dietary behavior was provided by three public schools in rural, impoverished communities that implemented the programs over a 6-week period. Data regarding students' nutritional, physical, and dietary knowledge and behaviors were collected before and after exposure to school-based exercise and nutrition programs. Results of paired samples t tests showed a significant increase in students' nutritional and physical education knowledge, their dietary behaviors, and improvement in 4 out of the 5 areas of physical activity that were measured. Overall, the results of this study offer insight about how school-based programs can be used to develop effective school-based nutrition, dietary, and physical activity programs for students who are at-risk for obesity, especially in rural, impoverished communities.
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Uleanya, Chinaza. "Learning challenges among undergraduate rural university students in South Africa and Nigeria." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1719.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018<br>Learning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the society. Hence, this study explored the learning challenges among undergraduate students in two selected rural universities in South Africa and Nigeria. Quantitative and qualitative methods were used in this study. Questionnaires and semi-structured interviews were used respectively for data collection. Systematic sampling technique was used to select the student respondents, while purposive sampling was used to select the academic staff respondents for the study. The questionnaires were administered to student participants, while lecturers were interviewed. Data for the quantitative study were analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS) (Version 24) while the qualitative data were collected analysed thematically. The study revealed that undergraduates in the two selected rural universities experience common learning challenges which include: cognitive learning challenge, poor academic foundation, academic malpractice amongst academic staff and students, as well as lecturer-students‟ relationship. These are caused by lack of facilities, students‟ family socio-economic background, amongst others. The study therefore recommends that the necessary facilities and structures needed to facilitate teaching and learning practices should be provided. More lecturers should be recruited. Cordial student-lecturer relationships should be encouraged and promoted. In addition, policies that will ensure safety on campus, adoption and use of the most suitable language of instruction among st others should be established. The study suggests the need for addition of quality to university in developing learning in South African and Nigerian universities.
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Genco, Jessica T. "Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1092.
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Over 42% of students re-entering education in the United States are age 24 or older (NCES, 2002). Community colleges offer financial, academic, and geographic accessibility making them a viable option for adults seeking to re-enter education (Cohen & Brawer, 1996).
The purpose of this study was to learn more about the life transitions that precipitate entry into a community college. The researcher also sought to bring insights about the experiences of being an adult student returning to education at a community college. Research participants included 24 adult re-entry students and recent graduates at Mountain Empire Community College in Big Stone Gap, Virginia. Through indepth interviews, the personal experiences of the life transitions that prompted college entrance and the experience of being enrolled in college were explored.
Qualitative research techniques were used in this study. Interviews were tape recorded and transcribed. The findings derived from the data analysis were presented thematically as they addressed the research questions.
The findings revealed that participants returned to education because of job-related concerns (typically a layoff or company's closing) or an issue of timing (a feeling that it was "time" to return). Re-entry students faced barriers that were both institutional and personal as they navigated the educational process. Participants reported that financial, geographic, and academic accessibility of the college made it a resource in itself. Finally, participants suggested implementing a specialized, adult, student-focused orientation course, on-site daycare services, and campus activities supportive of needs of students returning to the academic world.
Recommendations included a quantitative study involving a survey with a larger sample of adult re-entry students. The data could provide a richer examination of the similarities and differences among the re-entry college population. Recommendations for practice included an orientation class specifically designed to attract and meet the needs of adult re-entry students at the community college level; the establishment of a comprehensive, developmentally-based childcare service located on the college campus; and initial and follow-up contacts by a counselor designated as an adult, re-entry student contact and resource person in the student services division.
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Yang, Yang. "Higher education and the transformation of cultural capital : rural students in an elite Chinese university." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607974.
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Layman, Richard W. "Exploring differences in level of involvement, educational outcomes, and satisfaction of resident students and commuter students at a rural community college." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4028.
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Thesis (Ed. D.)--West Virginia University, 2005.<br>Title from document title page. Document formatted into pages; contains xi, 154 p. : ill. Includes abstract. Includes bibliographical references (p. 132-138).
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Butz, Amanda R. "CONNECTING THE DOTS: SOCIAL CAPITAL AND THE COLLEGE-GOING BELIEFS OF RURAL APPALACHIAN STUDENTS." UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/31.
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First-generation students and students of lower socioeconomic status often prepare for postsecondary education without the benefit of information provided by their families, resulting in lower levels of college access (Lundberg, 2007). Few researchers have sought to understand how potential first-generation college students might go about obtaining the necessary information for a successful transition to college. The purpose of this dissertation was to determine to whom students talk about college and to explore the potential reciprocal relationship between resources for and information about college provided by others and students’ educational beliefs.
This dissertation consisted of two empirical studies. In the first study, the composition of students’ networks and differences in social capital were examined among middle and high school students from a rural Appalachian school district (N = 388). Students reported to whom they talked about college and answered questions about each person that they named. Junior and senior high school students spoke to fewer individuals about college than middle grades students. Senior high school students spoke to individuals in their networks more frequently than middle grades students. Boys spoke to fewer individuals about college than girls. Boys received fewer pieces of information about college compared to girls. Potential first-generation college students had fewer individuals in their network who had completed a college degree.
The purpose of the second study was to examine the relationship between students’ college information networks and students’ beliefs about college. Participants were 364 students in Grades 6-12 from a rural Appalachian school district. Information on students’ college information networks was collected to better understand the relationship among first-generation college students’ access to social capital, their college-going self-efficacy, and their educational aspirations. College-going self-efficacy and educational aspirations were both significant predictors of available social capital. Social capital was not a significant predictor of students’ educational beliefs. College cultural capital was a significant predictor of students’ social capital and educational beliefs. Results of this dissertation are discussed relative to social cognitive theory and suggestions for educational interventions and future research are offered.
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Ying, Huang. "Urban and rural students : A qualitative study of the urban-rural divide among graduates from a “super high school” in China." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-424426.
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Derived from the education division of China, this study emphasizes the urban-rural divide in students’ results of the NCEE (National College Entrance Examination). The NCEE is the official selection examination for higher education and the final examination of high school in Mainland China. As the major criterion in higher education selection, the divide can be found in the NCEE results of urban and rural students in which urban students are able to get higher grades than rural students. Aiming to discover the urban-rural divide in the NCEE results from how students prepare the NCEE in their high schools, this study uses a case of graduates of a “super high school” as an example. A “super high school” is a type of high school where achieving top performances of the NCEE is the goal of all pedagogic activities. Both urban and rural students can be enrolled in a “super high school”. The “super high schools” are common in overpopulated areas of China. In one way, the differences of urban and rural students in their high school studies can be perceived within a “super high school”; furthermore, the certain pedagogical activities of a “super high school” may influence students’ behaviours and trigger the urban-rural divide. Based on the theoretical frameworks of Pierre Bourdieu’s concept of capital, his theory of symbolic violence, and Erving Goffman’s theory of total institution, ten high school graduates as well as three of their high school teachers are interviewed in this study. The analysis focuses on three aspects, the differences between urban and rural students in terms of their educational resources and practices in high school, their behaviours in a “super high school”, and their attitudes towards the NCEE system. In summary, this study finds out that firstly, urban parents have more economic capital, social capital, and cultural capital than rural parents and they can offer more educational resources to their children in high school. Secondly, urban students are not very supportive of the “super high school” model but they can get more help from their teachers, while rural students strongly follow the “super high school” model but they don’t often get more help from their teachers. Last but not least, rural students attach great importance to the NCEE and their NCEE results, but urban students do not always think so.