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Relevant bibliographies by topics / Urban and rural school teachers

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Academic literature on the topic 'Urban and rural school teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Urban and rural school teachers"

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Chavan, Girish Manohar, and Vishwajeet Manohar Chavan. "Knowledge, attitude and practices of secondary school teachers regarding school health services in children." International Journal Of Community Medicine And Public Health 5, no. 4 (2018): 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.

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Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teach

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Chavan, Vishwajeet Manohar, and Girish Manohar Chavan. "School health performance score: a comparative study between rural and urban school performance." International Journal Of Community Medicine And Public Health 5, no. 6 (2018): 2421. http://dx.doi.org/10.18203/2394-6040.ijcmph20182170.

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Background: Safe, secure and healthy environment for children to learn better and face the challenges of future life can be achieved by school sanitation and hygiene education. The objective of the study was to study School health performance score and compare between rural and urban school performance.Methods: A cross sectional study was carried out. It included randomly selected 46 rural schools and 11 urban schools. Both the school was compared in terms of school health services parameters.Results: In our study, 33854 students in total were enrolled from 46 rural schools as compared 9904 st

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Nguyen, Tuan D. "Examining the Teacher Labor Market in Different Rural Contexts: Variations by Urbanicity and Rural States." AERA Open 6, no. 4 (2020): 233285842096633. http://dx.doi.org/10.1177/2332858420966336.

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Using repeated cross-sectional nationally representative data, we demonstrate how the teacher labor markets for rural contexts are different from those in urban-suburban areas. We also show that teacher attrition is not uniform across various rural settings. In particular, novice teachers in rural schools in sparsely populated states are more likely to turn over than novice teachers in urban-suburban schools in sparsely populated states. We also examine how teacher and school characteristics are associated with turnover in different rural contexts. The findings indicate there should be a conce

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Ling, Zhang, Jiang Na, Siaw Yan-Li, and Joko Sriyanto. "SCHOOL CULTURE AND PROFESSIONAL DEVELOPMENT OF SCHOOL TEACHERS FROM URBAN AND RURAL AREAS IN CHINA." Jurnal Cakrawala Pendidikan 39, no. 3 (2020): 609–19. http://dx.doi.org/10.21831/cp.v39i3.31580.

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Rural teacher recruitment and retention has become a common concern globally including in China. In order to understand the underlying reasons that cause rural teachers’ attrition, this study aims to explore the school culture and professional development of the teachers from urban and rural areas of China provinces, by examining three study objectives: teaching location and socio-demographic factor; challenges faced by rural teachers; and strategies to develop teaching professionalism in rural schools. A mixed-method approach involving survey forms and interview sessions was used for data col

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Lee, Catherine. "How do Lesbian, Gay and Bisexual Teachers Experience UK Rural School Communities?" Social Sciences 8, no. 9 (2019): 249. http://dx.doi.org/10.3390/socsci8090249.

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This article examines how lesbian, gay and bisexual teachers in rural schools negotiate their sexual identities within the workplace. Although there has been progress towards LGBT (lesbian, gay, bisexual and transgender) inclusion for teachers in urban and suburban schools, this article shows that their rural counterparts often experience their school communities differently. A questionnaire gathered data from school teachers in the United Kingdom identifying as LGBT. Whilst a small number of transgender, gender queer and non-binary teachers completed the questionnaire, it is important to note

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Kormos, Erik, and Liliana Julio. "Contrasting Instructional Technology Adoption in K-12 Education to Promote Digital Equity." International Journal of Web-Based Learning and Teaching Technologies 15, no. 3 (2020): 19–30. http://dx.doi.org/10.4018/ijwltt.2020070102.

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This quantitative study examined the frequency of usage and teacher perception of educational technology by K - 12 public school teachers in three geographic settings: urban, rural, and suburban. The objective aimed to uncover any significant relationship between variables in an effort to better understand trends in the professional environment. A survey of 2,200 educators in a Mid-Atlantic state revealed significant differences of perception and usage. The inquiry discovered teachers from urban schools trailed suburban and rural schools in nearly all objectives. Suburban schools reported the

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Owens, Emiel W., and Hersholt C. Waxman. "Differences among Urban, Suburban, and Rural Schools on Technology Access and Use in Eighth-Grade Mathematics Classrooms." Journal of Educational Technology Systems 24, no. 1 (1995): 83–92. http://dx.doi.org/10.2190/pap0-hjtm-95ju-re2w.

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One of the potential dangers related to technology occurs when technology access and use are not equitably distributed. This study examined the access and use of technology in urban, suburban, and rural schools by using teacher survey data from the eighth-grade cohort of the National Educational Longitudinal Survey of 1988 (NELS:88). The subjects were 3,825 eighth-grade mathematics teachers who answered questions on the extent to which students had access to technology and how they were using it in their mathematics class. The results indicated that there were several significant differences o

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Piyaman, Patnaree, Philip Hallinger, and Pongsin Viseshsiri. "Addressing the achievement gap." Journal of Educational Administration 55, no. 6 (2017): 717–34. http://dx.doi.org/10.1108/jea-12-2016-0142.

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Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The pu

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Lezha, Edit. "Exploring Teachers’ Perceptions on Organizational Climate in Urban and Rural Schools." European Scientific Journal, ESJ 13, no. 13 (2017): 402. http://dx.doi.org/10.19044/esj.2017.v13n13p402.

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The aim of this research was to understand how teachers who work at urban and rural high schools perceive their school climate in terms of their professional development. A qualitative research design was carried out to collect data with a group of 24 teachers who were selected based on their participation in postgraduate degree courses for professional development offered by the faculty of Educational Sciences at University of Shkoder. Many studies on school effectiveness emphasize the importance of organizational climate in which effective teaching and learning occur. Several factors have a

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Williams, Sheneka M., Walker A. Swain, and Jerome A. Graham. "Race, Climate, and Turnover: An Examination of the Teacher Labor Market in Rural Georgia." AERA Open 7 (January 2021): 233285842199551. http://dx.doi.org/10.1177/2332858421995514.

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Teacher turnover across the country presents a persistent and growing challenge for schools and districts, with the highest rates of turnover geographically concentrated in the American South. Research on teacher staffing and turnover problems consistently highlight two subsets of schools as struggling to attract and retain well-credentialed, effective educators—predominantly Black schools and rural schools. However, research has rarely explicitly examined the schools that meet both these criteria. We use administrative records and unique climate survey data from Georgia to examine how the int

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Dissertations / Theses on the topic "Urban and rural school teachers"

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Molenkamp, Freda Joanne. "Rural and urban, experiences of female school teachers who taught in Alberta, 1905-1930." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0001/MQ28968.pdf.

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Mason, Loretta Marie. "A profile of the qualifications of special education teachers among high poverty, urban, and rural schools." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8578.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Turner, Scot Bruce. "Teacher's Perceptions of Leadership Characteristics of Public High School Principals Associated with Student Socioeconomic Status, Community Type, Race, and Student Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26127.

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This causal comparative study examined the relationship of the school demographic factors of ethnicity, socioeconomic percentages, academic performance, and school location (urban versus rural) on principal leadership with data analyzed when schools were placed into groups ex-post-facto. One-Hundred and sixty-nine teachers representing six public high schools located in Virginia were surveyed using Powell's (2004) survey. Five areas, or domains of leadership were analyzed, (I) Vision, Mission, and Culture; (II) Curriculum and Classroom Instruction; (III) Collaboration and Shared Leaders

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Woodbeck, Raymond A. "Retention and recruitment of research -based highly qualified teachers in suburban, urban, and rural secondary mathematics departments across northern California." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2503.

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Title II of the No Child Left Behind Act (NCLB) is intended to increase student academic achievement through strategies such as improving teacher quality and increasing the number of "highly qualified teachers" (HQTs) in the classroom. This Federal policy relies on educational research that demonstrates a connection between student achievement and teacher quality. Although NCLB considers each route that teachers may take to meet HQT requirements as equivalent, research demonstrates that some routes may foster higher student achievement than others; those teachers, who met HQT requirements thro

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Chapman, Heather Renee Brown. "THE STAKEHOLDER GAP LENS: TEACHER AND PARENTAL PERCEPTIONS OF THE ACHIEVEMENT GAP IN KENTUCKY'S PUBLIC SCHOOLS." UKnowledge, 2019. https://uknowledge.uky.edu/stem_etds/12.

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The research around the achievement gap is extensive. However, regardless that the term “achievement gap” is so widely used in academia today, there is often confusion surrounding what the achievement gap is. This study seeks to answer three research questions: (1) To what extent does an achievement gap exist among different subgroups of students in Kentucky’s K-12 public schools? (2) How do the perceptions of parents and teachers interact with decision-making? (3) How do the ideas of parents and teachers regarding closing the achievement gap compare? This research examines perceptions of the

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Sloan, L'Tanya Webb. "The effect of implementing integrated learning system technology on teacher attitudes in rural and urban schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/2130.

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The purpose of this study was to assess teacher attitude toward the implementation and use of integrated learning system technology in rural and urban schools and to compare the perceptions which the two groups held with regard to its effective use in delivering daily instruction. A review of selected literature was made to determine the appropriate tasks and responsibilities of teachers as viewed by authorities in the field of educational technology. In the review of selected literature, an effort was made to examine certain policies and procedures required as minimum expectations by the deve

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Hatch, Lance T. "Expert Rural Elementary School Teachers' Planning for Effective Instruction." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4028.

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Learning how to plan for effective instruction is a critical part of the work performed daily by the elementary school teacher. While some new and struggling teachers in urban school districts have access to professional development on a variety of topics including instructional planning, teachers in rural school districts often struggle to find training opportunities. This study sought to gather information and insight from rural teachers who demonstrate expert instructional planning. The specific planning decisions they made and activities they engaged in while planning were studied. Not onl

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Cassagnol, Cynthia. "Urban School Education and Preservice Teacher Preparation." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1152.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

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Calvert, James Matthew. "Asthma and atopy in rural and urban Xhosa school children." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407258.

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Czech, Robert. "Perceptions of rural elementary classroom teachers toward behavioral intervention approaches." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005czechr.pdf.

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Books on the topic "Urban and rural school teachers"

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Marshall-Bradley, Tina. Comparison of teachers' perceptions on identified academic indicators in rural and urban schools in South Carolina. South Carolina State University, 2003.

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Carlson, Dennis. Teachers and crisis: Urban school reform and teachers' work culture. Routledge, 1992.

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Desimone, Laura. The role of teachers in urban school reform. ERIC Clearinghouse on Urban Education, 2000.

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1937-, Avi, ed. The secret school. Dramatic Publishing, 2008.

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Christenson, Howard B. Cloverdale: A salute to one-room school teachers. s.n.], 1986.

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Chalmel, Théodore. Les mémoires d'un instituteur rural: 1885-1935. Association Théodore Chalmel, 1999.

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Urban classroom portraits: Teachers who make a difference. P. Lang, 1988.

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Smith, Alice Brown. Forgotten foundations: The role of Jeanes teachers in Black education. Vantage Press, 1997.

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Ward, James G. City schools, rural schools. Center for the Study of Educational Finance, Illinois State University, 1988.

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Todd, Nancy. Froggy Bottom: A one-room school in Indiana, 1922 : tale of a young teacher. N. Todd, 1995.

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Book chapters on the topic "Urban and rural school teachers"

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Halsey, John R. "Rural-Urban School Partnerships and Australia’s Sustainability." In Excellence in Scholarship. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-257-0_18.

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Carey, Timothy A. "Why Would Teachers Care? The Value of Rural School Mental Health from an Educator’s Standpoint." In Handbook of Rural School Mental Health. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64735-7_6.

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Alsbury, Thomas L., and Karen T. Jackson. "Teacher Perspectives on Reform in a Small, Rural American School of Historically Finnish Culture." In Transforming Teachers’ Work Globally. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-470-3_6.

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Looker, E. Dianne, and Ray D. Bollman. "Setting the Stage: Overview of Data on Teachers and Students in Rural and Urban Canada." In Rural Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2560-5_2.

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Porter, Gina, Kate Hampshire, Albert Abane, Alister Munthali, Elsbeth Robson, and Mac Mashiri. "Experiencing the Journey to School: Rural and Urban Narratives." In Young People’s Daily Mobilities in Sub-Saharan Africa. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-45431-7_3.

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Stelmach, Bonnie. "Rural, Secondary School Parents’ Discourses About Feeling in Community in Their Children’s Schools: Insights to Shape Teachers’ and Principals’ Questions." In Rural Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2560-5_10.

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O’Hern, Darren M., and Yoshiko Nozaki. "Forest Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_5.

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Jahnke, Holger, and Katharina Hoffmann. "Organised After-School Activities at the Intersection between Education and Municipalities in Rural Areas." In Education, Space and Urban Planning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_33.

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O’Hern, Darren M., and Yoshiko Nozaki. "Central Boys Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_6.

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O’Hern, Darren M., and Yoshiko Nozaki. "Uhuru Girls Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_7.

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Conference papers on the topic "Urban and rural school teachers"

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URBONIENĖ, Jūratė, and Indrė KOVERIENĖ. "A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.159.

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Understanding the audience is the key to successful communication. Therefore, an effective teacher has to consider manifold differences among the students in any given classroom: the characteristics of the students, the mindset of the generation, the variety of learning styles, the students’ needs and goals, and their educational background. Since Aleksandras Stulginskis University (ASU) awards the degrees in food sciences and agriculture, a sizeable part of the students come to study from rural areas. Recent educational research in the USA, UK and Lithuania have revealed a significant differe

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Afdal, Afdal, Alizamar Alizamar, Ifdil Ifdil, Erlamsyah Erlamsyah, and Taufik Taufik. "Life Skills Potential Mapping of School Students in Rural and Urban Area." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.152.

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Ulfatin, Nurul, and Amat Mukhadis. "Life Skills Potential Mapping of School Students in Rural and Urban Area." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.57.

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Kõiv, Kristi, and Minni Aia-Utsal. "VICTIMIZED TEACHERS’ EXPERIENCES ABOUT TEACHER-TARGETED BULLYING BY STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact036.

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"The aim of this study was to gain insights into the bullying of teachers by their learners from the perspective of victims of teacher-targeted bullying by learners. This study followed a qualitative and descriptive research design stemming from semi-structured personal interviews with victims of teacher-targeted bullying. A thematic content analysis of the data generated from semi-structured personal interviews with six victimized teachers as a snowball sampling. The sample consisted of male (n=2) and female (n=4) participants from rural (n=3) and urban (n=3) school locations in Estonia. The

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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as fol

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Zhao, Yingying, Jian Xu, and Min Chen. "Analysis of Urban-Rural Discrepancies in Primary and Secondary School Teachers’ ICT Application Ability in Teaching and Research in China." In 2017 International Symposium on Educational Technology (ISET). IEEE, 2017. http://dx.doi.org/10.1109/iset.2017.38.

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Annisa, Muhsinah, and Mrs Listiani. "Elementary School Teachers' Understanding of Nature of Science: A Study on Rural, Bordered, Coastal, and Urban Areas of North Kalimantan." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.44.

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Anggraini, Dwi, Ansyori Gunawan, and Sri Dadi. "The Effect of Thematic Learning Based on Rural and Urban Environment on the Elementary School Students’ Knowledge about Their Living Place." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.22.

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Nemejc, Karel, Lucie Smekalova, Kristina Rusarova, and Anna Hubackova. "External Evaluation at a High School in Cambodia and Teachers’ Competency to Educate." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.024.

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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the g

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Reports on the topic "Urban and rural school teachers"

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio

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Busso, Matías, Juan Pablo Chauvin, and Nicolás Herrera L. Rural-Urban Migration at High Urbanization Levels. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002904.

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This study assesses the empirical relevance of the Harris-Todaro model at high levels of urbanization a feature that characterizes an increasing number of developing countries, which were largely rural when the model was created 50 years ago. Using data from Brazil, the paper compares observed and model-based predictions of the equilibrium urban employment rate of 449 cities and the rural regions that are the historic sources of their migrant populations. Little support is found in the data for the most basic version of the model. However, extensions that incorporate labor informality and hous

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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen with

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Jaffery, Zafreen. Making Education Accessible: A Dual Case Study of Instructional Practices, Management, and Equity in a Rural and an Urban NGO School in Pakistan. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.409.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t

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Bertoni, Eleonora, Gregory Elacqua, Luana Marotta, Matias Martínez, Humberto Santos, and Sammara Soares. Is School Funding Unequal in Latin America?: A Cross-country Analysis. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002854.

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Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local re

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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug o

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National report 2009-2019 - Rural NEET in Poland. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nepl.2020.12.

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The report outlines the evolution of the labour market situation of young people in Poland between 2009 and 2019. Particular attention was paid to describe how the situation has changed across different age subgroups and degree of urbanization. The analysis includes descriptive statistics of the selected labour market indicators (employment and unem-ployment rate, NEET rate) along with educational and population data extracted from the Eurostat public datasets. The report shows that youth population in Poland has been declining over the past decade, especially in cities and rural areas. Labour

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National report 2009-2019 - Rural NEET in Montenegro. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrme.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Edu-cation or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Montenegro. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and,

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National report 2009-2019 - Rural NEET in Spain. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nres.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Spain. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where

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