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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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Mohan, Parmeshwar Prasad, Karen Swabey, and John Kertesz. "A comparative study of urban, rural and remote teachers’ de-privatised practices." Waikato Journal of Education 24, no. 2 (2019): 83–94. http://dx.doi.org/10.15663/wje.v24i2.662.

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De-privatisation of classrooms is characterised by formal and informal invitations to colleagues to access classroom management, pedagogical approaches and teaching practices. This case study of six secondary schools examined the perceptions and practices of de-privatised practice amongst Fijian urban, rural and remote area teachers. Quantitative and qualitative data was generated from a total of 197 online questionnaires and 48 face-to-face semi-structured interviews. Key findings of the research were, firstly, that school geographical locations had no impact on teachers’ perceptions and prac

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Baral, Rajashree, Namita Sahu, and Venkateswar Meher. "The Attitude of Teachers and Parents of Students towards the Implementation of School Management Committee (SMCs) at Elementary Level." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 2 (2019): 51–65. http://dx.doi.org/10.31098/ijtaese.v1i2.33.

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The main purposes of the present study were to analyze the attitude of the teachers and parents towards the implementation of School management Committee as elementary level and to examine the significant difference in the attitude of parents (rural and urban) and teachers (male and female). The descriptive survey method was adopted for conducting research, where 20 elementary schools (10 rural and 10 urban) of Sambalpur district, Odisha were taken, from which 160 samples were selected randomly composing both parents and students as a whole. A five-point attitude scale was prepared for collect

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Baral, Rajashree, Namita Sahu, and Venkateswar Meher. "The Attitude of Teachers and Parents of Students towards the Implementation of School Management Committee (SMCs) at Elementary Level." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 2 (2019): 51–65. http://dx.doi.org/10.31098/ijtaese.v1i2.45.

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The main purposes of the present study were to analyze the attitude of the teachers and parents towards the implementation of School management Committee as elementary level and to examine the significant difference in the attitude of parents (rural and urban) and teachers (male and female). The descriptive survey method was adopted for conducting research, where 20 elementary schools (10 rural and 10 urban) of Sambalpur district, Odisha were taken, from which 160 samples were selected randomly composing both parents and students as a whole. A five-point attitude scale was prepared for collect

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Zolotariova, Angelina V., and Dariya S. Budanova. "RESULTS OF ASSESSING THE FORMATION OF METASUBJECT COMPETENCES OF TEACHERS IN URBAN AND RURAL SCHOOLS." Pedagogy of Rural School 6, no. 4 (2020): 95–108. http://dx.doi.org/10.20323/2686-8652-2020-4-6-95-108.

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The article presents the results of assessing the formation of metasubject competencies of teachers; the features of the activity of a teacher in rural school are described; substantiation of the complex of modern professional competencies of a teacher is given; an emphasis is placed on a cluster of metasubject competencies, a complex of assessment tools for their assessment is presented – competency passports, a system of test tasks, a computer program for testing; shows the results of a study of metasubject competencies of 770 teachers from 68 schools in the Yaroslavl region within the frame

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Eckert, Jonathan. "Collective Leadership Development: Emerging Themes From Urban, Suburban, and Rural High Schools." Educational Administration Quarterly 55, no. 3 (2018): 477–509. http://dx.doi.org/10.1177/0013161x18799435.

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Purpose: Applying an analytic model to better understand collective leadership development, this study examines three high schools: one urban, one suburban, and one rural. Each school’s unique structure and context tests the model’s explanatory power. Research Methods: Using a multiple-case study design, data consisting of interviews with teachers and administrators ( n = 64), document analysis, and observations were collected from each of the three high schools to describe and explain variation in collective leadership development, practice, and student outcomes. Findings: Schools’ efforts to

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Ennis, Catherine D., and Ang Chen. "Teachers' Value Orientations in Urban and Rural School Settings." Research Quarterly for Exercise and Sport 66, no. 1 (1995): 41–50. http://dx.doi.org/10.1080/02701367.1995.10607654.

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Tong, Fuyong. "Practice Innovation of the Construction of the Educational Community in Contemporary Rural Areas: Taking the 123 Rural Workshops with Famous Teachers in Hangzhou, Zhejiang as an Example." Science Insights Education Frontiers 10, S1 (2021): 1. http://dx.doi.org/10.15354/sief.21.s1.ab031.

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For the sake of rural revitalization, on the basis of making efforts to the construction of rural teaching staff, innovative training mode of rural teachers, and the system of teacher workshops, 123 teacher workshops have been established in batches in Hangzhou in 2017. The essence of the workshop is the community of teacher professional development and the practice forms of a good community of rural-urban education, which effectively promoted the balance of rural-urban education. The establishment of the workshop follows the contemporary social background; hence it is not only the innovation

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Muhammad, Ijaz, Muhammad Shah, and Malik Amer Atta. "Teachers Thinking Styles and Teacher Effectiveness: A Comparative Analysis at Secondary School Level." Global Regional Review V, no. II (2020): 11–19. http://dx.doi.org/10.31703/grr.2020(v-ii).02.

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The prime goal of the study is to explore the 'Teachers Thinking Styles and Teacher Effectiveness: a comparative analysis at secondary school Level'. The study also determines comparison in views of male/female and urban/rural teacher about their thinking styles and teacher effectiveness. The study is descriptive. Two valid and reliable research tools were used, which were structured by the researcher himself. All male/female teachers in the secondary school of southern districts in Khyber Pakhtunkhwa constituted the population of the study. Stratified random sampling technique was adopted fol

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Rudasill, Kathleen Moritz, Ray E. Reichenberg, Jungwon Eum, et al. "Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools." International Journal of Environmental Research and Public Health 17, no. 24 (2020): 9371. http://dx.doi.org/10.3390/ijerph17249371.

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Children’s relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher–child relationships are predicated, in part, on children’s temperament. The “INSIGHTS into Children’s Temperament” intervention was intended to improve children’s and teachers’ understanding of their and others’ temperament, and has been shown to improve children’s social skills and self-regulation in urban, under-resourced schools. The current study is part of a replication of the effects of INSIGHTS with a sample in rural schools. The purpose was to test the effecti

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An, Yi, Li Li, and Xiaoman Wei. "What influences teachers' self-efficacy in East Asia? Evidence from the 2018 Teaching and Learning International Survey." Social Behavior and Personality: an international journal 49, no. 5 (2021): 1–13. http://dx.doi.org/10.2224/sbp.10359.

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Teachers' self-efficacy plays an essential role in shaping an effective teaching and learning environment. We investigated the factors influencing teachers' self-efficacy in three typical and influential East Asian countries: China, Japan, and South Korea. Data were sourced from the 2018 Teaching and Learning International Survey. We used hierarchical linear modeling to examine the effects of teacher-and school-level factors on teachers' self-efficacy. Results show that teaching years, teaching practices, disciplinary climate, teacher–student relationships, job satisfaction, and social utility

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Mattoo, Mohammad Iqbal, and Tariq Abdullah Bichoo. "Attitude of Secondary School Teachers Towards Teaching With Special Reference to Rural and Urban Background." Paripex - Indian Journal Of Research 3, no. 2 (2012): 64–66. http://dx.doi.org/10.15373/22501991/feb2014/17.

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Harrington, James R. "Retaining Science Teachers in Rural School Districts: Examining the Unintended Consequences of the No Child Left Behind Act." Global Journal of Educational Studies 3, no. 1 (2017): 43. http://dx.doi.org/10.5296/gjes.v3i1.10698.

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Previous case studies find that rural school districts have been struggling to recruit and retain high quality teachers after the implementation of the No Child Left Behind Act (NCLB). Scholars and practitioners argue this labor market problem is even more dire in hard-to-recruit subject areas such as science and mathematics. While there is ample antidotal evidence, there is still no empirical studies that have leveraged a longitudinal dataset to estimate the impact of NCLB on teacher retention in rural school districts. To better examine the intended and unintended consequences of NCLB, this

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Butters, Roger, Carlos Asarta, and Eric Thompson. "The Production of Economic Knowledge in Urban and Rural Areas: The Role of Student, Teacher, and School Characteristics." Journal of Agricultural and Applied Economics 45, no. 1 (2013): 1–15. http://dx.doi.org/10.1017/s1074070800004545.

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Many states are adopting economic education standards for the K-12 curriculum, mandating economic education courses in rural and urban schools. We examine economic education outcomes for rural and urban students using test scores gathered during a national high school academic competition and by estimating a production function for economic education. We find only limited differences between the education production function in urban and rural settings and lower average scores for rural students. To close this gap, results suggest that rural schools should place economic content in the senior-

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McHenry-Sorber, Erin, Sam Nelson, and Jay O'Neal. "“We Acted Because it's What Needs to be Done: An Interview with West Virginia Teachers." Rural Educator 42, no. 1 (2021): 68–72. http://dx.doi.org/10.35608/ruraled.v42i1.1219.

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In 2018, West Virginia teachers staged a statewide strike which lasted almost two weeks and included schools across all 55 countywide districts. The main reported strike issues for West Virginia teachers included cuts to their healthcare coverage by the state and relatively low salaries. Prior to the strike, West Virginia teachers ranked 48th in the nation in terms of pay. The West Virginia strike sparked a year-long wave of teacher labor protests across the country, in both predominately rural states and large urban centers. In 2019, West Virginia teachers went on strike again, bringing the m

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Solis-Soto, Maria Teresa, Anabel Schön, Manuel Parra, and Katja Radon. "Associations between effort–reward imbalance and health indicators among school teachers in Chuquisaca, Bolivia: a cross-sectional study." BMJ Open 9, no. 3 (2019): e025121. http://dx.doi.org/10.1136/bmjopen-2018-025121.

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ObjectiveTo assess the association between effort–reward imbalance (ERI) and health indicators among Bolivian school teachers.DesignSchool-based cross-sectional study.SettingSixty randomly selected schools from rural (33) and urban (27) schools in Chuquisaca, Bolivia.ParticipantsA total of 1062 school teachers were invited to participate, of which 597 answered the questionnaire (response 56.2%).Exposure measurePsychosocial factors at work were explored through the short version of the Effort–Reward Questionnaire.Primary and secondary outcome measuresHealth outcomes included self-rated overall

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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competenc

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Abel, Millicent H., and Joanne Sewell. "Stress and Burnout in Rural and Urban Secondary School Teachers." Journal of Educational Research 92, no. 5 (1999): 287–93. http://dx.doi.org/10.1080/00220679909597608.

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Abdullah, Norazilawati, Zainun Mustafa, Mahizer Hamzah, et al. "Primary School Science Teachers’ Creativity and Practice in Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 346–64. http://dx.doi.org/10.26803/ijlter.20.7.19.

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Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity

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Niens, Janna, Lisa Richter-Beuschel, Tobias C. Stubbe, and Susanne Bögeholz. "Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals." Sustainability 13, no. 16 (2021): 9036. http://dx.doi.org/10.3390/su13169036.

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Achieving the Sustainable Development Goals (SDGs) requires the empowerment of learners through Education for Sustainable Development (ESD), already at primary level. Teacher education for the SDGs is a focus of ESD. However, many teachers in Madagascar are underqualified and show knowledge gaps regarding ESD. This paper aims at identifying starting points for an ESD-oriented further development of teacher training, considering regionally relevant issues. Teaching Sustainable Development issues requires procedural knowledge. This paper reports on (i) Malagasy primary school teachers’ (n = 286)

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Baral, Rajashree, Namita Sahu, and Venkateswar Meher. "The Attitude of Teachers and Parents of Students towards the Implementation of School Management Committee (SMCs) at Elementary Level." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (2020): 51–65. http://dx.doi.org/10.31098/ijeiece.v1i2.51.

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The primary purposes of the present study were to analyze the attitude of the teachers and parentstowards the implementation of School Management Committee as elementary level and to examinethe significant difference in the attitude of parents (rural and urban) and teachers (male andfemale). The descriptive survey method was adopted for conducting research, where 20 elementaryschools (10 rural and 10 urban) of Sambalpur district, Odisha were taken, from which 160 sampleswere selected randomly composing both parents and students as a whole. A five-point attitude scalewas prepared for collecting

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Murugan, S. "Attitude of Private School Teachers towards Teacher Eligibility Test, India." Journal of Education and Vocational Research 5, no. 1 (2014): 13–16. http://dx.doi.org/10.22610/jevr.v5i1.147.

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Now-a-days the teacher education has some lack in quality. Because, the outcome of the quality teacher in teacher education colleges is low; some private management does not consider the quality of education and they depend on earning money. The present study investigates attitude of private school teachers towards Teacher Eligibility Test (TET). The tool of Attitude towards TET was constructed and standardized by the investigator. The data were collected from 327 private school teachers in Thanjavur District, India and simple random technique was used for the study. This study reveals that th

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Ross, George S., L. David Weller, and Carvin L. Brown. "Attitudes of Georgia Public School Teachers toward Teaching as a Profession." Perceptual and Motor Skills 66, no. 3 (1988): 780–82. http://dx.doi.org/10.2466/pms.1988.66.3.780.

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This study examined the professional aspects of teaching and assessed differences in the attitudes of 1,436 Georgia public school teachers in 88 rural and 55 urban schools at the elementary (K-5), middle (6–8), and secondary (9–12) levels. Significant differences in attitude were noted by school level but not location.

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Chambers, Crystal, Loni Crumb, and Christie Harris. "A Call for Dreamkeepers in Rural United States." Theory & Practice in Rural Education 9, no. 1 (2019): 7–22. http://dx.doi.org/10.3776/tpre.2019.v9n1p7-22.

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Highly effective teachers not only are the percolators of student dreams but also actively convey their hopes and dreams, catalyzing student dreams of further education. Within rural education contexts, there are not enough Dreamkeepers—teachers, counselors, and other school personnel who inspire student success. This article explores the college aspiration gap among ninth graders by population density. The authors posit that the college enrollment gap between urban/suburban and town/rural students is correlated with this aspiration gap, which in turn is fueled by a lack of Dreamkeepers. They

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Gehrke, Rebecca Swanson, and Kathleen Mccoy. "Considering the Context: Differences between the Environments of Beginning Special Educators who Stay and those who Leave." Rural Special Education Quarterly 26, no. 3 (2007): 32–40. http://dx.doi.org/10.1177/875687050702600305.

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Rural schools and other traditionally hard-to-staff schools continue to struggle with the recruitment and retention of qualified special education teachers. Beginning special educators are two and one half times more likely to leave their positions than their general education counterparts. The study reported here extends the literature base on teacher retention by exploring factors that contribute to the professional growth and job satisfaction of a particular group of beginning special educators in a variety of settings, including rural, urban, and suburban districts, both elementary and sec

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Das, Manisha, and Mukut Hazarika. "DISPARITY IN CREATIVE ABILITIES AMONG RURAL AND URBAN SECONDARY SCHOOL STUDENTS IN DIBRUGARH DISTRICT OF ASSAM." Humanities & Social Sciences Reviews 8, no. 3 (2020): 1321–28. http://dx.doi.org/10.18510/hssr.2020.83134.

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Purpose of the Study: This study investigated the creative abilities of students from rural and urban secondary schools in terms of their fluency, flexibility, originality, inquisitiveness, and persistency. Methodology: The research design used here is quantitative with the type of descriptive survey method. The research subjects were 720 secondary school students selected through disproportionate stratified random sampling. The research instrument used is the Passi Test of Creativity (verbal & non-verbal). The analysis techniques employed are descriptive statistics and inferential s

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Atta, Malik Amer, Muhammad Javed Iqbal, and Abdul Hafeez Joya. "Teachers' Perception Regarding Determinants Of Primary School Students' Dropout At Khyber Pakhtunkhwa." Global Educational Studies Review V, no. I (2020): 38–51. http://dx.doi.org/10.31703/gesr.2020(v-i).05.

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The problem under consideration was "Teachers' perception regarding determinants primary school students' dropout at Khyber Pakhtunkhwa". Sample of eight schools, four male (two rural and two urban) and four female (two rural and two urban) was drawn/selected from selected district. Thus a total sample of one hundred and ninety-two schools was selected randomly from all the twenty four districts. A questionnaire entailing of thirty one items was developed and administered to the stakeholders for the purpose of data collection. Percentage statistics was used for analysis of data. Mostly teacher

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Chand, Deepa Dewali, and Parmeshwar Mohan. "Impact of school locality on teaching and learning: A qualitative inquiry." Waikato Journal of Education 24, no. 2 (2019): 65–72. http://dx.doi.org/10.15663/wje.v24i2.672.

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This research examined the impact of school location on teaching and learning through a case study of two urban, two rural and two remote Fijian secondary schools. A total of 48 semi-structured interviews were conducted: 16 from each category of urban, rural and remote. Each school was represented by three teachers, three heads of department and two administrators. The study established that rural and remote schools often face different challenges to their urban counterparts: geography, poverty and funding influence the quality of education. Leadership support and adequate resources are the ke

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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.

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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing re

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Ghosh, Shovan, Sanat Kumar Guchhait, and Susmita Sengupta. "Measuring Spatiality in Infrastructure and Development of High School Education in Hooghly District of West Bengal, India." Space and Culture, India 6, no. 1 (2018): 51–71. http://dx.doi.org/10.20896/saci.v6i1.331.

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An increasing access and enrolment do not necessarily ensure school effectiveness or educational progress. They are, of course, other parameters of development of education, rather than being measures of standards of quality education. The present paper opts to scrutinize whether infrastructural development in schools at all ensures good educational development or not. To accomplish this, Education Infrastructural Index has been prepared through Access, Facility and Teacher Index whereas a combination of Enrollment Index and Literacy Index gave rise Educational Development Index. The study rev

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Mboya, Mzobanzi M. "African Adolescents and Their Teachers: Sex and Rural-Urban Comparisons in Teachers' Perceived Behaviors." Psychological Reports 86, no. 3_suppl (2000): 1229–33. http://dx.doi.org/10.2466/pr0.2000.86.3c.1229.

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This study investigated rural-urban differences in teachers' perceived behaviors among African adolescent boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.

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Mboya, Mzobanzi M. "African Adolescents and Their Teachers: Sex and Rural-Urban Comparisons in Teachers’ Perceived Behaviors." Psychological Reports 86, no. 3_part_2 (2000): 1229–33. http://dx.doi.org/10.1177/003329410008600328.2.

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This study investigated rural-urban differences in teachers’ perceived behaviors among African adolescent, boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.

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Izquierdo, Jesús, Silvia Patricia Aquino Zúñiga, and Verónica García Martínez. "Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico." Studies in Second Language Learning and Teaching 11, no. 1 (2021): 133–56. http://dx.doi.org/10.14746/ssllt.2021.11.1.6.

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In many countries, English as a foreign/second language (L2) teaching has become compulsory in urban and rural public schools. In rural areas, the challenges for the implementation of this state-sanctioned policy have been explored among L2 teaching specialists. However, this mixed-methods study considered a different teacher group and examined the struggles and initiatives of generalist teachers who are obligated to teach English in rural schools. To this end, data were collected from 115 teachers in 17 rural secondary schools in the Southeast of Mexico. First, the participants completed a su

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Kaur, Parminder, and Dr Sunita Arya. "Attitude towards Information and Communication Technology among Rural and Urban Primary and Secondary School Teachers of Punjab." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (2019): 859–64. http://dx.doi.org/10.31142/ijtsrd23131.

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Korshunova, Olga V., Svetlana S. Bykova, Olga G. Selivanova, Tatiyana S. Sheromova, and Evgeny V. Shkalikov. "Psychological comfort of education in modern rural school: results of empirical research (on the example of the Kirov region)." Pedagogy Of Rural School 1, no. 7 (2021): 25–43. http://dx.doi.org/10.20323/2686-8652-2021-1-7-25-43.

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Currently, rural school faces many difficulties both within its system and outside (unfavorable challenges of the external society), which complicate the organization of the educational process. Accordingly, the atmosphere of psychological comfort for all subjects of educational activity in rural schools decreases. The purpose of the study is to diagnose, record and describe the state of psychological comfort in the education of a modern rural school. The leading method for collecting primary empirical information was the survey method conducted in the format of a Google questionnaire (a quest

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Bocharova, Elena E. "Satisfaction with their Profession in Urban and Rural High-School Teachers." Ser. Educational Acmeology. Developmental Psychology 6, no. 3 (2017): 253–60. http://dx.doi.org/10.18500/2304-9790-2017-6-3-253-260.

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Liu, Ting, Kathryn Holmes, and James Albright. "Teachers’ Perceptions of Educational Inclusion for Migrant Children in Chinese Urban Schools: A Cohort Study." Education and Urban Society 52, no. 4 (2019): 649–72. http://dx.doi.org/10.1177/0013124519868291.

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In recent decades, China has observed increasing numbers of rural–urban migrant children seeking education in Chinese cities, resulting in pressure on urban schools to accommodate these children. Drawing on pre- and post-survey and interview data with 215 primary school teachers in a metropolitan city in East China, the objectives of this article are to describe teachers’ perceptions of educational inclusion in both migrant and public schools, and to investigate changes in their beliefs from 2013 to 2016. Urban public school teachers indicated significant differences in perceptions compared wi

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Jermolajeva, Jelena, Tatiana Bogdanova, and Svetlana Silchenkova. "SCHOOL TEACHER OUTSIDE OF CLASS: SELF-REFLECTION OF PEDAGOGUES FROM LATVIA AND RUSSIA ON THEIR COOPERATION WITH COLLEAGUES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 147. http://dx.doi.org/10.17770/sie2019vol2.3866.

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In this article teachers’ self-reflection on the cooperation with colleagues is considered. In the study the instruments elaborated in the framework of Latvian-Russian research project on modern teacher professional identity (2014 – 2018) were used: the six component model of the content of the teacher professional identity and the questionnaire “School Teacher Professional Identity”. In the international survey carried out in 2017 schoolteachers from Latvia and the Smolensk region of Russia participated; the total number of respondents was 437. The aim of the article is to analyze and compare

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Peterson, Shelley Stagg, and Jill Kedersha McClay. "Teaching Writing in Five Canadian Provinces: A New Literacies Analysis." E-Learning and Digital Media 4, no. 3 (2007): 367–75. http://dx.doi.org/10.2304/elea.2007.4.3.367.

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This article presents the results of the initial stage of research on grades 4–8 teachers' writing instruction within rural and urban contexts across Canada. Teachers' goals and their use of digital technologies and multimedia are examined within rural and urban schools in five eastern provinces. Through half-hour telephone interviews with 54 teachers, the authors found that perceptions of the value of writing within their communities and the kinds of support for writing that students were given outside school divided along teachers' perceptions of students' social class lines. Language spoken

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Ssekamanya, S. A., Mastura Badzis, Khamsiah Ismail, and Dayang Shuzaidah Bt Abduludin. "Predictors of School Safety Awareness Among Malaysian Primary School Teachers." European Journal of Social Sciences Education and Research 6, no. 1 (2016): 88. http://dx.doi.org/10.26417/ejser.v6i1.p88-93.

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With rising incidents of school violence worldwide, educators and researchers are trying to understand and find ways to enhance the safety of children at school. The purpose of this study was to investigate the extent to which the demographic variables of gender, age, length of service, position, academic qualification, and school location predicted teachers’ awareness about school safety practices in Malaysian primary schools. A stratified random sample of 380 teachers was selected in the central Malaysian states of Kuala Lumpur and Selangor. Multiple regression analysis revealed that none of

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Hardré, Patricia L., Mark A. Nanny‎, Shaida Morales, et al. "Rural Teachers Learning Bioanalytical Engineering." International Journal of Designs for Learning 11, no. 1 (2019): 31–40. http://dx.doi.org/10.14434/ijdl.v11i1.22862.

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Professional development opportunities provide teachers with enhanced learning experiences, deeper subject knowledge, and improvement of their teaching practices, all for the goal of increasing student achievement (Nelson, 2009). Unfortunately, most rural teachers have much less access to professional development opportunities compared to their urban and suburban peers (Hardré, P.L., et al., 2014). A Research Experience for Teachers (RET ), which is a National Science Foundation (NSF) funded program, was created for rural high school math and science teachers in collaboration with the Universi

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