Relevant bibliographies by topics / Remote school

Academic literature on the topic 'Remote school'

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Published: 23 August 2023

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Journal articles on the topic "Remote school"

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Cornelius, Karen, and Aidan Cornelius-Bell. "Systemic racism, a prime minister, and the remote Australian school system." Radical Teacher 122 (April 28, 2022): 64–73. http://dx.doi.org/10.5195/rt.2022.935.

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Remote Australian schools face complex contextual issues due to systemic and enduring disadvantage. The structures and systems put in place to support and provide advantage for Indigenous Australians continually fail to meet their mark due to colonial structures, policies and inability to understand remote contextual demands. In South Australia, the context of this paper, systemic disadvantage disproportionately affects Indigenous people. This article explores the contemporary colonial landscape of a remote school context, provides background on the colonial institutions which shape the interactions and services provided to people in remote Australian areas, and provides two empirical examples of the contemporary, structural, and harmful influence of policy and political figures in a remote school. By examining the politics of being a school leader, the policy background for remote Australian schools, and the unique challenges of position both in policy and physical terms, we show how contemporary racism structures and conditions the lives of young people in remote contexts today.
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Hsu, Chia-Ling. "Collaborative Curriculum Design for Remote School District Service Learning." International Journal of Information and Education Technology 5, no. 9 (2015): 683–87. http://dx.doi.org/10.7763/ijiet.2015.v5.592.

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Thiele, Catherine, Joanne Casey, Susan Simon, and Shelley Dole. "Place Consciousness and School Leaders' Intentionality as Partnership Imperatives." Australian and International Journal of Rural Education 33, no. 1 (March 23, 2023): 1–16. http://dx.doi.org/10.47381/aijre.v33i1.350.

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Attracting high quality teachers to regional, rural, and remote locations has been an issue for school communities in Australia. Research has illustrated that innovative initiatives and experiences can change pre-service teachers’ attitudes, perspectives and perceptions about regional, rural and remote schools. What is less understood is the contribution of school leaders foregrounding a place consciousness approach to spark pre-service teacher interest in undertaking professional experience placements and possible employment in their RRR schools. This paper shares research findings that identified how Far North Queensland school leaders showcased “their place” with key stakeholders and in particular with pre-service teachers. The findings affirmed notions that school leaders understand the valuable connections between rural, regional and remote pre-service professional experiences and the potentiality for high quality teachers for the long-term. Implications are drawn in relation to how school leaders create partnerships and promote their school place intentionally.
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Peter, Lois Gwyn, and Adelina Asmawi. "Online remote ESL education challenges, opportunities and readiness among high school students during school closure." JOALL (Journal of Applied Linguistics and Literature) 8, no. 2 (June 9, 2023): 281–302. http://dx.doi.org/10.33369/joall.v8i2.26821.

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The COVID-19 outbreak caused mass school closure, pushing teachers and students into online remote education and forcing them to adapt to unfamiliar pedagogical norms. Drawing on Koole’s (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model, this study explored the challenges and opportunities of online remote ESL learning as experienced by four selected high school students from urban and rural Sarawak, Malaysia. It also explored the extent of their readiness for online remote ESL education one year into school closure. This study employed a multiple case study approach which included observations, document analysis and in-depth interviews of participants from multiple demographic categories. Findings discovered challenges that affected the students’ online remote ESL learning experience included the teacher’s physical absence, lack of engagement during lessons and unfavourable learning conditions. Online remote ESL learning also presented students with educational opportunities, particularly independent learning, online social learning and skills development. Findings suggested that urban students were ready, capable and equipped for online remote ESL learning whereas rural students were not as urban students had better digital resources, higher digital competency, sturdier support system, robust modes of instruction for online remote English lessons and higher language proficiency. This study concluded that individual characteristics of students, digital resources, language proficiency and appropriate learning environments play essential roles in supporting online remote ESL learning. Therefore, this study holds a significant theoretical implication for ESL education and the construct of Koole’s FRAME as it validates that when aspects related to the learner, device and social interactions in online remote learning are fulfilled, it can result in an ideal online remote learning experience.
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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 (November 21, 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 key to breaking the overreliance on traditional methods of teaching and enhancing student classroom interest and participation. Finally, just as schools serve different communities, geographical location impacts on external links, cooperation and professional exchange and development. Understanding the impact of school locality on teaching and learning in Fiji should benefit other developing nations and the educational community at large.
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Hämeenaho, Pilvi, and Miia Sainio. "Lessons from Remote School and Work." Ethnologia Fennica 48, no. 1 (November 10, 2021): 78–89. http://dx.doi.org/10.23991/ef.v48i1.111065.

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Wiyanto, Wiyanto, Muhammad Kristiawan, and Tahrun Tahrun. "Fulfillment of Remote Area Elementary School Facilities and Infrastructure Standards." PPSDP International Journal of Education 1, no. 1 (March 3, 2022): 106–21. http://dx.doi.org/10.59175/pijed.v1i1.8.

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In remote areas school experience limitations in fulfilling quality educational facilities and infrastructure. This qualitative research aimed at revealing how schools meet the standard of facilities and infrastructure and what factors influence them. The instruments used were interviews, observation and documentation. The results found that the standard fulfillment of facilities and infrastructure in the Elementary Schools Public 25 at Muara Sugihan District was still low compared from several other public elementary schools at the Muara Sugihan sub-district. The Principal explained that the factors influence it include geographical location, the role of community leaders, parents of students, educators and. Facilities for the provision of necessities related to facilities should be carried out jointly by all school members.
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Guenther, John, and Samuel Osborne. "Red Dirt Education Leaders ‘Caught in the Middle’: Priorities for Local and Nonlocal Leaders in Remote Schools." Australian Journal of Indigenous Education 49, no. 1 (September 7, 2018): 57–69. http://dx.doi.org/10.1017/jie.2018.17.

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Schooling for Aboriginal and Torres Strait Islander students in remote or ‘Red Dirt’ communities has been cast as ‘problematic’, and ‘failing’. The solutions to deficit understandings of remote schooling are often presented as simple. But for those who work in Red Dirt schools, the solutions are not simple, and for education leaders positioned between the local Red Dirt school and upward accountability to departments of education, they are complex. Between 2011 and 2016, the Cooperative Research Centre for Remote Economic Participation's (CRC-REP) Remote Education Systems project explored how education could better meet the needs of those living in remote communities. More than 1000 people with interests in remote education contributed to the research. Education leaders were identified as one stakeholder group. These leaders included school-based leaders, bureaucrats, community-based leaders and teacher educators preparing university graduates for Red Dirt schools. This paper focusses on what Red Dirt education leaders think is important for schooling. The findings show school leaders as ‘caught in the middle’ (Gonzalez & Firestone, 2013) between expectations from communities, and of system stakeholders who drive policy, funding and accountability measures. The paper concludes with some implications for policy and practice that follow on from the findings.
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Akbaba Altun, Sadegül, and Mustafa Bulut. "The Roles and Responsibilities of School Administrators during the Emergency Remote Teaching Process in Covid-19 Pandemic." Research in Educational Administration and Leadership 6, no. 4 (December 29, 2021): 870–901. http://dx.doi.org/10.30828/real/2021.4.4.

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When Covid 19 pandemic started, schools in Turkey, as in many parts of the World, were closed and then emergency remote teaching started. The purpose of this study is to explain the roles and responsibilities of school administrators related to emergency remote teaching after schools were closed. In order to reveal the purpose above, this research was carried out in qualitative research design. 105 school administrators from different regions of Turkey and different school levels participated the study. The data were collected through a Google Drive form with open-ended questions. The collected data were analyzed with content and descriptive analyses. The findings showed that the roles and responsibilities of the school administrators regarding emergency remote teaching included planning the process, starting online classes, opening different social media accounts, managing the online program, solving the adaptation problems of students and teachers, monitoring the actions taken and motivating teachers, students, parents; communication and finally it has been seen that they are in the act of transition to and maintaining digital management. During the Covid 19 pandemic, school administrators have mostly done “communication”. There were also changes in the communication styles of school administrators and social media tools were used effectively. The intensive use of technology in this period has caused changes in management processes and managers have mostly talked about digital management. The exhausting aspects of digital management are expressed as well as the facilitating ones. Since emergency remote teaching is not a common case in the K-12 Turkish education system, the roles and responsibilities of school administrators during such emergency periods have not been studied in national context yet. Therefore, what school administrators did in relation to remote teaching during this Covid 19 period was explored.
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Dos Santos, Luis Miguel. "Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience." Education Sciences 9, no. 2 (June 14, 2019): 132. http://dx.doi.org/10.3390/educsci9020132.

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In current school environments, teacher recruitment, turnover, and retention present significant problems, particularly for rural and remote international schools in archipelagic countries. Employing the Social Cognitive Career Theory (SCCT), this study analyzed international school teachers with teaching experience at a Fijian international school about their career development, retention ideas, and the decision of teaching service. As there is not a large population of international school teachers in archipelagic countries due to the unique environment of the school and country, the researcher employed the Interpretative Phenomenological Analysis (IPA) to better understand six international school teachers who have taught and are teaching at one of the Fijian international schools. The study categorized two directions for leaving and staying at a remote location. Participants indicated that the managerial styles, negative leadership, and limited social networking were the most significant challenges while respectfulness and simple living style were the most significant advantages of their Fijian teaching experience. As this study mainly focused on the issues for rural, remote, and archipelagic countries, the result of this study serves as one of the first blueprints for organizational leaders in those regions to improve their management styles in order to recruit and retain their skillful professionals.
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Dissertations / Theses on the topic "Remote school"

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Lester, Nita Clare. "Small School Leadership in Remote Rural Settings: A Matter of Collaboration and Community Acceptance." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365198.

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Nearly four in ten state school principals in Queensland are teaching principal. They work alone or with one other teacher in schools. Yet these teaching principals, located in isolated country areas attract limited attention in research into school leadership. They seem absent in theoretical models of educational leadership built from analyses of principals in large urban schools. In effect, smaller schools are viewed as ‘scaled down’ versions of larger schools, underpinning a false assumption that leadership and managerial approaches in small remote schools are similar to those in larger urban schools. Or the problem is dismissed. If there is only one full-time staff member—the teaching principal—is leadership possible and if so, what influences it? The purpose of this study was to examine teaching principal leadership as a particular phenomenon of school leadership. This was done by exploring the experiential accounts of teaching principals in one-teacher schools in remote rural Queensland settings. Their accounts describe their experiences and perceptions of the leadership practice needed to lead their schools, the influences upon this practice, their reactions to those influences and what constituted success in leadership. A case study design was used, guided by the theoretical underpinnings of the symbolic interactionist, who argues that meaning is to be found in the interactions between social actors. Qualitative data were derived from six beginning teaching principals’ perceptions of experiences related to practice. Data were analysed using grounded theory methods, especially with the use of constant comparison. A cross case comparison showed a number of consistent influences on leadership. Findings from the study extend recent reconceptualisations of school leadership particularly, understanding the importance of relationship building. Relationship building in the remote rural settings studied occurred at various levels: professional, school-based, personal, and community-wide. Principals who understand the importance of relationship building—especially its personal and community-wide facets—who take the initiative in establishing and nurturing relationships and improving them through reflection over time, are more successful at motivating, inspiring, and aligning country people to facilitate change. The acquisition of supportive relationships is presented as a possible precursor to school leadership in small remote rural school settings.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Coster, Ian Philip David Adrian. "School accreditation, towards an integrated approach in remote districts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ49167.pdf.

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Matuszewski, Matthew J. (Matthew Joseph). "Implementation of lean manufacturing in a remote manufacturing facility." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12383.

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Kamara, Martha Sombo. "Indigenous female educational leaders in Northern Territory remote community schools: Issues in negotiating school community partnerships." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/747417cbd4145faf5d3557179daa58dc69339949ca80d988e5ed776c180bb19c/1024975/64940_downloaded_stream_165.pdf.

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Over the years in the Northern Territory, there has been a growing interest among educators and Indigenous people in remote communities to improve community school leadership and school community partnerships as a means of improving Indigenous school outcomes. This study has investigated and recorded the stories of five Indigenous female school principals in the Top End of the Northern Territory on their leadership approaches in negotiating school community partnerships in their respective communities. The female principals are in many ways regarded as pioneering leaders of their remote community schools in their own right, and are held in high esteem in their communities - qualities which made them ideal participants for this study. The study utilised a Biographic Narrative Interpretive Methodology (BNIM) to record, interpret and analyse the data for the study. Three interviews were conducted with each participant over a period of time. While the study revealed that Indigenous female principals have achieved major advancements in their individual and collective ways in working collaboratively with school communities, they also experienced enormous challenges and constraints in their efforts to demonstrate good educational leadership and work in partnership with their communities. Some of the challenges included their roles as women in an Aboriginal community; balancing school leadership, family and community commitments; and, complexities of working with the mainstream. In narrating their stories, the female principals maintained that cultural values play a significant role in building such relationships and advocated for language and culture to be supported through commitment at the system level. Additionally, they revealed that community school leadership should be flexible and context bound as rigid bureaucratic structures are inappropriate for Indigenous community setting.;As such they advocated for culturally appropriate relationships between systems and local communities. Notably, among many other issues, they maintained that all appointments of principals in remote community schools must, at all times, be accompanied by adequate consultation and effective participation of community leaders and/or their relatives and community representatives. Such collaboration and cooperation between communities, schools, and the system is likely to improve relationships between schools and communities. Additionally, the Indigenous female principals in this study emphasised the importance of supporting dimensions of leadership, for example, shared leadership as a reflection and relatedness of their culture. Such dimensions they believe are required for developing and sustaining school community partnerships.
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Li, Qian, and Wei Wu. "Remote Education Software for "Wubi" Typewriting : --for elective course of elementary school." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-94153.

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This master thesis design and implement new software which can help children learn and practice "Wubi" Chinese typewriting. The purpose of designing this software is to effectively reduce the phenomenon in China known as "forget how to write while taking pen", so-called character amnesia. First we interviewed two experienced teachers and one class of pupils from an elementary school to collect data. Based on the data we collected, we built a set of prototypes by using PowerPoint on computer and evaluated it by three invited children who belonged to our target user group. After we modified our prototype, we implemented it on a computer using the Java programming language. When the process came to the evaluation part, we invited four students who had background knowledge on the field of HCI and its evaluation methods, to help us finish a cognitive walkthrough evaluation. Although some part of our software, such as certain interfaces and sequences, should be improved in the future work, the opinions of the evaluators were mostly positive.
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McCarthy, Michael. "An exploration of parental choice of school by rural and remote parents." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/a652c905bc7bf12420e12c8c8114ed7e68ad1465436d786e0aef9fa7bb1f9d71/3567032/64985_downloaded_stream_210.pdf.

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The parental choice of school process is a complex undertaking for parents. This complexity is evident when considered from the nuanced perspective of school choice by Indigenous and non-Indigenous parents living in rural and remote areas. The social and geographic contexts of these parents give rise to unique challenges which shape the ways in which they choose a boarding for their children. The parental choice of school process consists of psychical constructions and processes which help parents define their understandings of 'good' schools and with which they engage in the boarding school choice process. The purpose of this research is to explore the ways in which Indigenous and non-Indigenous parents select a boarding school for their children. This will illuminate the reasons for changing enrolment patterns at a Catholic boarding school in north-west Queensland. The following research questions emerged from a synthesis of the literature. These research questions framed the research process: How does rurality/remoteness influence parental choice of boarding school? How do parents living in rural and remote areas inform their choice of boarding school for their child? How does school culture influence rural and remote parents' boarding school choice? How does race influence the boarding school choice process for rural and remote parents? Given that this study focuses on the ways in which parents engage with the boarding school choice process, an interpretive approach has been adopted. A constructionist epistemology underpins the study, and symbolic interactionism and Indigenous methodology are the theoretical perspectives. The methodology for this research is case study. Data were collected from a total of 36 participants (Indigenous/Non-Indigenous parents living in rural and remote locations; Principals of the research site school; Indigenous Support Personnel at the system level) using focus groups and one-on-one semi-structured interviews.
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Page, Tara. "Conceptions of senior visual art programs in a rural remote high school." Thesis, Queensland University of Technology, 2002.

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This study reveals how a rural and remote school community conceptualizes senior visual art programs. The study was based on interviews with students, parents and teachers, these interviews were transcribed and analysed according to the adopted phenomenographic structure. Photographs taken by the participants of the cultural context were included and explained by them as a part of the interview. The study identified conceptions of place as well as four conceptions of senior visual art programs. The four conceptions focus on cognitive abilities and expression, the enjoyment of practical tasks, employment for girls and the lack of/existence of theory within the visual art programs. The initial impetus for this study was the low number of students electing visual art as a subject in their senior studies at a rural and ~emote high school. The researcher while teaching visual art in a rural and remote community experienced this trend. The decision making processes in the selection of school subjects became the focus for this research and the vehicle for identifying held conceptions. The reasons for choosing, or not choosing, visual art as a subject revealed the immediate and embedded conceptions of visual art programs that ultimately shape the decision making process. The school community's conceptions of visual art programs focused on the intrinsic and/or extrinsic qualities of senior visual art programs. These conceptions can be applied to better understand and meet the needs of visual art education in a rural and remote cultural context. The findings from this research can be significant to teachers, teacher educators, administrators, curriculum writers and researchers involved in visual art education and rural and remote education. This research has provided insights into the understanding and experiences of visual art education in a rural and remote cultural context. This suggests that further study in this area would be useful to those interested in visual art education in the wider context of rural and remote education.
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Zhang, Yan 1963. "Forward and inverse problems in microwave remote sensing of objects in complex media." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/87162.

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Mander, David James. "The transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities across Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/521.

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The experience of transitioning to boarding schools away from home for Aboriginal secondary school students from regional and remote communities in Australia has not received the attention it deserves (Calma, 2009; Dodson, 2009). The weight of public discourse and a paucity in research provided strong testimony for undertaking the current study. Moreover, it was evident the voice of those Aboriginal students undertaking the experience was absent from this public dialogue and the literature. This qualitative research investigated from a social constructionist perspective how 32 male Aboriginal secondary school students from regional and remote communities constructed meaning and understanding around the experience of studying away from home at five boarding schools located in Perth, Western Australia (WA). While students’ experiences with being away at boarding school were explored, it also investigated how meaning was constructed around the experience of having a child away from home for 11 parents and the experience for 16 staff employed at boarding schools in supporting students. Congruent with the assertions of the National Health and Medical Research Council (NHMRC, 2003) this research was supported by an Aboriginal Advisory Group. A narrative interviewing style was used to collect data from student, parent, and staff informants. Thematic analysis of the data revealed three major themes emerged for student informants, these were 1) Decision Making and the sub-themes of Choice-Less Choice and Opportunity 2) Organisational Climate and the sub-themes of School Environment and Belonging, Culture Shock, Homesickness, Identity and Rites of Passage, Code-Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer relations, and 3) Relational Change and the sub-themes of Family Dynamics, Friendships at home, and Cultural Connectedness. For parent informants the following major themes emerged from the data 1) Access, Standards and Quality, and the sub-themes of Declining Local Schools, Opportunity, and Worldliness 2) Parental Agency and the sub-themes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings, and 3) Cultural Heritage and the sub-theme of Maintenance and Transmission. Finally, for staff informants the following major themes were identified 1) Indigenous Education and the sub-themes of Social Responsibility and Opportunity 2) Academic and Social Determinants and the sub-themes of Culture Shock, Homesickness, Friendships and Peer Support, Literacy and Numeracy, and Prejudice, Stereotypes, and Racism 3) Relationships and the sub-themes of Staff-Student Relationship, Staff-Parent Relationship, and School-Community Relationship. The key findings from each informant group are reviewed. However, to provide a wider discussion of informant’s experiences and constructions of the transition experience, attention is also drawn to meta-themes that were evident across the student, parent, and staff informant groups. The findings of this research are discussed in relation to policy and practice implications pertinent to boarding schools in WA. The strengths and limitations of the current research are considered and future research directions are suggested. This research offers a unique contribution to current understandings of the transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities.
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Whiting, Elizabeth, and res cand@acu edu au. "The Experience of Six Non-aboriginal Teachers Living and Working in Remote Aboriginal Communities During the 1990's." Australian Catholic University. Master of Education (Research), 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp222.15092009.

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In Australia, non-Aboriginal people have been involved in Aboriginal education since the end of the 19th century. There has been ongoing criticism of non-Aboriginal involvement in Aboriginal education and a movement towards Aboriginalisation in education. This study addresses the issues faced by six non-Aboriginal teachers in remote Aboriginal communities in the 1990's. The purpose of this study is to explore the experiences and perceptions of non-Aboriginal teachers living and working in remote Aboriginal communities in the 1990's. Through this research I found that the non-Aboriginal teachers faced difficulties living and working in remote Aboriginal communities. They talked about the distinctive lifestyle and living conditions. They reported a need for pre-service and ongoing professional development focusing on aspects influencing their lives. The discussion topics included: their living circumstances; Aboriginal world view; Aboriginal health issues; community issues; Aboriginal teaching and learning styles and school policies. The study is consistent with previous research about non-Aboriginal teachers living and working in remote Aboriginal communities. It argues that pre-service and ongoing professional development is vital for the success of non-Aboriginal teacher in remote communities. Community based educational programs for non-Aboriginal teachers are needed. These programs should include non-Aboriginal teachers learning about Aboriginal culture, Aboriginal learning and teaching styles and the development and implementation of educational policies. These programmes need to include discussion of aspects of living in isolated settings. Schools and governing bodies involved need to develop closer liaison with non-Aboriginal teachers to support their living in this setting. It is also important that policies in place address the problem of the high turnover of non-Aboriginal staff experienced by remote community schools. This study also poses the question what is the future for non-Aboriginal teachers in remote Aboriginal communities? Aboriginalisation in remote Aboriginal communities is highly recommended.
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Books on the topic "Remote school"

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Seven seasons in Aurukun: My unforgettable time at a remote Aboriginal school. Crows Nest, N.S.W: Allen & Unwin, 2009.

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Scottish Universities Summer School in Physics (43rd 1994 Dundee, Scotland). The determination of geophysical parameters from space: Proceedings of the Forty-Third Scottish Universities Summer School in Physics, Dundee, August-September 1994. Edingurgh, Scotland: Scottish Universitites Summer School in Physics, 1996.

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Noseworthy, Randy P. The school car: Bringing the three R's to Newfoundland's remote railway settlements, 1936-1942. Whitbourne, Nfld: R.P.N. Pub., 1997.

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International School on Microwave Physics and Technique (5th 1987 Varna, Bulgaria). Proceedings of the 5th International School on Microwave Physics and Technique, 29 Sept.-3 Oct. 1987, Varna, Bulgaria. Edited by Spasov A. Y. Singapore: World Scientific, 1988.

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Workshop, Geophysical Technology Transfer Initiative. Russian airborne geophysics and remote sensing: 13-17 September 1992, Colorado School of Mines, Golden, Colorado. Bellingham, Wash., USA: SPIE, 1993.

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B, Bhattacharya B., and Indian School of Mines. Dept. of Applied Geophysics., eds. Advances in geophysics. New Delhi: Oxford & IBH Pub. Co., 1988.

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Alpbach Summer School (1989 Alpbach, Austria). Remote sensing and the earth's environment: Some of the papers presented at the Alpbach Summer School held at Alpbach, Austria, 26 July-4 August 1989. Paris, France: European Space Agency, 1988.

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P, Cracknell Arthur, and Rowan E. S, eds. Physical processes in the coastal zone: Computer modelling and remote sensing : proceedings of the forty ninth Scottish Universities Summer School in Physics, Dundee, August 1997. Edinburgh: Scottish Universities Summer School in Physics, 1998.

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India) "Remote Sensing and GIS in Digital Terrain Analysis and Soil-Landscape Modelling" (Winter School) (2011 Nāgpur. Remote sensing and GIS in digital terrain analysis and soil-landscape modelling: Proceedings of winter school organized from 6th to 26th September 2011. Edited by Obi Reddy, G. P., editor, Sarkar D. (Dipak) editor, and Indian Council of Agricultural Research. National Bureau of Soil Survey and Land Use Planning. Nagpur, Maharashtra, India: National Bureau of Soil Survey and Land Use Planning, Indian Council of Agricultural Research, 2012.

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Thomas, Tony. Managing out-of-classroom activities. Sheffield: Geographical Association, 1994.

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Book chapters on the topic "Remote school"

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Capps, R. Elizabeth, Kurt D. Michael, J. P. Jameson, and Kasey Sulovski. "Providing School-Based Mental Health Services in Rural and Remote Settings." In Handbook of Rural, Remote, and very Remote Mental Health, 1–19. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5012-1_27-1.

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Capps, R. Elizabeth, Kurt D. Michael, J. P. Jameson, and Kasey Sulovski. "Providing School-Based Mental Health Services in Rural and Remote Settings." In Handbook of Rural, Remote, and very Remote Mental Health, 579–97. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-6631-8_27.

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Edwards, Sue, Lorolei White, Edith Wright, and Monica Thielking. "School Psychological Practice with Indigenous Students in Remote Australia." In Handbook of Australian School Psychology, 39–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_3.

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Roofe, Carmel. "Instructional Leadership During Crisis: Jamaican School Leaders’ Response." In Emergency Remote Learning, Teaching and Leading: Global Perspectives, 217–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76591-0_11.

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Mirķe, Evija, and Lilian Tzivian. "Factors of successful work in school during COVID-19 pandemic in Latvia." In Remote Learning in Times of Pandemic, 211–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003167594-12.

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Eisenstadt, Marc, Mike Brayshaw, Tony Hasemer, and Kim Issroff. "Teaching, Learning and Collaborating at a Virtual Summer School." In Remote Cooperation: CSCW Issues for Mobile and Teleworkers, 177–219. London: Springer London, 1996. http://dx.doi.org/10.1007/978-1-4471-1496-3_13.

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Liez, Sarah. "The American School System Is Built Against People with Disabilities: A Student’s Perspective." In Diversity in Higher Education Remote Learning, 221–27. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31214-4_17.

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Defianty, Maya, Kate Wilson, and Dadan. "Surviving ERT: How an Online Professional Learning Community Empowered Teachers During the Covid-19 School Lockdown in Indonesia." In Emergency Remote Teaching and Beyond, 67–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84067-9_4.

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Oliveira-Pereira, Joana, Susana Sá, João Pascoinho, Laurentino Guimarães, Eusébio Costa, and Agostinho Sousa Pinto. "Remote Leadership: A (Re)qualification of School Leaders in Portugal." In Perspectives and Trends in Education and Technology, 857–67. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6585-2_76.

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Onyefulu, Cynthia. "Perceived Effectiveness of School Leadership in Emergency Remote Learning During the Coronavirus Pandemic." In Emergency Remote Learning, Teaching and Leading: Global Perspectives, 179–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76591-0_9.

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Conference papers on the topic "Remote school"

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Voss, Kerstin, Roland Goetzke, and Henryk Hodam. "Remote sensing and eLearning 2.0 for school education." In Remote Sensing, edited by Ulrich Michel and Daniel L. Civco. SPIE, 2010. http://dx.doi.org/10.1117/12.864946.

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Dziabenko, Olga, Pablo Orduna, and Javier Garcia-Zubia. "Remote experiments in secondary school education." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685140.

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Benitez, Ibet Lara, and Hernan Astudillo. "School Community Remote Education Readiness Assessment Framework." In 2021 40th International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2021. http://dx.doi.org/10.1109/sccc54552.2021.9650419.

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Havazelet, Michael. "Home/School: Popular Discourse and the Social Space of School During Remote Learning." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893297.

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Dziabenko, O., J. Garcia Zubia, P. Orduna, and I. Angulo. "Secondary school needs in remote experimentation and instrumentation." In 2012 9th International Conference on Remote Engineering and Virtual Instrumentation (REV). IEEE, 2012. http://dx.doi.org/10.1109/rev.2012.6293105.

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Dziabenko, Olga, and Javier Garcia Zubia. "Planning and designing remote experiment for school curriculum." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7096076.

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Voss, Kerstin, Roland Goetzke, and Henryk Hodam. "Methods and potentials for using satellite image classification in school lessons." In SPIE Remote Sensing, edited by Christopher M. U. Neale and Antonino Maltese. SPIE, 2011. http://dx.doi.org/10.1117/12.898123.

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FIORANI, LUCA. "LASER AND SATELLITE REMOTE SENSING OF THE OCEAN." In Proceedings of the International School of Quantum Electronics. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702531_0025.

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Laferriere, Therese. "The Ongoing Co-Design of the Remote Networked School." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578683.

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Goodrich, Marc. "Characterizing Remote Instruction Provided by Elementary School Teachers During School Closures Due to COVID-19." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689438.

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Reports on the topic "Remote school"

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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3262.

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The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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Roschelle, Jeremy, and Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, December 2020. http://dx.doi.org/10.51388/20.500.12265/107.

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Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.
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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research team (CRT) collected data from 134 school principals from a nationally representative sample of 140 primary schools (a response rate of 95.7 percent). A telephone survey was also conducted of 2,389 parents of Grade 3 and 4 students enrolled in these 140 primary schools; this survey covers all 140 schools, with an average of 17 parents per school. Principals were asked what schools did to provide instruction while schools were closed in early 2020, while parents were interviewed regarding children’s weekday activities as well as the types of instruction the children received during this period. The telephone interviews with school principals and parents were conducted between July and September of 2020. In 2020, Vietnam was in many ways an outlier in that it flattened its epidemic curve early in that year, thereby allowing schools to reopen as early as May 4, 2020—roughly three months after schools were first directed to shut down. Vietnam’s schools continued to stay open and ended its 2019-2020 school year towards the end of June. While the period of school closure in Vietnam was brief, the country’s example may provide lessons for other nations that faced, and are still facing, the educational consequences of the pandemic.
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Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant learning losses in English language and mathematics at the end of primary education. Matching international trends, the largest losses occurred in mathematics. Among the strands of mathematics content, the one showing the most dramatic loss is number sense in primary schools and geometry in secondary schools; the achievement level in both dropped by around 55 percent. Also, in line with international trends, average student repetition and dropout rates surged at the secondary level after prolonged school closures. The largest increase in dropout and repetition levels were found in urban secondary schools: the average dropout rate increased by 51 percent in the 2020/21 school year, compared with the average rate in the year prior to the start of the pandemic, while the repetition rate increased from 6.7 percent in the 2019/20 school year to 11.6 percent in the 2021/22 school year.
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Johnson, Mark, and John Wachen. Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19. The Learning Partnership, November 2020. http://dx.doi.org/10.51420/report.2020.2.

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In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Näslund-Hadley, Emma, Juan Manuel Hernández Agramonte, Carolina Méndez, and Fernando Fernandez. Remote Parent Coaching in Preschool Mathematics: Evidence from Peru. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004403.

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We evaluate the effects of a 10-week intervention that randomly provided access to remote coaching to parents of preschool children over the summer break in Peru. In response to learning losses during COVID-19 induced school closures, education coaches offered guidance and encouragement to parents in activities aimed to accelerate the development of core mathematical skills. We find that the intervention improved mathematics cognitive outcomes by 0.12 standard deviations. Moreover, we show that remote coaches increase the likelihood and frequency of parental engagement in mathematics-related activities, suggesting that learning gains are driven by higher parental involvement in child skill development.
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Wandeler, Christian, and Steve Hunt. The Fresno State Transportation Challenge. Mineta Transportation Institute, January 2022. http://dx.doi.org/10.31979/mti.2022.2009.

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The Fresno State Transportation Challenge uses an action civics approach to support K-12 students in developing transportation-related projects that have a positive impact on the community. In 2020 the goal was to expand, refine, and create structures to sustain the implementation of the Transportation Challenge across subsequent years. As a result of the COVID pandemic, the process and goals of the project were adapted. The project was extended into April 2021 and was entirely conducted through remote participation. The focus was on two high schools. The expansion into the high school age bracket was successful and the experience with these two projects will allow for easier expansion in additional high schools in the future. One high school focused on the topic of active mobility, specifically biking, and addressed the challenge of how to get more students to bike to school. The other high school combined the transportation challenge with an economic vitalization project. The students were asked to also develop a modern transportation concept. Both projects exposed high school students to the topic of transportation and expanded awareness of transportation careers. Students also developed important competencies in the domains of problem solving, collaboration, communication, and leadership.
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