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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Sullivan, Anna, and Bruce Johnson. "Questionable Practices? Relying on Individual Teacher Resilience in Remote Schools." Australian and International Journal of Rural Education 22, no. 3 (November 1, 2012): 101–16. http://dx.doi.org/10.47381/aijre.v22i3.624.
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Early career teachers eager to find employment are often encouraged by employers to accept positions in remote locations which are traditionally difficult to staff. This paper reports research that examined a case study of a graduate teacher employed in a remote school. Drawing on resilience theory, we challenge the profession to consider whether in fact employers are relying on the personal resilience of early career teachers to cope with the rigors of teaching in remote schools and are remiss for not providing adequate support at school and system levels.
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Mulligan, Christy A., and Justin L. Ayoub. "Remote Assessment: Origins, Benefits, and Concerns." Journal of Intelligence 11, no. 6 (June 9, 2023): 114. http://dx.doi.org/10.3390/jintelligence11060114.
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Although guidelines surrounding COVID-19 have relaxed and school-aged students are no longer required to wear masks and social distance in schools, we have become, as a nation and as a society, more comfortable working from home, learning online, and using technology as a platform to communicate ubiquitously across ecological environments. In the school psychology community, we have also become more familiar with assessing students virtually, but at what cost? While there is research suggesting score equivalency between virtual and in-person assessment, score equivalency alone is not sufficient to validate a measure or an adaptation thereof. Furthermore, the majority of psychological measures on the market are normed for in-person administration. In this paper, we will not only review the pitfalls of reliability and validity but will also unpack the ethics of remote assessment as an equitable practice.
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Hansen, Ulla Irene, Kenneth Larsen, Hanne Sundberg, and Ellen Kathrine Munkhaugen. "Remote teaching and school refusal behavior – lessons learned from the COVID-19 pandemic." Scandinavian Journal of Child and Adolescent Psychiatry and Psychology 10, no. 1 (January 1, 2022): 134–43. http://dx.doi.org/10.2478/sjcapp-2022-0014.
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Abstract When the Norwegian government closed down schools and kindergartens in response to the increased spread of COVID-19, the use of homeschooling raised concerns about students with school refusal behavior and the school system’s ability to address their special needs in these circumstances. Six students referred to the school absenteeism team were interviewed about their circumstances, using an author-developed interview. The results indicate that the students rated homeschooling as very satisfactory. Students with school refusal behavior participated in homeschooling and their attendance continued during the initial reopening of schools.
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Juharyanto, Juharyanto, Imron Arifin, Sultoni Sultoni, Maulana Amirul Adha, and Muhammad Imran Qureshi. "Antecedents of Primary School Quality: The Case of Remote Areas Schools in Indonesia." SAGE Open 13, no. 1 (January 2023): 215824402211449. http://dx.doi.org/10.1177/21582440221144971.
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The policy of developing remote area schools’ quality in Indonesia is getting stronger. The government has set minimum service standards as a reference for schools’ development quality while remaining based on local, national, global, and 21st-century values. This study revealed efforts to improve the 21st-century school’s quality through the contribution of superior leadership, school climate, total quality management implementation, and the school principal’s performance approached quantitatively and analyzed descriptively using Structural Equation Modeling. Participants involved in the study were 147 remote area principals and teachers in two provinces in Indonesia. Results show that (1) school climate had the most dominant contribution to school quality and (2) there was a significant simultaneous effect among superior leadership, school climate, total quality management implementation, and the school principal’s performance on the school quality. Implications of the study’s findings from a theoretical and practical lens as well as recommendations for future studies are also discussed.
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Hash, Phillip M. "Remote Learning in School Bands During the COVID-19 Shutdown." Journal of Research in Music Education 68, no. 4 (December 7, 2020): 381–97. http://dx.doi.org/10.1177/0022429420967008.
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The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors ( N = 462) responded to survey questions related to several aspects of RL, including (a) technologies and materials, (b) activities and assessments, (c) student participation, (d) the challenges of teaching remotely, and (e) the extent to which experiences varied among participants in low-poverty versus high-poverty schools and at the elementary/middle school level versus high school level. I also examined (f) the conditions and practices of programs that experienced both high and consistent levels of student participation. Data indicated that the COVID-19 shutdown created many challenges for directors, particularly in schools with higher poverty levels and/or in rural locations. However, RL also created opportunities for instrumental teachers to incorporate into curricula (a) a wider range of technology; (b) more of a focus on individual musicianship; (c) lessons in music theory, history, and culture; and to a lesser extent, (d) student creativity through composition and arranging.
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Draper, Ellary A. "Teaching Music Remotely: Strategies for Students With Disabilities." General Music Today 34, no. 3 (February 4, 2021): 39–41. http://dx.doi.org/10.1177/1048371321990662.
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As schools closed in March 2020 due to COVID-19, students and teachers began engaging in remote learning. Remote instruction continued through the end of the 2020 school year and many have continued to teach remotely for at least part of, if not all of the 2020–2021 school year. While teaching music remotely is not ideal, music teachers have successfully shifted to different combinations of synchronous and asynchronous instruction with their students. The shift to remote learning is challenging for students and teachers alike, and there are additional challenges for students with disabilities engaging in remote instruction or drastically different in-person classrooms. This article includes an overview of concerns facing students with disabilities during COVID-19 as well as strategies specific to students with disabilities to successfully engage in remote instruction.
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Kresnadi, Hery. "Science Learning Achievement Assessed from Emotional Intelligence of Students in Elementary School." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 3 (October 9, 2019): 74. http://dx.doi.org/10.26418/jp2d.v2i3.84.
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The purpose of this study is to describe the relationship between Emotional Intelligence and natural science learning achievement of fifth-grade students in elementary schools. The method used is descriptive qualitative. Data collection was carried out using a questionnaire to get a picture of how the emotional intelligence of fifth-grade elementary school students located in the Provincial City, Regency City, District City and remote areas, how the learning achievement of fifth-grade elementary school students in the even semester of 2019 located in the provincial city, Regency Cities, Sub-district Cities, and Remote Areas, how are the links between Emotional Intelligence and Natural Science learning achievements of Grade V students of Elementary Schools in the even semester of 2019 located in Provincial Cities, Regency Cities, District Cities, and Remote Areas. Obtained a picture there is a link between emotional intelligence with science learning achievement of fifth-grade elementary school students in the even semester of 2019 which is located in the Provincial City, Regency City, District City and Remote Areas which is stated through the results of data analysis that shows the contribution of emotional intelligence to students’ learning outcomes.
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Ajar, Seno Budhi, Inna Prihartini, and Gentur Adi Tjahjono. "THE OBSTACLES FACTORS OF GEOGRAPHY INFORMATION SYSTEMS AND REMOTE SENSING PRACTICUM IN A HIGH SCHOOL LEVEL IN WONOGIRI DISTRICT." GeoEco 5, no. 2 (July 12, 2019): 151. http://dx.doi.org/10.20961/ge.v5i2.30198.
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Practicum Geographical information systems and remote sensing have become one of the basic competencies in the realm of skills in the geography learning process at the high school level The purpose of this study is to identify problems or obstacles faced by geography teachers in carrying out geographic information systems and remote sensing practicum activities in high schools in Wonogiri Regency this is a qualitative descriptive study with the use of random sampling. Data collection uses a questionnaire about the implementation of geographic information system practice and remote sensing to the teacher. This study uses descriptive statistical analysis techniques to analyze the factors that become obstacles in the application of geographic information system practice and remote sensing in high school. The result is the obstacles factor of geographic information system and remote sensing practicum in in high schools in Wonogiri is (1). Hardware devices that have not been installed software specifically for geography information systems and remote sensing The teacher has a low ability in the geography and remote sensing information system practicum skills and does not coordinate with the teacher or laboratory assistant for Information and Communication Technology (ICT) subjects (3) Insufficient time allocation for practicum and absence of geographic information system and remote sensing practice tests as evaluations
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Kirshner, Jean Denison. "School Radio: Finding Innovation in Reaching Remote Learners in Belize." International Journal of Education and Literacy Studies 8, no. 3 (August 12, 2020): 90. http://dx.doi.org/10.7575/aiac.ijels.v.8n.3p.90.
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This case study on Belize educators during the COVID-19 school closures examines the innovative approach the educators of this country took. As many schools across the globe swiftly pivoted to online learning during the COVID-19 school closures, the educators of Belize recognized that digital learning would leave out their marginalized students who did not have internet connectivity. Instead, the educators of Belize drew on the history of their country, using school radio to reach their youngest citizens located in remote locations without internet. This innovative solution, reaching students in villages without internet, required the collaboration of Belize’s teachers and radio broadcasters.
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Coleman, Dan. "Backtalk: The limits of rapport: What’s lost when we focus on connecting to our students." Phi Delta Kappan 102, no. 2 (September 22, 2020): 68–69. http://dx.doi.org/10.1177/0031721720963240.
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As schools turned toward remote learning during the COVID-19 pandemic, they focused on preserving the connections between teachers and their students. But Dan Coleman argues that connections among students are at least as important — and easy to neglect in remote learning. He encourages teachers to design new ways to deliberately build in to their experience of virtual school the things they used to get around the edges of in-person school.
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Lobb, Richard. "The Department of Education's (WA) Rural and Remote Training Schools Program." Australian and International Journal of Rural Education 29, no. 2 (July 24, 2022): 99–100. http://dx.doi.org/10.47381/aijre.v29i2.248.
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The Department of Education initiated a pilot of the Rural and Remote Training Schools project in 2011 to promote rural and remote teaching to university students. The program is a key component of the Department's broader attraction and retention strategy and targets the Pilbara, Kimberley, Midwest and Goldfields regions; areas that are deemed to be difficult to staff. Attraction and retention of quality teachers in rural and remote locations remain key Departmental priorities. A key component of the program involves the manager working closely with Universities to promote the program and to identify high performing pre-service teachers who are interested in undertaking a long term (usually final) practicum in a rural or remote school. The manager also works with schools, regional offices and mentor teachers to ensure that the required conditions are in place within each school to provide the pre-service teacher with a supportive 'training' environment.
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Nurwahidah, Nurwahidah, Maulana Rizki Hamidi, Nida Husna, Muhammad Farkhan, Didin Nuruddin Hidayat, and Alek Alek. "English Teachers’ Challenges in Constructing Remote English Summative Assessment during Covid-19 Pandemic." Linguistic, English Education and Art (LEEA) Journal 5, no. 2 (June 1, 2022): 183–93. http://dx.doi.org/10.31539/leea.v5i2.3534.
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This study aims to investigate English teachers’ challenges in constructing remote English summative assessments for junior high school students during the COVID-19 Pandemic. The method used in this research is a qualitative method with descriptive research in case study design. The results of this study obtained from 33 English teachers of Junior High schools from 8 big provinces in Indonesia highlighted technical problems and the validity and reliability of the test become the main challenges when the teachers construct a remote summative assessment for junior high school students. Furthermore, the researchers concluded that during the COVID-19 Pandemic, most junior high school teachers face many challenges and can overcome those problems by being tech-savvy teachers.
Keywords: COVID-19, English Teacher Challenges, Remote Learning, Summative Assessment
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Dwyer, Stuart. "Benefits of Community Involvement at the School Level." Australian Journal of Indigenous Education 30, no. 2 (2002): 1–7. http://dx.doi.org/10.1017/s1326011100001411.
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I would like to begin by providing a context that can be used to place my discussion about experiences at a remote school in the Northern Territory (NT) into perspective.In the NT 53% of schools are located in remote areas and these cater for up to 23% of NT students (Combe, 2000). The NT has the highest proportion of Indigenous students enrolled in schools with 35.2% of the overall student population identifying as Indigenous Australian (Collins, 1999). The next closest state is Western Australia with an Indigenous student enrollment average of 5.1 %, this is compared with a national average of 3.2%.
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Kostelníková, Michaela, and Miroslava Ožvoldová. "Remote Experiments in Primary School Science Education." International Journal of Online Engineering (iJOE) 9, no. 5 (September 15, 2013): 45. http://dx.doi.org/10.3991/ijoe.v9i5.2730.
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Bogliolo, Alessandro, Saverio Delpriori, Gian Marco Di Francesco, Lorenz Cuno Klopfenstein, and Brendan Dominic Paolini. "Massive Remote School Trips: A Case Study." IEEE Access 9 (2021): 165239–51. http://dx.doi.org/10.1109/access.2021.3135463.
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Sládek, Petr, and Lukáš Paweraa Jan Válek. "Remote laboratory – new possibility for school experiments." Procedia - Social and Behavioral Sciences 12 (2011): 164–67. http://dx.doi.org/10.1016/j.sbspro.2011.02.023.
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Палкина and Marina Palkina. "Subject-Oriented Education For Countryside Schools Se nior Students Based On The Innovative Educational System «Rural School – Boarding School/ Lyceum – Higher School»." Profession-Oriented School 1, no. 5 (October 30, 2013): 13–22. http://dx.doi.org/10.12737/1395.
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New findings on how to provide opportunities
for sound specialized education of
senior secondary-school students in remote rural
areas are revealed. As a proper solution to
this pressing problem the author introduces a
model of school as an integral part of innovative
educational system «Rural School – Boarding
School/Lyceum – Higher School». Conceptual
basics for designing and adoption of the proposed
model are presented, as well as description of
how a subject-oriented educational establishment
functions within the proposed educational
system.
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Charteris, Jennifer, and Angela Page. "School bonding, attachment, and engagement through remote learning: Fostering school connectedness." Teachers' Work 18, no. 2 (December 10, 2021): 91–108. http://dx.doi.org/10.24135/teacherswork.v18i2.329.
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Over 2020 and 2021 we have seen significant disruption to schooling across the world as COVID-19 forces school closures. Education sectors migrated to distance learning arrangements and teachers and students primarily communicated through digital means. Under challenging conditions, school leaders and teachers made rapid changes to pedagogy and curriculum to accommodate their students’ diverse range of learning needs. We present an interview drawn from a qualitative study undertaken in Australia to illustrate (from a teacher’s perspective) how a school response to COVID-19 integrates elements of school connectedness during the shift to distance learning. School connectedness is an umbrella term that has been theorised in many different ways. In this article, we illustrate school bonding, attachment, and engagement as three interrelated aspects of school connectedness that came to the fore during lockdown measures associated with COVID-19. Leaders, teachers, students, and school communities benefit from school connectedness. When adversity is experienced, school connectedness can be seen in the relationships between teachers, the commitment to students, and the all-important pastoral support from school leaders. Strong and supportive relationships develop through practices that support school bonding, school attachment, and school engagement.
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Hedlund, A. "COVID-19, Remote Teaching, and the School Ecosystem: a Delicate Relationship." Professional Discourse & Communication 3, no. 1 (March 26, 2021): 85–91. http://dx.doi.org/10.24833/2687-0126-2021-3-l-85-91.
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The paper explores the current situation with remote teaching in schools in Brazil from the perspective of ecological systems theory and school ecosystem. The situation is analysed from the viewpoints of the main stakeholders: children, parents, teachers and school managers. The author describes typical questions that the stakeholders raise in Brazil and offers answers. Advice is also offered on what can be done by the stakeholders to keep the ecosystem balanced.
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Nugroho, Piter Joko, and Theo Jhoni Hartanto. "Quality Profile of Remote Areas Elementary Schools." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (February 8, 2023): 922–33. http://dx.doi.org/10.35445/alishlah.v15i1.2456.
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Not all schools understand the policies and procedures for carrying out the school functions based on SNP, among others, caused by due to the lack of understanding/inability of schools to conduct internal self-evaluations, which will provide the description of the real school quality gaps against the SNP, as well as a basis for reference in preparing the RKS and RKAS. This study aims to describe the quality profile of remote elementary schools (SD) in Kapuas Districts, Central Kalimantan Province, Indonesia. The descriptive study with a qualitative approach was conducted in 6 (six) remote areas in SD. The data sources in this study consisted of 6 (six) principals and the Kapuas Districts Education Office personnel. Through interview techniques, observation, and filling out the e-EDS instrument developed by the researchers referring to the SNP for primary and secondary education, quality data of the remote areas SD was collected; then analyzed using interactive data analysis. The results showed that all of the remote areas SD get a “red report”. This study provides additional evidence that disparity problem of primary education quality in remote areas has not been handled properly by education policy makers in Kapuas Districts and related stakeholders. We recommend to the related parties to “borrowing” policies from other countries that have succeeded to overcoming the problems of remote areas education as a means to carry out lessons learned and redesign policies in the future.
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Ben Amotz, Ronit, Gizell Green, Gili Joseph, Sharon Levi, Niva Manor, Kwok Ng, Sharon Barak, Yeshayahu Hutzler, and Riki Tesler. "Remote Teaching, Self-Resilience, Stress, Professional Efficacy, and Subjective Health among Israeli PE Teachers during the COVID-19 Pandemic." Education Sciences 12, no. 6 (June 14, 2022): 405. http://dx.doi.org/10.3390/educsci12060405.
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This study investigated demographic factors, teaching characteristics, psychological characteristics, school-related characteristics, professional efficacy, and subjective health perceptions among PE teachers during the COVID-19 pandemic. We conducted a cross-sectional research design. Questionnaires were distributed to PE teachers online during COVID-19 closures. PE teachers (N = 757) from elementary, middle, and high schools in Israel voluntary completed surveys on the topics of stress levels, self-resilience, remote teaching, professional efficacy, and subjective health perception. Sex, remote-teaching experience and clear remote school policy significantly predicted professional efficacy. Sex, teaching experience and self-resilience significantly predicted subjective health perception. This study demonstrated the need for a clear remote policy, as it likely empowers teacher professional efficacy. Transparent procedures and guidelines, along with clarifying remote policies by a supportive administration, are important for the professional efficacy of PE teachers. In addition, educational programs that are aimed at developing and strengthening the values of a healthy, positive, and balanced lifestyle are important to subjective health perception among PE teachers.
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Luckeydoo, Wally T. "Teachers’ Perceptions of Communication Influencing the Teacher-Student Relationship in an Online Environment." International Journal on Integrating Technology in Education 12, no. 1 (March 30, 2023): 01–09. http://dx.doi.org/10.5121/ijite.2023.12101.
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The research examined high school teachers' perceptions of communication with their students in a remote virtual school setting. The problem was that communication was impacted when teachers and students transitioned from a traditional school setting to a remote virtual setting. This qualitative case study aimed to see how communication influenced the relationship between teachers and students. This case study provides teachers' perspectives on communication with students when pivoting from traditional schooling to remote instruction. Participants were ten teachers within a school district in Middle Tennessee who participated in at least one school year in a remote virtual school setting and one year in a face-to-face traditional school setting. A semi-structured interview protocol using Zoom and Survey Monkey questionnaires were used to gather data to determine how out-of-class communication and technology tools affect interactions and communication between teachers and students. Qualitative data revealed that online communication and technology tools positively influence communication and the teacher-student relationship in a remote setting.
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Luckeydoo, Wally T. "The Perceptions of Teachers on Communication with Students in a Remote Setting." International Journal on Cybernetics & Informatics 12, no. 1 (January 30, 2023): 2–6. http://dx.doi.org/10.5121/ijci.2023.120114.
Full textAbstract:
The research examined high school teachers' perceptions of communication with their students in a remote virtual school setting. The problem was that communication was impacted when teachers and students transitioned from a traditional school setting to a remote virtual setting. This qualitative case study aimed to see how communication influenced the relationship between teachers and students. This case study provides teachers' perspectives on communication with students when pivoting from traditional schooling to remote instruction. Participants were ten teachers within a school district in Middle Tennessee who participated in at least one school year in a remote virtual school setting and one year in a face-to-face traditional school setting. A semi-structured interview protocol using Zoom and Survey Monkey questionnaires were used to gather data to determine how out-of-class communication and technology tools affect interactions and communication between teachers and students. Qualitative data revealed that online communication and technology tools positively influence communication and the teacher-student relationship in a remote setting.
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Garcia-Zubia, Javier, Ignacio Angulo, Olga Dziabenko, and Pablo Orduna. "Open Learning Approach with Remote Experiments: OLAREX Project." International Journal of Engineering Pedagogy (iJEP) 3, no. 4 (October 11, 2013): 15. http://dx.doi.org/10.3991/ijep.v3i4.2871.
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The project�??s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies
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Tesler, Riki. "Remote Learning Experience and Adolescents’ Well-Being during the COVID-19 Pandemic: What Does the Future Hold?" Children 9, no. 9 (September 2, 2022): 1346. http://dx.doi.org/10.3390/children9091346.
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Background. Major shifts within the education system have taken place during the COVID-19 pandemic; frontal teaching was often replaced with remote learning, which has affected students in many ways. We investigated the associations and predictors of perceptions of the remote learning experience on well-being (life satisfaction, self-rated health, psychosomatic, and psychological symptoms). Methods. We conducted a cross-sectional research study consisting of 1019 school students in Israel aged 11–18 (53.5% girls, 46.7% boys). Questionnaires were distributed from May–July 2021 during school time. The percentages of participants with various levels of well-being (WB) and remote learning experience were compared. Multiple regression procedures were used to analyze factors predicting wellbeing. Results. All of the remote learning items had statistically significant positive correlations with life satisfaction and self-rated health (i.e., better overall WB was associated with a more positive perception of the remote learning experience). Male gender, high socioeconomic status, greater involvement in lessons in the past year, and connection to the pedagogical team/school and peers predicted better overall WB (F-ratio = 14.03; p < 0.01; adjusted R2 = 0.08). Conclusions. Our results highlight the need for schools to target youths’ coping skills, which may lead to better remote learning experiences. These findings also provide several implications for the need to support children and adolescents through positive activities, relaxation/mindfulness, and cognitive coping to deal with the psychosomatic symptoms during remote learning periods.
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Kostelecká, Yvona, Tereza Komárková, and Veronika Novotná. "Remote home-based education as a new phenomenon in the time of the covid-19 pandemic – the experience of Czech families." Journal of Pedagogy 12, no. 1 (June 1, 2021): 141–64. http://dx.doi.org/10.2478/jped-2021-0007.
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Abstract In March 2020 a state of emergency was declared in the Czech Republic in response to the COVID-19 pandemic, which that resulted in the closures of schools. The provision of education continued through mandatory remote home-based education. The aim of this study is to use in-depth interviews to show how Czech families with children at the primary levels of education have coped with this situation. Based on a qualitative analysis, it is possible to state that the families who participated in the research were coping well with the situation and had come up with effective arrangements both for providing education and for fulfilling other responsibilities. The research also revealed that many families consider this to be very demanding time. At the same time, we identified that the way how families tackled the situation of home-based education depended on several factors. The key role was played by the school factor, namely the quality of remote education offered by school and the communication between the school and the parents. The analysis showed that although the quality of communication and remote education offered by school improved between spring 2020 and autumn 2020, schools still have much room to improve the education provided.
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Boniface, Raymond Mwemezi. "Employee Voice Contexts and Teacher Retention in Remote Secondary Schools in Tanzania." African Journal of Teacher Education 8 (August 7, 2019): 159–93. http://dx.doi.org/10.21083/ajote.v8i0.5040.
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Retaining teachers in their work stations is influenced by many factors which are contextually explained. Teachers’ retention practices in Tanzania and most Sub-Saharan African (SSA) countries have been ineffective partly because of being monetary based. While ‘voicing’ is regarded as a more feasible strategy for retaining teachers in these countries, conditions which favour voicing over exiting a remote school particularly in the Tanzanian context have been not systematically mapped out. This article presents and discusses seven conditions, to include: empowering, listening and cooperative leadership; habitability; friendliness outside school environment; investment potentialities; a supportive and peaceful school working environment; life as a “challenge” mindset; as well as patriotism and profession commitment, which were found to favour voicing over exiting a remote school. The findings imply that there is a need to empower teachers to influence change and reforms that matter to them, increasing teachers sense of investment in schools they are posted and in the profession (social and financial capital), checking ‘who goes into the teaching profession and with what level of struggle’; improving school-level relationships including justice practices from leaders and management, positive co-workers exchanges; training teachers to become patriotic to the nation and be committed to the teaching profession; and the need to improve cooperation and understanding between schools and their surrounding communities.
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Calvert, Hannah G., Hannah G. Lane, Michaela McQuilkin, Julianne A. Wenner, and Lindsey Turner. "Elementary Schools’ Response to Student Wellness Needs during the COVID-19 Shutdown: A Qualitative Exploration Using the R = MC2 Readiness Heuristic." International Journal of Environmental Research and Public Health 19, no. 1 (December 27, 2021): 279. http://dx.doi.org/10.3390/ijerph19010279.
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During spring of 2020, the COVID-19 pandemic and accompanying public health advisories forced K-12 schools throughout the United States to suspend in-person instruction. School personnel rapidly transitioned to remote provision of academic instruction and wellness services such as school meals and counseling services. The aim of this study was to investigate how schools responded to the transition to remote supports, including assessment of what readiness characteristics schools leveraged or developed to facilitate those transitions. Semi-structured interviews informed by school wellness implementation literature were conducted in the spring of 2020. Personnel (n = 50) from 39 urban and rural elementary schools nationwide participated. The readiness = motivation capacity2 (R = MC2) heuristic, developed by Scaccia and colleagues, guided coding to determine themes related to schools’ readiness to support student wellness in innovative ways during the pandemic closure. Two distinct code sets emerged, defined according to the R = MC2 heuristic (1) Innovations: roles that schools took on during the pandemic response, and (2) Readiness: factors influencing schools’ motivation and capacity to carry out those roles. Schools demonstrated unprecedented capacity and motivation to provide crucial wellness support to students and families early in the COVID-19 pandemic. These efforts can inform future resource allocation and new strategies to implement school wellness practices when schools resume normal operations.
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Choi, Tae-Hee, and Ming Ming Chiu. "Toward equitable education in the context of a pandemic: supporting linguistic minority students during remote learning." International Journal of Comparative Education and Development 23, no. 1 (February 23, 2021): 14–22. http://dx.doi.org/10.1108/ijced-10-2020-0065.
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PurposeWithout universal access to a Covid-19 vaccine, many countries seek to prevent coronavirus outbreaks by closing schools and having students learn remotely. This study aims to examine its challenges for linguistic minority (LM) students and some practical strategies – both generally for all students and specifically for LM students.Design/methodology/approachThis study synthesises the research literature and practices across countries on equity and remote learning. It helps (1) understand the differential difficulties during an epidemic across primary, secondary and tertiary school students, especially LM students from low socioeconomic status (SES) families who lack economic, human, cultural or social capital in family or school contexts, based on Bourdieu's theory, and (2) identify additional resources and flexible, creative solutions for improving access and learning conditions for LM students. The authors discuss examples from 13 countries and territories (including developed and developing economies) of transformations of in-class learning to online learning in part or whole.FindingsThe limited economic, cultural and social capital of LM students, especially from low SES families, and their schools, along with communication barriers hinder their remote learning. Crisis-induced school budget shortfalls require creative ways to transition teachers, students and parents to remote learning and to provide customised support for LM students. Schools can (1) partner with non-governmental organisations, religious organisations, businesses and government services to access/share remote learning resources for LM students; (2) help teachers, students and parents develop needed skills (via online systems, peer support groups and hotlines); (3) restructure teacher lessons and duties for remote teaching; and (4) capitalise on technology (e.g. texts, chats, whiteboards) to support LM students' remote learning – some of which can exceed their traditional face-to-face learning experiences.Originality/valueThis article is among the first to examine how the Covid-19 crisis disproportionately affects the remote learning of LM students, to specify effective, practical remedies and to inform suitable education and social policies across countries.
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Bogachkov, Iu N., I. N. Zakomirnyi, and P. S. Ukhan. "Distance learning support service for night general education schools." CTE Workshop Proceedings 3 (March 20, 2015): 260–63. http://dx.doi.org/10.55056/cte.275.
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The purpose of experiment is approbation of Moodle system for support of educational process in comprehensive night school for teaching of night-school students and external students http://moodle.virtualschool.org.ua/. The task of the study is working off (polishing) of procedures of training of teachers in remote work, development of educational content and test tasks, training of pupils in remote work. The object of research – technology of distance learning. The subject of research – estimation (assessment) of efficiency and organization of distant learning in secondary schools. The method of experimental research is used. Research is in the phase-forming stage. Training of teachers in remote work and development of tests are provided. The full set of thematic tests in all disciplines of high school is created. Training of pupils in the use of testing system is being provided. Collection of information about the course of resource use is organized. Development of educational content is started.
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Horton, Alexandrea. "Dual Credit Compliance Issues with COVID-19." Journal of School Administration Research and Development 5, S1 (October 30, 2020): 35–41. http://dx.doi.org/10.32674/jsard.v5is1.2821.
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High school leaders are facing new challenges regarding dual credit programs and the COVID-19 emergency. Conflicting with traditional instructional procedures, school reopening policies have many high schools implementing various remote learning modalities of instruction. High school leaders must adjust their dual credit university partnership procedures to reflect these new conditions, ensuring students and instructors have access to necessary technology resources.
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Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (December 30, 2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.
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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have.
1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).
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Averett, Kate Henley. "Remote Learning, COVID-19, and Children With Disabilities." AERA Open 7 (January 2021): 233285842110584. http://dx.doi.org/10.1177/23328584211058471.
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While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. parents of children in grades K–12. In this article, I analyze these parents’ narratives about their families’ experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. I find that most, but not all, families struggled with remote learning, both when children’s specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely. These narratives demonstrate how children with disabilities are particularly vulnerable to the type of large-scale systemic shock to U.S. public education that the pandemic has presented.
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Chuah, Kee-Man, and Fitri Suraya Mohamad. "Emergency Remote Teaching Scenarios, Struggles and Soundboxes: A Case Study on Malaysian Teachers." Interaction Design and Architecture(s), no. 46 (November 15, 2020): 13–28. http://dx.doi.org/10.55612/s-5002-046-001.
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The shift to emergency remote teaching has created a ripple effect in education across the globe. Although efforts to mitigate the impacts of COVID-19 pandemic can be lauded, much remains unknown in terms of the challenges that teachers have gone through in fulfilling their roles during emergency remote teaching. The study is a necessary step to identify and determine how teachers articulate their perspectives as an educator during emergency remote teaching. A case study on a group of trained graduate teachers in Malaysia was conducted to investigate strategies and struggles they faced in the emergency remote teaching period through a survey and a thematic analysis of narratives they provided. Findings show that though respondents were equipped with pedagogical knowledge in integrating technology, they were unable to fully utilise what they have learned in their teacher training programme during emergency remote teaching due to lack of administrative support from school and poor infrastructure accessibility. Their narratives also suggested a pertinent need for future study to investigate the synergy between parents, schools and teachers in working cohesively to ensure learning is supported effectively at home and in school especially during emergency remote teaching.
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Bubb, Sara, and Mari-Ana Jones. "Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers." Improving Schools 23, no. 3 (September 14, 2020): 209–22. http://dx.doi.org/10.1177/1365480220958797.
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In Spring 2020, schools in many countries had to close in response to the COVID-19 virus pandemic and move to remote teaching. This paper explores the views of pupils, parents/carers and teachers of ‘home-school’ in one Norwegian municipality, gathered through parallel online surveys in April 2020 during the peak of the COVID-19 lockdown period. It finds that adaptation happened very quickly and that home-school was well received by pupils and parents. There was more creative learning, better progress, more useful feedback and greater student independence. School leaders reported that they wanted to implement changes based on the experience of remote learning enforced by the lockdown, so that the crisis has become an opportunity for grassroots innovation.
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Schauer, Franz, Miroslava Ozvoldova, Michal Gerza, Michal Krbecek, Tomas Komenda, Sayan Das, and Mbuotidem Ime Archibong. "Real Remote Experiment with Embedded Synchronized Simulation “Remote Wave Laboratory”." International Journal of Online Engineering (iJOE) 13, no. 11 (November 22, 2017): 37. http://dx.doi.org/10.3991/ijoe.v13i11.7650.
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The paper describes a new remote experiment in REMLABNET as “Remote Wave Laboratory” constructed on the ISES (Internet School Experimental System). The remote experiment contributes to understanding of concepts of harmonic waves, their parameters (amplitude, frequency and period, and phase velocity) and dependence of the instantaneous phase on time and path covered. Also it serves for the measurements and understanding of the concept of the phase sensitive interference and the superposition of parallel/perpendicular waves.
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van Beek, Harris. "Building long-term community partnerships in sensitive remote environments." APPEA Journal 54, no. 1 (2014): 201. http://dx.doi.org/10.1071/aj13021.
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Local communities can challenge the successful development of onshore oil and gas operations; for this reason, it is important to develop meaningful relationships with communities, where possible. As oil and gas companies establish more onshore operations it is necessary to find ways to build and sustain effective community relations. Rio Tinto-Alcan (RTA) Weipa and Energy Resources Australia (ERA) are two significant resources operations in Australia that operate in sensitive remote environments. Positive, enduring and collaborative community relations are essential for the success of both operations. A partnership between each company and the schools within their respective local operating environment has created positive student outcomes and increased workforce stability, resulting in overall success for education and industry in the region. This paper describes the long-term community partnership strategy that has been implemented to achieve mutually beneficial arrangements. It identifies how this experience can be used as a model to guide the oil and gas industry to establish sustained community relationships with its onshore operations, including CSG activities, in the future. RTA and ERA have worked with Nous to create partnerships between the operations and their respective local schools. RTA and Western Cape College have partnered since 2005, and ERA has partnered with West Arnhem College since 2009. The starting point was identification of the school education and workforce needs of each partner, then aligning them through a partnership based around achieving mutual goals. Nous found RTA and ERA’s needs were to: attract and retain staff;recruit local staff;improve Indigenous education and employment; and,support communities for a bright future and healthy young people. The schools needed to ensure: graduates have life choices and the capability to make decisions themselves;post-school pathways exist for students;students have diversified learning opportunities (both in the classroom and on the job); and,strong Indigenous communities are maintained, supported by leaders and young people. Quality local school education is important to achieve these goals. The partnerships have established a broad program of activities to encourage young people to complete their schooling and forge pathways post-school. The development and maintenance of collaborative arrangements requires planning, action, leadership, coordination, and sustained commitment to achieve successful outcomes. This paper describes the approach, program initiatives and outcomes achieved, and how the approach can be adapted for onshore oil and gas operations.
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Marrapese, Bill, Jenny M. Gormley, and Kristen Deschene. "Reimagining School Nursing: Lessons Learned From a Virtual School Nurse." NASN School Nurse 36, no. 4 (March 16, 2021): 218–25. http://dx.doi.org/10.1177/1942602x21996432.
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The COVID-19 pandemic has required thousands of public schools to quickly adapt to hybrid or fully remote models. These new models have presented unprecedented challenges for school nurses as they learn how to optimize their interactions with parents and students to provide ongoing support and monitoring of health. The growing reliance on virtual and hybrid public education is also placing new demands on school nurses to be versed in telehealth and school physicians to support their work. Greenfield Commonwealth Virtual School (GCVS) and other public virtual schools have been meeting these challenges for many years prior to the pandemic and have “lessons learned” to share with traditional “brick-and-mortar” nursing staff. GCVS students benefit from a climate that rewards collaboration between the health team, parents, teachers, and administrators, and this article will describe the role, job description, and other practices related to school nursing in a primarily virtual world.
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Cahapay, Michael B., and Mark Gil P. Labrador. "Barriers and Enablers of Emergency Remote Education amid COVID-19 Pandemic: Perspectives of English Language Teachers." International Journal of Educational Studies 4, no. 4 (December 21, 2021): 159–64. http://dx.doi.org/10.53935/2641-533x.v4i4.168.
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The aim of this paper is to describe the barriers and enablers in emergency remote education from the views of language teachers amid COVID-19 pandemic. It involved eleven purposively sampled high school English language teachers in the Philippines during the school year 2021-2022. The qualitative data were processed using thematic analysis technique. The results revealed two superordinate themes: 1.) barriers of emergency remote English language education and 2.) enablers of emergency remote English language education. Under the first superordinate theme, barriers of remote emergency education, three subordinate themes emerged: 1.1.) problems in internet connection and materials; 1.2.) unfamiliarity with remote instructional design; and 1.3.) lack of skills in using remote technologies. Furthermore, under the second superordinate theme, enablers of remote emergency education, three subordinate themes were revealed: 2.1.) self-learning in using technology; 2.2.) instructional accommodations; and 2.3.) school and community support. These study outcomes provide practical insights that shape emergency remote education amid the current novel crisis. The barriers should be addressed, and the enablers should be cultivated, so that a successful remote English language education can be attained.
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O’Brien, Siobhan. "Enacting Remote and Flexible Learning Placements during a Global Pandemic—A Case Report." Sustainability 15, no. 10 (May 15, 2023): 8049. http://dx.doi.org/10.3390/su15108049.
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The global pandemic significantly affected teacher training programs, specifically professional experience in schools. The past two years of teacher education have necessitated the innovation and adaption of traditional programs to ensure pre-service teachers’ preparation and readiness to enter schools as graduates in Australia. This case report explores the creation and implementation of three innovations that were used to support pre-service teachers who undertook a remote and flexible learning placement due to school closures. The report presents the process implemented to best support the pre-service teachers and school mentors to deal with the disruption to professional experience caused.