Dissertations / Theses: 'Rural education'

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Shuman, Aaron. "Rural High School Principals: Leadership in Rural Education." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/71544.

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Educational Administration
Ed.D.
Educational leadership has been the focus of many studies; however, leadership does not occur in a vacuum. Understanding the context in which it occurs will in turn help to explain the phenomenon itself. Rural communities in the United States have many differences when compared to urban and suburban areas. Twenty-eight percent of schools in the United States are rural, and within those rural districts seven million students attend schools (Sherwood, 2001). Even with the large number of rural schools, there are significant deficiencies in rural research, including available raw data (Sherwood & Arnold, 2001, 2004). Moreover, when research is done, the rural context is almost always seen as a limitation (Howley & Howley, 1999). Many times research that is conducted in urban and suburban settings is generalized to the rural setting. Ethical educational leadership is drawing increased attention in research. The bulk of ethical decision-making research has focused on administrators in urban and suburban settings. The rural context is silent when one looks to ethical leadership work. This study explores four rural high school principals' perceptions of how the rural context influences their ethical leadership, career aspirations and advancement opportunities. This study also explores the principals' perceptions about their personal history and their gender to determine whether either has been a hindrance or a help to their leadership in the rural context. A case study methodology was utilized while conducting this study. Over a twelve month period; 18 site visits were conducted at four rural high schools in central Pennsylvania. Twelve semi-structured interviews were conducted along with eight days of shadowing to explore the respondents' perceptions on leading in the rural context. The findings indicate that the respondents of this study did perceive differences in the rural context as compared to urban and suburban areas. Those differences were perceived by the respondents to have an impact on their work as educational leaders. This study suggests that the principals' personal histories impact their leadership within the rural context. All of the respondents lead in districts where they once attended school. This phenomenon strengthened the impact of social reproduction as the principals struggled to maintain a way of life that they valued, while competing with the ideals of the educational institution. The principals maintained programs with a focus on local interests such as logging, shop programs, fish farming and agriculture education. They did this with limited resources and at the expense of offering other programs. Students entering these programs often ended their formal education with high school. They entered the local economy and reproduced their parents' class position in the wider society. The principals' ties to their communities impacted their expectations for students in their schools. This study suggests that the rural context impacts opportunities for advancement. While opportunities for advancement were perceived to be present, they often required principals to move their families due to geographic distance. None of the respondents were willing to relocate to take advantage of opportunities. Gender barriers were rampant within the rural context. The two female principals had experienced gender discrimination. The two male candidates acknowledged gender barriers in their districts. All the respondents affirmed that the stereotype for a high school principal in their respective districts was a male. The principals used multiple paradigms when solving difficult ethical decisions, and their personal history influenced the paradigms they used most frequently. The respondents all used the ethic of care and critique more than the ethics of justice and the profession. Critical life incidents shared by the principals were from a caring or critical perspective and tied to the paradigms they used most frequently. Competing values about the educational mission of the school, the purpose of school and social mobility of students were found to impact leadership.
Temple University--Theses

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Phillips, Joshua C. "Retaining Rural Educators| Characteristics of Teacher Retention Practices of Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729528.

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The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.

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Jepbarova, Dilyara. "Returns to education in rural America /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131527708.pdf.

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Addington, James R. "Education and Development in Rural Appalachia: An Environmental Education Perspective." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1299705241.

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Mahan, Camilla. "Home-Grown Teachers: Will Their Rural Roots Keep Them in Virginia's Rural Schools." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2082.

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The purpose of this research, based on Tönnies’s theory of Gemeinschaft and Durkheim’s theory of mechanical solidarity, was to determine if there were differences between rural Virginia teachers from rural areas and those from nonrural areas in their perceptions of salary, isolation, working conditions, NCLB requirements, and job satisfaction, as well as their plans to remain in rural schools. It also was to determine if there was a relationship between rural and nonrural backgrounds and the rural teachers’ intentions to remain employed in rural schools. Rural teachers from each of Virginia’s eight Superintendents’ Regions were selected and were asked to respond to an on-line survey. Their responses were collected and the data were analyzed using SPSS. The findings of this research showed that perceptions of isolation and working conditions were significant predictors of teachers’ plans to remain in rural schools. Although the findings of this research did not show rural origin to be significant, the concept of community that is inherent in ruralness was indicated by the significance of the relationship between feeling membership in the community and plans to remain in a rural school. In addition, the findings of this research supported the development of the grow-your-own programs discussed in the literature review. This research showed that established residency in the rural area and feeling membership in the rural community significantly influenced the decision to remain in a rural school.

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Flowers, Lena Butler. "Health education in the Black Rural Church." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/3277.

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The purpose of this project was to develop a Health Education program for the Black rural church that would serve to educate and inform the Black church on the health disparities facing a community and to provide programs that lead to healthier lifestyles. The project for this dissertation has three components: 1. Health Fair 2. Health Education Bible Study 3. Enrichment Challenge ( Personal Development of Holistic Healing) Bellview African Methodist Episcopal Church (AME), located in Aragon, Georgia, was the site of the project. The participants were composed of members of varying denominations in Aragon and Rockmart, Georgia, These communities are know for having "good" church and for their ethnic fellowship meals consisting of fried chicken, seasoned collard greens with "fat back," macaroni and cheese, candied yams, potato salad, hot-buttered cornbread, chocolate and caramel cake, and sweet tea. These meals, typically served during the church fellowship, are high in fat, cholesterol, sugar, and salt. A steady diet like this can lead to hypertension and heart disease further resulting in strokes, heart attacks, and eventual death. It was the purpose of this project to provide meaningful health-related educational intervention that would result in healthier lifestyles. The program presented embraces the concept of holistic health. It provided six elements of health intervention: spiritual, intellectual, emotional, social environmental, and physical intervention strategies. The Health Fair model gave the participants the opportunity to check for high blood pressure, diabetes, body fat, and disorders of the feet. This provided the individuals with and awareness of various ailments. Small and large group discussions were held throughout the day. The health fair was a first step focused on eliminating the racial disparities in health in the Black rural church. Te Bible Study model gave the participants an opportunity to study health education with and emphasis on good nutrition. It was a blend of faith and health. Personal development is important to individual growth, therefore, a program of personal development with emphasis on holistic healing was used as a reinforcement activity to strengthen the participant in the area of social, environmental, physical, spiritual and intellectual health. This model of holistic healing with a biblical foundation helped the participant to understand that all six methods of intervention are essential for total healthy growth.

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Fenton, Nina. "Minority education in transition : ethnicity, poverty and education in rural China." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571654.

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Marketization of the Chinese economy has created wealth and economic opportunities. But it has also created barriers preventing vulnerable gTOUpS from accessing quality education and escaping poverty. This thesis examines the causes of low educational investment by minority ethnic groups in rural China between 1988 and 2002. Information about conditions facing minority groups, including the financing and administration of education, motivates a theoretical model of investment. Characteristics of minority households, such as remote, rural location and low parental education play a role in explaining disadvantage. Low income is both a cause and effect of disadvantage for credit-constrained households. Furthermore, low education has a negative externality on the rewards for education facing other households. Poor 'ethnic capital' and cultural norms regarding enrolment can perpetuate a poverty trap generated by differences in the ways groups form expectations about the behaviour of other group members. The remaining chapters test these hypotheses using rural household data from 1988, 1995 and 2002, and a data-set on academic achievement of children in the final year of compulsory education, collected by the author in a remote minority prefecture. Descriptive regression analysis and decomposition of the differences in educational outcomes between minority and Han groups suggest that low income, relatively high fertility, and low parental education are among the factors driving minority disadvantage. lVIore careful analysis of the effect of income, attempting to control for potential endogeneity, finds the effect to be robust, although differences in income explain far les of the gap in investment than differences in community resources, although it was not possible to control for all potential sources of bias. Higher fertility of minority households may be an important cause of their lower investment. More careful examination of the impacts of fertility finds a significant negative impact of siblings in school and siblings in work, although suitable instrumental variables were not available. Fixed effects regressions, con- trolling for all observed and unobserved household characteristics, revealed that households spend significantly more on more able children and that younger and middle children often lose out. The final chapter reveals that minority students are segregated into lower quality schools, partly because of the high costs of traveling to school from remote locations. This reduces their academic achieve- ment. However, poor achievement of minority students is not fully explained by school choice and observable household characteristics. It is plausible that cul- tural barriers or disengagement from the education system reduce the benefits of education for these children. 2

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Mallon, Philip. "Impact of innovation in science education on small rural secondary education." Thesis, University of Ulster, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241993.

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Kelly, Tony Nelson. "Readings from a life : rural educators read our rural selves." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115610.

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Readings from a Life: Rural Educators Read our Rural Selves is a cultural study of identity in place in Atlantic Canada. The study is developed based on hybrid methodology drawing on key elements of literary anthropology, self-study, autobiography, auto-ethnography, and geo-poetics. The literary landscape of rural Nova Scotia provides the principal site for the readings which are developed throughout in contrapuntal fashion, that is to say the readings move back and forth between global and local representations of rural space. Key to the development of each of the chapters is the concept of distance as a device for making the world strange and therefore knowable. The readings are contained within seven chapters based on the research question, 'What are you doing here?' This question is deconstructed first through establishing the literary landscape of rural Nova Scotia as a site for analysis, followed by a discussion of literary anthropology as method, which leads in turn to a close examination of how particular teachers read themselves through their engagement with the literary texts. These readings are followed by a critical examination of what kinds of reading count in official policy discourses when compared to the more literary representations. As self-study the readings are used to provide insight into a life lived for the most part in rural Nova Scotia and at the same time are used to highlight aspects of education and teacher identity in this place. The concluding chapter moves recursively in order to strengthen the insights contained in the previous chapters and at the same time articulates the ambivalent nature of the project as a whole. Policy implications, potential beneficiaries, limitations of the study, and future directions are indicated in the final chapter.

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White-Davison, Patricia A. M. "Rural Views: Schooling in Rural/Remote Communities." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/367842.

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This study is based on data collected for a large project that investigated social literacies and various aspects of the literacy culture of members of three rural communities in Queensland. This study draws on ideas from current critical literacy theory and research and post-structural writings. It reports a distinctive set of observations which aim to contribute to social and educational knowledge in respect of centre-margin relationships, literacy-empowerment relationships, the changing socio-economic and political landscape in rural Australia, and the need for a new conceptual landscape to define the foundations of a 'postprogressive pedagogy'. This study delineates some of the distinctive features of rural communities, and investigates the connections that people construct between schooling and economic change and the future, and between literacy and schooling and various aspects of the culture of the community. It interprets how schooling and literacy are socially constructed by members of the rural communities studied. One hundred and fifty-eight residents of three rural/remote communities were interviewed and their responses recorded and analysed. The residents represented the full range of ages and occupations. A selection of data from these interviews is taken for this study, based on themes and issues emerging from the data. A theoretical and empirical framework for the study is provided by reviewing current literature on rurality and rural living, on communities and schooling and cultural practices; literature on qualitative research methodology, specifically ethnomethodology, methods of interview analysis and the application of these methods, is also reviewed. Ethnomethodology is used for this study and the specific analytic procedures of Membership Categorisation Analysis. This specific type of qualitative research methodology is chosen because of its power to take the everyday conversations of community members and, through analytical procedures, to make explicit in those members accounts the interaction of their experiences with the organisational and social forces (the social realities) which permeate their relationships with one another and with the context of the community where they live, work and recreate. This study makes use of recent systematic procedures developed for interrogating interview data. It adds to the research literature on ideologies of family and community literacies and social practices in Australian rural communities. The study provides information relevant to rural development planners, and education policy developers and curriculum writers, for the purpose of enhancing schooling for rural students and better understanding of rural lifestyles. This study's focus on rural communities has highlighted the complexities and diversities of the rural communities that are studied. The different approaches and debates about 'defining rural' must continue, and researchers must avoid promoting a unidimensional category of 'rural'. The changing and developing nature of the rural communities has also been prominent in this study. The implications of these complexities and changes are that rural communities should be studied regularly so that the effects of the changes can be traced and documented. There is a varied set of understandings among rural dwellers about education. For some, education is bringing knowledge and skills to life in the rural location and enabling residents to avail themselves of the urban offerings that may enhance their occupations and leisure activities thus utilising the benefits of two cultures to their best advantage. For others, there are the expectations that education will enable them to move away from the rural areas, to go to the city, to take up other careers, to lead a different lifestyle. Hypotheses and generalisations that express negative approaches to rural cultures and to rural education must be reduced and the positive aspects promoted. Any centre-margin discourse must be scrutinised for its relevance and the feasibility of the assumptions on which it is based. Education policy developers, social researchers and rural policy planners need to re-evaluate the philosophical premises on which the current concept of success is based: success for the individual school student, success for education and schooling, and success in adult life. A number of recommendations are developed in an attempt to make a vision of excellence in rural education a central part of rural agenda. Curriculum in rural schools needs to be matched to rural resources and rural occupations and lifestyles, and to encourage enterprise. While education remains a centralised provision, it needs to provide a context for training in the communication skills that shape rural people's views of their communities. Rural secondary students may be disadvantaged by not having access to a wide range of curriculum offerings, and at tertiary level by inequities (mostly financial) of access, but technology could be used to assist in broadening the range of offerings at secondary level, and library resources across the country could be better utilised. Social and education research could benefit from further studies using this methodology, for example, studies in mining communities, rural ethnic communities, rural tourist communities.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Cognition, Language and Special Education
Arts, Education and Law
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Myers, Sandra Campbell. "Comprehensive Sex Education in a Rural School District." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1391689957.

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Gillis, Lawanda P. Liston Delores D. ""Courageous conversations" rural south Georgia teachers reflecting on the role of race and racism in the education of rural south Georgia students /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/lawanda_p_gillis/gillis_lawanda_p_200908_edd.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Delores D. Liston, major professor; Yasar Bodur, F. Erik Brooks, Hsiu-Lien Lu, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.170-181).

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Heffley, David P. "A video documentary on selected Pennsylvania one-room schools past and present /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1992.
Source: Masters Abstracts International, Volume: 45-06, page: 2783. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves).

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Foster, Tamara Andrews. "An Exploration of Academic Resilience Among Rural Students Living in Poverty." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560885.

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This qualitative study explores the external protective factors of family, school, and community as perceived by rural students who live in poverty and demonstrate academic resilience. The purpose of this study was to investigate the factors that were reported by the students and teachers which supported the academic success of these students in a rural school district. By identifying the common variables among academically resilient students, educators identify practices that support or even cultivate resilience in students who are at risk for failure.

Resilience research has revealed both external and internal protective factors that serve to buffer against the effects of risk factors. Specific to academic resilience, individual attributes have been determined to provide significant internal support to students. External protective factors for students related to the family, school, and community have also been identified. By understanding these external protective factors as they are perceived by students, educators may develop policy and practice to support academic resilience.

The study employed multicase methodology using phenomenological interviews. Participants included six students who demonstrated academic resilience. Triangulation of data sources included in-depth, semistructured interviews with six students and a former teacher of each student, verbatim transcription of all interviews, a document review, and personal observations.

Findings revealed protective factors of connections, expectations, experiences, and instruction supported school success in rural students living in poverty.

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Carvalho, Sandra Maria Gadelha de. "Rural education: PRONERA, a public policy in development." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7634.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
O alto Ãndice de analfabetismo nas Ãreas de assentamento em nosso paÃs levou o Movimento dos Trabalhadores Rurais Sem Terra (MST) a lutar por uma educaÃÃo do campo expressa em proposta polÃtico-pedagÃgica prÃpria, desde a dÃcada de 1990. No tocante Ã educaÃÃo de Jovens e Adultos (EJA), a partir da sua iniciativa, constituiu-se em vÃrios Estados brasileiros o Programa Nacional de EducaÃÃo na Reforma AgrÃria (PRONERA), voltado para alfabetizaÃÃo de adultos e escolarizaÃÃo dos professores que atuam no assentamento. No CearÃ este programa tem sido efetivado em parceria com ÃrgÃos governamentais e universidades publicas estaduais e federal. Esta investigaÃÃo teve como objetivo analisar o PRONERA avaliando em que medida representou uma polÃtica pÃblica de EJA no campo, com base na experiÃncia do Assentamento Santa BÃrbara, no municÃpio de Caucaia, CearÃ, no perÃodo de 1999 a 2005. Os dados empÃricos foram colhidos mediante de entrevista, conversas informais e dinÃmicas de grupo com professores, alunos e coordenadores da EJA. Realizaram-se tambÃm observaÃÃo em sala de aula e pesquisa bibliogrÃfica e documental sobre o PRONERA. Conforme constatou-se, nas trÃs salas do EJA no assentamento integradas ao PRONERA, desenvolveram-se as aulas com diversas dificuldades, tais como: locais inadequados, insuficiÃncia de materiais pedagÃgicos, atrasos nos repasses de verbas no programa e atÃ problemas de visÃo dos alunos mais idosos. Todavia professores e alunos tÃm perseverado e refletido coletivamente nas salas sobre os problemas do assentamento, chegando-se a debater sobre os projetos de geraÃÃo de renda, como piscicultura e apicultura. Com o PRONERA, aconteceu significativo avanÃo do setor de educaÃÃo no assentamento, expresso na conclusÃo do Curso de Pedagogia por oito professores que lÃ residem e trabalham, isto possibilitou a constituiÃÃo do NÃcleo de EducaÃÃo Infantil, e a ampliaÃÃo da oferta educacional de 5Â a 8Â sÃries em regime supletivo. A parceria vivenciada no PRONERA entre o MST e instituiÃÃes estatais, como: MinistÃrio de Desenvolvimento AgrÃrio (MDA), Instituto Nacional de ColonizaÃÃo e Reforma AgrÃria (INCRA â CearÃ), Universidade Federal do CearÃ (UFC) e Secretaria da EducaÃÃo BÃsica do CearÃ (SEDUC) significou aprendizado para todos em relaÃÃo Ã vivÃncia dos conflitos, delimitaÃÃo de papÃis e funÃÃes, e confrontos de saberes sociais e conhecimentos sistematizados. Evidencia-se o PRONERA como uma polÃtica pÃblica em construÃÃo, revelando que a relaÃÃo sociedade civil/Estado instituÃda nesse processo Ã fundamental Ã efetivaÃÃo da democracia, tanto pela garantia do direito Ã educaÃÃo, quanto pela ampliaÃÃo da esfera pÃblica estatal constituÃda pela participaÃÃo dos movimentos sociais na gestÃo da polÃtica.
Since the 1990Âs, landless workers movement (MST) have fought for rural education guaranteed by a political pedagogical proposal due to the high illiteracy rate in the areas of land settlement in Brazil. Regarding the Education of Youth and Adults (EducaÃÃo de Jovens e Adultos âEJA),several Brazilian States integrated the National Education Program in Agrarian Reform Areas (PRONERA), which focuses on adult literacy and Basic education of teachers that are working in land settlements. This program has been conducted in parternship with government agencies and State and Federal Universities of CearÃ. This research aimed to analyze PRONERA evaluating how representative it is regarding public policies, specifically EJA in Rural Areas. This was based on the experience developed in Santa BarbaraÂs rural settlement within the municipality of Caucaia-CearÃ, from 1999 to 2005. Empirical data were collected through interviews, informal conversations and group activities with teachers, students and coordinators of EJA. There were also classroom activities and research on basic literature and documents about PRONERA. The diversity of courses was developed with many difficulties, such as: inadequate places, poor teaching materials, including vision deficiencies for the elderly and delays in fund transfers for the program. These problems were observed in three EJAÂs classrooms. In spite of mentioned difficulties, teachers and students have persevered and collectively reflected the land settlementâs problems in classroom, such as fish farming and beekeeping for income raising. PRONERA has generated a significant improvement in the education of Santa BarbaraÂs settlement and has brought the opportunity of eight teachers receiving the degree in the Pedagogy Course. This enabled the creation of the Center for Childhood Education and increased the number of enrollments from the 5th to th 8th grade in the supplemental educational system. The partnership among MST and state institutions such as: the Ministry of Agrarian Development (MDA), the National Institute of Colonization and Agrarian Reform (INCRA - CearÃ), the Federal University and State University of CearÃ (UFC/ UECE) and the Department of Basic Education of CearÃ (SEDUC), experienced by PRONERA, induced a significant learning for all the land settlers. This was expressed in relation to the experience of land conflict, definition of roles and functions, and the confrontation of social and scientific knowledge. It is clear that PRONERA as a public policy in development is, in fact, revealing the relationship between civil society and State. This has been crucial to democracy, both guaranteeing the right to education and expanding the public sphere with the participation of State and social movements in policy management.

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Osman, M. Shariff. "Reading for Development: The Somali Rural Literacy Campaign of 1975." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330305397.

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Hany, Susan B. Loeffler. "We Rural: How Place and Social Capital Explain the Nature of Rural Secondary Schools." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1557421217275834.

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Theuri, Emma Wanjiru. "The relevance of education to the socioeconomic development needs of rural people : the case of Kenya /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841190.

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Cornwell, Ken W. "New Perspectives on Rural Educational Inequality." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398334162.

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Stewart, Donald J. "Rural students-urban schools: Rural students' experiences of computing in their urban post-compulsory education." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36676/1/36676_Digitised%20Thesis.pdf.

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This research focuses on the origins and nature of one cohort of students' computing experience as they progressed from their isolated rural junior setting to senior schooling in urban locations. The study investigated the influence of parents, teachers, peers and the wider rural community on their development as students in general. The data collection concentrated especially on how their rural upbringing influenced their educational outcomes, but serendipitously revealed the considerable effects of the religious beliefs held by many in their community. This further enhanced the capacity of the thesis to identify strategies needed to address the dilemmas that these students experienced. The study followed those members of a single cohort of students as they ended their compulsory education in a rural school and proceeded to post-compulsory, senior secondary, education in 'their nearest regional city. Some students entered the state schooling system while others opted for a senior education embedded within the religious boundaries of their Christian upbringing. The researcher maintained contact with these students socially, and also by meeting them weekly as they returned to their home town from their forays into the city. The research employed a phenomenographical approach in which regular meetings with the cohort were audio taped and later transcribed using a computer voice recognition package. The transcripts were then returned to the participants for validation and correction. These corrected transcripts were then analysed to reveal students' conceptions of their lived experiences of computing as part of their senior schooling, and these conceptions were then placed within an outcome space which illustrates the inter-relationships between them. The thesis reveals a complex relationship between rural families, how they live, how they interact with each other and how they perceive outsiders from the city. and illuminates the many quandaries they face in both their daily lives and their educational experiences. including communication problems between rural feeder schools and their urban counterparts; depth of curricula; and the impact that religious affiliations have on rural families. It concludes with a range of recommendations regarding the strategies that could be employed to help other teachers/educators who are placed in similar rural situations to understand the physical/developmental and cultural/spiritual inequalities that isolated rural families encounter.

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Rhodes, Megan E. "Increased Diversity in Rural Areas: One School's Response to Change." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305135075.

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Duncan, Sharon. "Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10019998/.

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This thesis explores the challenges and tensions facing an intercultural education programme, Modalidad Educativa Intercultural para la Poblacion Infantil Migrante, MEIPIM (Intercultural Educational Programme for Child Migrants), designed to meet the learning requirements of agricultural migrant child workers in Mexico. Working voluntarily on the programme, ethnographic research was carried out on both the teacher training component and the classroom-based implementation of MEIPIM. The teachers at the centre of the study are mainly from rural areas in Veracruz, Mexico, and the students are the child labourers of seasonal migrant agricultural workers. The thesis is shaped by a central consideration to explore how teacher negotiation of 'top down' generic intercultural education development policy might function as a local practice to promote or inhibit educational equity. Teacher subjectivity and identity formation processes are fundamental to this exploration. Analysis of the empirical evidence suggests that the cultural politics of global intercultural education policy appear to generate pedagogic practices to address cultural rather than socioeconomic injustice. The data also suggest that teacher negotiation of MEIPIM's cultural affirmation strategies is mediated by wider discriminatory nationalist and ethnic ideologies. As a result, teacher negotiation of MEIPIM's intercultural aims appears to reinforce, rather than democratise prevailing discriminatory and racist social relations Applying Bernstein's analytical distinctions for competence and performance pedagogic modes, the empirical findings also suggest that MEIPIM's intercultural policy is shaped by a contradictory pedagogic device which determines an unproductive form of 'strategy teaching' that undermines the programme's cognitive aims. As a result, this study not only demonstrates how the mediation of the global by the local rearticulates policy aims to generate unintended policy outcomes, but also suggest that global/local mediation is shaped by a global, rather than a local, deficit position.

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Noble, Steven Edward. "Rural adult popular education performatively inquiring into psychiatric experiences." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/38343.

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Problem: Psychiatrically diagnosed people living in rural Canada are often silenced or rendered invisible. Therefore, the purposes of this study were to: (i) disrupt “normal” ways of thinking about psychiatric diversity and (ii) create better relationships between psychiatric survivors and other people. These aims were achieved by staging a popular theatre production in a chicken barn. Conceptual Approach: This study was located in a radical humanist framing of critical adult education and social relations. Radical humanism foregrounds human subjectivity and is committed to social change. The conceptual framework supporting the study was arrayed as a pyramid. Radical humanism envelops the structure. At the base, were insights drawn from critical disability studies and rural sociology. The second tier pulled from critical pedagogy and popular adult education. Performativity sits on the third level. Popular theatre processes stepped the pyramid to the next level and the top is comprised of Existentialism and absurdist theatre forms. Methodology: The methodology consisted of a performative inquiry that involved the staging of, and learning within, an absurdist popular theatre production. Instead of an “ideal” polished performance, with elaborate staging, a “rough” performance evoked questions, provoked meanings and generated new examinations. The research involved six stages - group formation, theatre “training,” performance development, presentation, post-production and social action. Results/Conclusions: i) Cast members appeared to become more autonomous, were focused on a task for an extended period, and reported encountering a more authentic (less psychiatrically constructed) view of self. They also became attuned to ways other individuals negotiate experiences within their lives. ii) Spectators generalized similarities and contradictions evoked by the play to other life-settings. iii) The author scrutinized his shifts in awareness as both facilitator and co-searcher. It was concluded that the disparity in understanding of what it means to be psychiatrically diagnosed by others in society remains deep; theatre offers an opportunity to interrupt this discrimination. Through the interactive popular performance experience, there was a lessening of fears and stereotyping that plague individuals labeled as “mentally ill.” This shift in the relationship between psychiatric survivors and others created an opening for group members to reconnect to local society as citizens.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Zhou, Xiang. "Economics of education in rural China : two experimental studies." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7513/.

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This thesis uses experimental methods to study two topics on the effectiveness of school inputs on educational outcomes in rural China. For the first topic, I use unique administrative data from Wugang County Education Bureau (a rural county in Hunan), and a regression discontinuity methodology. I find that selective/elite schools, despite their resource advantages, only have limited effects on raising student educational outcomes. However, magnet classes are effective for the top student group. These findings imply that magnet classes provide benefits at the expense of other students, and in general that concentrating resources in a few elite schools is not an effective way to raise educational outcomes. For the second topic, this time using unique data from Shaoyang County Education Bureau (also a rural county in Hunan), I designed two RCTs to examine the effectiveness of a low cost communication intervention. The intervention used a 12-point assessment form measuring a pupil’s academic work and class behaviour. One RCT communicated these assessment results only to the students (Teacher-Student-Communication, TSC), and the other additionally to the pupil's parents (Teacher-Student-Parent-Communication, TSPC). Test score improvements before and after the 8-month intervention period (with 13 assessments) were the measure of educational effectiveness. I find that the TSPC intervention for maths for left-behind children is particularly important. In addition, TSC helped younger pupils (3d grade) more than old (5"' grade), whether left behind or not, showing the importance of early intervention.

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Kirke, A. "Education in interwar rural England : community, schooling and voluntarism." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1545142/.

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Rural education was heavily contested in the interwar years, rooted in diverging ideas about the countryside and rural community. Adopting a broad definition of education, this thesis examines educational initiatives within voluntary organisations, rural schools and progressive schools established in the countryside. Through an examination of these diverse forms of educational activity, this research redresses the marginalisation of the rural in the history of education and enhances historical understanding of the countryside as an educative space. Drawing on archival and documentary sources which have not been used before, it argues that conceptions of ‘rurality’ and ‘rural community’ shaped the structure and content of education in the countryside during the interwar years. It contends that a critical understanding of ‘rural education’ is needed within the history of education, one that acknowledges the changing representational and physical significance of the countryside. This has importance for a fuller understanding of dominant themes in the field, including progressivism, the expansion of the national education system following the First World War and informal education. This research also contributes to rural history by exposing the different ways in which the rural community was conceptualised among various individuals and groups, in relation to changing ideas about voluntarism, citizenship and gender.

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Sheffield, Jennifer Smith. "Teacher Attitudes Towards Gifted Education in Rural School Districts." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2077.

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The purpose of this study was to determine the attitudes of teachers in rural locales towards giftedness and gifted education. Gagné and Nadeau’s (1991) Opinions About the Gifted and Their Education was used as the survey instrument. A total of 78 teachers from four public school districts in Kentucky classified as rural participated in the study. The respondents indicated slightly positive attitudes toward the need for specialized instruction for gifted students and the social value of giftedness but slightly negative mindsets towards acceleration. These results as a whole mirrored the findings of several previous studies utilizing the same survey instrument. However, individual teacher’s attitudes varied widely, with some very negative responses and some more positive, rendering the results determined using averaged scores from the full sample a somewhat inaccurate indicator of broad-scope, overall teacher mindset towards gifted education. When comparing the attitudes towards acceleration of teachers who had graduated from the district in which they teach to those who graduated from a district outside of where they teach, a significantly more negative attitude was indicated in teachers who remained within their home districts. Further study is recommended to determine if this could be an influence of more traditional and anti-intellectual mindsets often found in rural communities and if it has any effect on the quality of services and programming opportunities available to gifted students in rural locales.

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Lohitwisas, Snong. "Rural Women and Development: A Study of Factors Affecting Participation of Rural Women in Nonformal Education Programs in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332700/.

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This study identified and analyzed factors which affect the participation of rural women in nonformal education programs. These factors were linked to the national program for rural women. Document analysis and unstructured interviews of policy personnel were used to describe national policies for educational programs for women, the status of women's participation in those programs, and issues that influence women's education. Participant observation and unstructured interviews were employed to obtain data in the field study of Baan Kha Klang village. Forty-two women in the village, 21 who had participated and 21 who had not participated in nonformal education programs within the past year, were randomly selected as subjects.

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Najera, Tracy Lynch. "Confirming Predictors of Rural Teacher Expectancy." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483207201025816.

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Mims, Pamela J., James Fox, and A. Baxter. "Teacher Support Program: Reducing Special Education Teacher Attrition in Rural Settings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/177.

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Sheek, James L. "Rural students, aspirations, motivation, and music education why don't more rural students make it to college? /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1400/umi-uncg-1400.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 153-159).

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麥國樑 and Kwok-leung Mak. "Urban and rural education policies and reform in post-Mao China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31976347.

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Smith, Holly Angela. "An Investigation of Rural Elementary General Music." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400462653.

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Dwyer, Carolyn. "Rural Education Philanthropy: A Case Study of Need and Opportunity." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/963.

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The role of philanthropy in K-12 public education has historically ebbed and flowed in relation to public expenditures. Early K-12 education philanthropy peaked during and after the Civil War when philanthropists supported education for emancipated slaves through initiatives like Freeman’s Bureau, Slater Fund and Rosenwald Schools until state and federal governments assumed responsibility (Bremner, 1988; Finkenbine, 2003; Fleishman, 2009; Mays, 2006; Stephenson, 2012). With sufficient public support, K-12 education philanthropy did not see its next major wave of investments until the 1990s, with significant increases occurring after 2000. From 2000-2010 the number of education related grants from major national philanthropists increased from 1,200 to 2,600, and the amount of total funding, $486 million to $843 million (Reckhow & Snyder, 2014, p.3). The latest wave of education philanthropy occurs at the intersection of two key events: Funding challenges for public education and increasing philanthropic resources particularly among a new generation of philanthropists. While significant philanthropic resources have poured into K-12 public education, they are more likely to support changes in education policy than to provide direct support to the schools (Ferris, Hentschke, & Harmssen, 2008; Greene, 2015). In addition, rural communities receive very little support from national education philanthropy. Vermont is a rural state with a relatively successful K-12 public school system that faces significant funding challenges (Pache, 2017; Valley News, 2015). The questions at the core of this research are what role does philanthropy play in Vermont K-12 public education and what role might it play? To answer these questions, the literature provides a foundation by exploring the history of philanthropy in general, and specifically education philanthropy. Further literature review examines the current trends of using philanthropy to shape national education policy and fund programs that compete with public education. A gap in the research on rural philanthropy and rural K-12 education philanthropy provides the impetus for the focus on the rural schools in Vermont. The study focuses on two geographically defined regions in Vermont that utilize two different models of place-based philanthropy to support their public schools. The two case studies include interviews with 24 participants with backgrounds in and knowledge about education and philanthropy. In addition, document review was used to support and triangulate the findings. The findings, presented for each case and in a cross-case analysis, reveal the effective and unique ways these two rural areas use philanthropy to support its K-12 public schools. One model was regional with a focus on broad program support through use of local nonprofits, while the second model was town specific and provided direct support to the local schools. Both cases demonstrate the challenges and opportunities associated with place-based philanthropy. The conclusion offers further information on how schools and communities might develop their own place-based philanthropy.

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Hendrickson, Katie A. "Student Perceptions of School: Resistance in Rural Appalachia." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275443264.

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Agubokwu, Vincent Okereke. "Student perceptions of safety at urban, suburban, and rural community colleges." Thesis, Morgan State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240156.

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The purpose of this quantitative research was to investigate student perceptions of safety at urban, suburban, and rural community colleges using three community colleges in the mid-Atlantic region. The study also examined the demographic variables (gender, race, age group, academic classification, and the geographic location). This quantitative study employed causal comparative methods to analyze data from the survey instrument on campus safety. Participants in this study were from urban, suburban, and rural community colleges in the Mid-Atlantic Region. SPSS was used to conduct the analysis. Descriptive statistics were used to analyze the demographic variables. Analyses of variance (ANOVA) were employed to test the null hypotheses at an alpha level of .05. The Kruskal Wallis was also conducted to reaffirm any significance the ANOVA test found or find significance where the ANOVA did not. The result of this study indicated that male and female students, freshmen and sophomore, and students of different races and age groups have the same perceptions of fear of crime on campus. Students from urban, suburban, and rural community colleges also perceived fear of crime the similarly. Female students were more likely than their male counterparts to perceive the likelihood of being victimized despite the geographical location. Students’ age group, racial makeup, or academic standing (freshmen and sophomore) did not differ in their perception of likelihood of being victimized. Students who were from different geographic locations had different perceptions when it came to the likelihood of being victimized on campus. Tukey Post hoc comparison suggests that suburban and rural community college students’ perceptions differed from those of urban community college students in terms of likelihood of being victimized but were not significantly different otherwise. The results of this study have contributed to the body of research on community college students’ perceptions of safety.

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Mandrell, Kelly. "An Exploration of the Relationship of Cocurricular/Extracurricular Participation and Achievement in Rural High Schools." Thesis, Aurora University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10636643.

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Historically, after-school extracurricular programs can be linked to success in student achievement as well as increased school attendance and giving students “safe after-school environments” (National Center for Education Statistics, 1995). This causal comparative study investigated student achievement as measured by students’ grade point average, the number of extracurricular activities the student is involved in, the income status of the student, attendance, as well as gender and grit that the student possesses. The sample included 110 high school seniors, 47% males and 53% females, from the graduating class of 2017 from four rural communities in the Midwest. Participants completed the Grit Scale by Duckworth et al. (2007), which measures an individual’s perseverance and passion to continue on to complete one’s goals. Analysis of the data centered on the significant interaction effect between grade point average and extracurricular activities as moderated by gender, income, attendance, and perception of grit. The researcher also ran an analysis to see if there was a correlation between grade point average and grit. Results indicated a significant interaction effect between grade point average and extracurricular activities as moderated by income. Results also uncovered a significant interaction effect between grade point average and extracurricular activities as moderated by attendance. Results also showed a significant interaction effect between grade point average and extracurricular activities as moderated by perception of grit. Although there was no significant interaction effect between grade point average and extracurricular activities as moderated by gender, the researcher wanted to validate the research due to the fact this study was happening in a rural community with fewer students involved. There also was a positive correlation when examining grade point average and the score of grit. Future researchers should focus on whether or not the student feels supported. Another focus would be to investigate if students work during the school year and the number of hours that they work during the school week. Co-curricular versus extracurricular activities also need to be explored further within the context of whether they make a difference in a student’s grade point average.

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Au, Wong Wai-yin. "The provision of small rural schools in Hong Kong : its 'cost' and 'effectiveness' /." Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1389061X.

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Lally, Eileen Marie. "A Survey Of Gifted Program Administration In Rural Alaska." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3271.

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Purpose. The purpose of this study was to describe the administration of gifted education programs in rural Alaskan school districts for grades K-6. A secondary purpose was to extrapolate from the survey data successful programs and procedures currently adopted in rural Alaskan schools for gifted and talented education. Procedures. A survey instrument was developed and mailed to a sample of 47 rural Alaskan school superintendents. Findings. In 94% of the schools sampled, gifted education programs existed, and served approximately 7% of the school population. Intellectual ability and specific academic ability were the definitions most utilized. All the districts used multiple identification criteria, with individual IQ tests, achievement test scores, general aptitude tests, and teacher nomination as the most utilized methods. Math, language arts, and computers were the most highly implemented curricular options with 74% of the districts providing programs in those areas. Half of the districts provided for curricula in the fine and performing arts. Although Native children comprised over 50% of the districts population, they were only 19.5% of the gifted program. One-fifth of the program provided special definitions of giftedness that were culturally relevant, 40% provided special identification methods for Native children. Special programs incorporating the Native culture were provided by 26% of the districts. The community was active in gifted programs primarily through the use of mentors. Planning, assessment, evaluation, and support were engaged in by about one-fifth of the communities. Successful programs, as reported by the respondents, appear to be those which combine both the traditional, academically oriented curricula and the more non-traditional offerings related to leadership, arts, and Native cultural and linguistic areas. Community mentors, interested teachers, and use of outside resources such as the fine arts and computer camps offered within the state are the means to accomplish such a diversity of programs in small schools. Recommendations. The commitment to gifted education as evidenced by the survey should continue. Gifted programs should be expanded to include those elements of a successful program as indicated by the survey respondents--academically oriented curricula as well as inclusion of leadership, the arts, and Native cultural and linguistic areas.

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Grobler, Lidalize. "Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60943.

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The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services. The study aimed to inform knowledge on community engagement with schools and forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that has been ongoing since 2006. The current study utilised interpretivism as metatheory and qualitative research as methodological paradigm. An instrumental case study design was utilised, with a specific higher education-rural school partnership conveniently sampled. Subsequently twelve parents or caregivers to a child/ren who participated in the relevant community engagement initiative at any time since 2006, were purposefully selected. Two field visits were taken for data collection purposes; the first included Participatory Reflection and Action (PRA) discussions between participants, whilst the second visit entailed member checking. I relied on written recording of the participants' dialogue on PRA posters, audio recordings of their poster presentations, observations throughout the process, photographs taken and a reflective journal as data collection and documentation strategies. From thematic data analysis two main themes emerged. Firstly, participants identified the partnership as a platform of educational opportunity, which allowed for children's development on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe space to voice their opinions, and incorporating a parental guidance element. Based on the findings of the study I can conclude that according to parents and caregivers, community engagement with schools provides an opportunity for the mobilisation of children assets to result in their positive development. Furthermore, when additionally activating the assets of the parents, community engagement can be strengthened.
Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted

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Groves, Amanda. "Exploring social class and the rural/urban dichotomy : a critical approach to rural community college student empowerment through composition /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131565115.pdf.

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Stephenson, Jessica R. "Salamanders and Science: Place-based Environmental Education in Rural Appalachia." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/96552.

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The opportunity to learn science by doing authentic science in a rural community is not a common occurrence, yet for over thirty years, a group of dedicated educators have provided the experience of learning field biology and ecology to students in a geographically isolated area of the Appalachian Mountains. The over-arching research question in this study is: how does a Field School program in Appalachia use a place-based environmental education approach to teach students about their local community and environmental issues, while also extending their understanding of global environmental issues? Foundational literature includes work in place-based education, critical pedagogy, critical pedagogy of place, and Appalachian studies. This qualitative, ethnographic case-study examines the experiences and reflections of three instructors and four students throughout the program. As a high school student, I was a participant in this program, and my own experiences and perspectives are included as an ethnographic chapter in the data analysis as well. The teachers in the program share a deep commitment to environmental education and ecojustice, and the students gain valuable insight into what it means to be a scientist, how local environmental issues relate to global environmental and economic issues and move towards becoming advocates for the environment.
Doctor of Philosophy
Environmental education is often overlooked and under-researched, particularly in rural areas. The purpose of this study was to examine a long-running summer educational program in Appalachia that teaches students about local environmental issues through hands-on scientific field research. This study examined the long history of the program, how the curriculum has changed throughout the years, what teachers believe is important about the curriculum they teach, and ultimately what students learn from the program. In this rural community, the opportunity to learn science by doing science is an important aspect of this program, as is the opportunity to learn about local environmental issues that ultimately have global consequences.

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Wylie, Richard William Jr. "Response to Intervention| A Study of Intervention Programs in Rural Secondary Schools." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785181.

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During the late 20th and early 21st centuries, a trend developed for schools to meet the needs of struggling and at-risk learners through the implementation of multi-tiered response to intervention models (Apple, 2014). Response to intervention (RtI) is one of those frameworks and has been extensively researched from the perspective of those working in urban elementary schools (Burns & Gibbons, 2013). This research project was designed to allow for better understanding of the rural secondary perspective of RtI through investigation of the perceptions of administrators, counselors, and educators who have implemented RtI frameworks. This qualitative examination resulted in a narrative gathered through interviews with teachers, counselors, and administrators working in rural secondary schools of southwest Missouri about their experiences with academic intervention strategies and response to intervention. Data were gathered during the fall and spring of 2017. The purpose of this study was to add to the limited body of research about the implementation, operationalization, and improvement of RtI programs in rural secondary schools. Respondents identified difficulties and obstacles and illustrated how the implementation of RtI has affected their roles. Both similarities and differences were discovered between rural secondary-level staff and their urban elementary-level colleagues. Respondents explained how solutions addressed problems with their programs. The researcher noted how this process created one-of-a-kind multi-tiered intervention programs. Lastly, suggestions for additional research were offered.

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Williams, Blair A. "Rural School String/Orchestra Programs: Profile and Recommendations." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461086972.

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Lane, Michael A. Baker Paul J. "No Child Left Behind implementation challenges for the rural public school district superintendent /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134071&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177705329&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul J. Baker (chair), James C. Palmer, Norman D. Durflinger, Frank D. Beck. Includes bibliographical references (leaves 187-191) and abstract. Also available in print.

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Weller, Susan. "Teenage citizenship geographies : rural spaces of exclusion, education and creativity." Thesis, Brunel University, 2004. http://bura.brunel.ac.uk/handle/2438/5556.

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In September 2002 citizenship education became a compulsory element of the secondary school curriculum in England. This policy development launches new interest in the spatial politics of childhood and youth. With increased focus on teenage apathy and declining civic engagement, citizenship education centres upon creating future responsible citizens. Using questionnaire surveys, group discussions, photography, diary completion, as well as more innovative techniques such as a teenage-centred radio phone-in discussion and web-based media, this thesis focuses on a case study of 600 teenagers, aged thirteen to sixteen, living in a variety of rural communities in an area of Southern England. Within many representations of rurality, teenagers are situated between a 'natural, innocent childhood' in idyllic, close-knit communities and threatening and 'out-of place' youths. Such representations foster complex experiences of citizenship. This study, therefore, sets about examining themes of socio-spatial exclusion and political engagement. For some, the deficit of meaningful spaces of citizenship results in frustrated relations with key decision-makers. Others are engaged in their own practices of citizenship, devising creative ways in which to carve out and reconstruct everyday spaces and identities. Contributing to new geographical knowledge(s), this thesis concludes by calling for schools and (rural) communities to support and respect teenagers' own interests, needs, aspirations and current acts of citizenship in their own diverse spaces. Furthermore, it is argued that teenagers, as 'citizen s-i n-th e-p resent' should be provided with the opportunity to engage meaningfully with decision-makers as an integral facet of the political mainstream.

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Miller, Sheila. "Determinants of parental attitudes regarding girls' education in rural India." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4155.

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Xiao, Xiameng. "A Changing in Rural Education in China - Guizhou Forerunner College." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/180.

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The subject of the project will be a short video on my summer volunteer experience at the first non-profit charity college called Guizhou Forerunner College (GFC) in a rural village in China. GFC is located in the rural village called Huishui in Guizhou Province in southern part of China. It is the first non-profit funded college in China, Guizhou Forerunner College aims to support the underserved low income, blind, and minority communities in the Guizhou Province of China by providing education through innovative teaching. The school started its launching process in 2007 and had its first class of 360 students in the fall of 2009. Professors are all volunteers coming from all over the world. There are 38 in total right now and most of them are from U.S. As a participant involved with GFC’s life for two months, the project would be made through my perspectives on showing not only GFC, in a larger content, to show the characteristics of GFC with comparison to education in poverty areas in Southern China. Besides the techniques learnt from editing courses, the theories and histories of cinema verite and documentary genre will be applied and being the inspiration for the project

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Bobillier, Claude Walter. "Education for community participation in rural development in the Sahel." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020162/.

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Yasin, M., Florence M. Weierbach, and Jerrilyn S. Brehm. "Expanding Prelicensure Education to Rural and Vulnerable Clinics in Appalachia." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7396.

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Zhao, Kai. "Rural-urban Disparities in Chinese Higher Education: Access and Experiences." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563464548492844.

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Dissertations / Theses on the topic 'Rural education'

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