Relevant bibliographies by topics / Rural primary schools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Rural primary schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Rural primary schools"

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Nie, Lu, Zhi Qing Zhao, and Zhi Yun Wu. "The Current Construction Situation and Future Development Strategy of Rural Primary Boarding Schools in Jiangxi Province." Advanced Materials Research 280 (July 2011): 196–99. http://dx.doi.org/10.4028/www.scientific.net/amr.280.196.

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The current primary and secondary schools in China's rural areas and the readjustment of the distribution mechanism to ensure funding for rural compulsory education in the context of the reform of the province is pushing forward rural boarding schools project key projects. This paper elaborates the development of rural primary school’s construction actualities and summed up the design strategies outlook and principle of primary school building about function, standardization and regulation.
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Trnková, Kateřina. "Rural schools: wrinklers for mayors?" European Countryside 1, no. 2 (January 1, 2009): 105–12. http://dx.doi.org/10.2478/v10091-009-0009-1.

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Rural schools: wrinklers for mayors? All municipalities in the Czech Republic are obliged to guarantee access to basic education for children eligible for compulsory schooling. To meet this task, most municipalities establish a primary school whose operational and investment costs they cover. Running a school can be very demanding for rural municipalities. The article presents the results of a questionnaire survey which involved founders (mayors) the so-called small schools with composite classes, situated mainly in small rural municipalities. Based on these results examines the main stereotypes associated with the notion of small rural schools. A hypothetical balance between what the municipality must invest and what benefits the school brings is sought.
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Rowley, Imogen. "The challenges facing our rural primary schools." Headteacher Update 2018, no. 5 (September 2, 2018): 22. http://dx.doi.org/10.12968/htup.2018.5.22.

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Souza, Rosa Fátima. "Representations of Rural Primary School in Brazil (São Paulo, 1933-1943)." Encounters in Theory and History of Education 17 (November 29, 2016): 49–76. http://dx.doi.org/10.24908/eoe-ese-rse.v17i0.6327.

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This text consists of a study on representations of rural primary schools in Brazil, especially of the state of São Paulo, in seeking to understand how the images contributed to strengthen the contempt towards rural school and society. The documentary corpus research consists of 199 photographs of rural schools attached to the reports of the Regional Offices of Education, technical inspection bodies of the Department of Education of the State of São Paulo, produced from 1933 to 1943. The photograph analysis focuses on three thematic groups: school building façades, students’ and teachers’ pictures, and school practices.
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Bell, David R., Eric G. Post, Stephanie M. Trigsted, Daniel A. Schaefer, Timothy A. McGuine, Andrew M. Watson, and M. Alison Brooks. "Sport Specialization Characteristics Between Rural and Suburban High School Athletes." Orthopaedic Journal of Sports Medicine 6, no. 1 (January 1, 2018): 232596711775138. http://dx.doi.org/10.1177/2325967117751386.

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Background: Sport specialization has been associated with overuse injuries and is more common in larger high schools, which are often located in more urban/suburban settings. However, sport participation characteristics have not been compared between suburban and rural high schools. Purpose/Hypothesis: The purpose of this study was to examine the differences in sport participation characteristics between athletes at suburban and rural high schools. It was hypothesized that suburban high school students would be more likely to be highly specialized, participate in more athletic competitions per year, and play in a league outside of school. We also hypothesized that suburban high school students would start playing their primary sport at a younger age, would have participated in their primary sport for longer, and would play more months per year and hours per week. Study Design: Cross-sectional study. Methods: High school athletes from 4 high schools (2 suburban and 2 rural) participated in this study (N = 354 [222 females]; mean age, 15.7 ± 1.2 years). Athletes were on a school-sponsored athletic team in 1 of 4 sports (volleyball, tennis, basketball, soccer). The suburban schools (study enrollment, n = 226) had total school enrollments of 2271 and 622 students, while the rural schools (study enrollment, n = 128) had total school enrollments of 443 and 297. Participants completed a questionnaire prior to the start of their high school sport season. The questionnaire consisted of demographic information, a sport specialization scale, and sport participation information. Primary sport competition volume in the previous 12 months was classified as high (>60 primary sport competitions), moderate (30-60), or low (<30). Sport specialization status was classified via a 3-point scale as low, moderate, or high. Results: As compared with athletes at rural schools, athletes at suburban schools started playing their primary sport at a younger age (suburban, 7.8 ± 2.9 years; rural, 9.7 ± 3.2 years; P < .001) and participated for more years (suburban, 7.9 ± 3.1 years; rural, 6.1 ± 3.3 years; P < .001), more months per year (suburban, 7.6 ± 3.6 months; rural, 5.6 ± 2.8 months; P < .001), and more hours per week (suburban, 15.2 ± 5.1 hours; rural, 12.9 ± 3.3 hours; P < .001). Athletes at suburban schools were more likely than rural athletes to be classified as highly specialized (χ2 = 52.5, P < .001), participate in more competitions (χ2 = 16.5, P < .001), play in a league outside of school (χ2 = 18.4, P < .001), and train in their primary sport for >8 months per year (χ2 = 27.8, P < .001) and >16 hours per week (χ2 = 15.0, P < .001). Conclusion: High school athletes at suburban schools are more likely to exhibit sport participation patterns that are associated with increased risk of overuse injury. These include being classified as highly specialized, playing their primary sport >8 months per year and >16 hours per week, engaging in a high competition volume, and participating in a sport league (eg, club) outside of school. Efforts aimed at safe sport participation should target these groups, as they seem more likely to violate safe sport recommendations.
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Aina, Adebunmi Yetunde, and Keshni Bipath. "School financial management: Insights for decision making in public primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a1756.

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To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.
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Prokopiv, Liubov. "Modernization of the Rural School: Problems and Perspectives of Carpathian Region." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 204–7. http://dx.doi.org/10.15330/jpnu.1.2-3.204-207.

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This article is about the rural schools in the Carpathians. The author speaks about theproblems and prospects of the school in the Carpathians. In Ukraine today in the mountainousregion large quantity of rural schools are with low occupancy. Reduction of the number of schoolage children in rural areas leads to poor occupancy of schools and inability to maintain themproperly by local authorities. Today in Ukraine within rural schools there are primary schools,educational complexes “School-Kindergarten”, numerically small schools etc. The author speaksabout a problem: how to give qualitative education to a student in the countryside? This articleanalyzes the problem of quality education in minority School Mountain, search teacher who wouldwork in the village.
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Saqib, Najam. "Willingness to Pay for Primary Education in Rural Pakistan." Pakistan Development Review 43, no. 1 (March 1, 2004): 27–51. http://dx.doi.org/10.30541/v43i1pp.27-51.

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Highly subsidised public schools are the principal provider of education in the rural areas of Pakistan. Steady growth of school age population over time coupled with stagnant public funding has put enormous pressure on this system. The alternative of cost recovery through user charges has its own critics. They argue that introduction of tuition fees would substantially reduce the already small representation of low-income households in primary schools due to high price elasticity of their demand for schooling. Moreover, the revenuegenerating potential of this policy may also be limited due to same reason. The present study uses a discrete choice random utility model of household utility maximising behaviour to evaluate feasibility and consequences of introducing user fees in primary schools in rural Pakistan, particularly with reference to above criticisms. The demand function for school enrolment derived from this model allows us to test the hypothesis that price elasticity of demand for schooling varies with income. It also provides estimates of the parameters of the utility function needed for measuring parents’ willingness to pay for their childrens’ education if money generated from tuition fees is reinvested in education. The estimated demand function takes into account total price of education, including opportunity cost. Estimation results show that price elasticity of demand for school enrolment is higher for lower-income groups. Hence school enrolment of the poorest children would bear the main brunt of user fees policy. Children’s gender and age, father’s education, presence of T.V. in the household, and community variables like the presence of an elected district council member, electricity, and public transport in the village turn out to be significant influences on the probability of primary school enrolment. Willingness to pay for education is lower for poorer households and can generate revenues to cover only a fraction of the cost of running a school. Hence the need to search for other sources of financing primary education in rural Pakistan.
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Millar, Sophie, Megan O’Donoghue, Breige McNulty, Laura Kirwan, and Aideen McKevitt. "A cross-sectional observation on habitual non-alcoholic beverage consumption among adolescents from four Irish post-primary schools." Public Health Nutrition 20, no. 3 (September 26, 2016): 404–12. http://dx.doi.org/10.1017/s1368980016002627.

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AbstractObjectiveNo up-to-date data on the dietary intake of Irish adolescents are available. The aim of the present pilot study was to obtain and compare cross-sectional information on habitual adolescent beverage consumption between four distinct post-primary schools in the Republic of Ireland, in 2014–2015.DesignA cross-sectional observation study. A beverage consumption questionnaire was used to obtain data on beverage intake and influences on consumption.SettingFour post-primary mixed-sex schools in Ireland representing the following school classifications were selected for the study: urban fee-paying, urban disadvantaged, rural fee-paying and rural disadvantaged.SubjectsStudents (n 761) aged 12–18 years.ResultsData were analysed by Kruskal–Wallis (non-parametric) ANOVA to compare the distribution of beverage consumption across the schools. Water was the most highly consumed beverage among students from all four schools (median 1425 ml/d). Students from urban and rural disadvantaged schools reported a significantly higher volume of carbonated beverage intake than students from fee-paying schools. Students from an urban disadvantaged school also reported a significantly higher volume of carbonated beverage and energy drink intake compared with the other three schools. Students from an urban fee-paying school reported the highest consumption of water, while rural disadvantaged school students were the biggest consumers of tea and milk.ConclusionsSignificant differences in beverage consumption (ml/d) were reported by adolescents from four schools in Ireland. Surveillance on current beverage consumption trends among adolescents is vital to guide policies and interventions, and for appropriate targeting of resources.
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Ping, Wang. "Perspectives on English teacher development in rural primary schools in China." Journal of Pedagogy / Pedagogický casopis 4, no. 2 (December 1, 2013): 208–19. http://dx.doi.org/10.2478/jped-2013-0011.

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Abstract Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.
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Dissertations / Theses on the topic "Rural primary schools"

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Mazise, Amos. "Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/569.

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The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.
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Cruz, Avendano Rosa Maria. "An exploration of effective schools in rural Mexico : Conafe primary schools of Oaxaca." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/418028/.

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Rural populations in Mexico face numerous challenges including those related to the availability and quality of school services. This has been acutely noted in the low educational attainment facing states like Oaxaca where most of its population live in rural municipalities. To date, three main school type services are found in rural settings: indigenous, general, and community‐based schools. Community based school services are provided by the National Council for Promoting Education (CONAFE) following a particular multi‐grade approach for instruction. The evidence regarding rural schools in relation to their state of effectiveness suggested by test scores has been limited and mixed as not all rural schools are consistently –or properly‐ assessed using standardised tests. Furthermore, issues of accessibility, budget, and even micro‐politics existing in rural settings do not facilitate the further exploration of inferences made by quantitative approaches. In the case of Oaxaca, the diversity of the population requires more research that can provide account of the state of schools and their effectiveness based on stakeholders’ context and needs. Thereby, research based school interventions could meet the actual capacity of schools towards educational change and improvement. This study has been conducted using School Effectiveness and School Improvement research bases as it aims to gain a deep understanding of CONAFE rural school processes and their influence in pupil achievement in recent years. A mixed method approach has been used to look at the factors explaining two opposite pupil achievement trajectories observed in ten CONAFE multi‐grade schools in Oaxaca, Mexico. Following the multilevel nature of schools, individual, classroom and school‐community levels were analysed. The quantitative findings of this study revealed important differences at pupil level such as socioeconomic status and socio‐cultural background. At a classroom level, significant differences between instructional practices of novice and return teachers were found using structured classroom observation data. Finally, the qualitative findings noted the importance of school governance, school leadership and parental involvement in their interrelationship with classroom and pupil level factors.
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Genniker, Veronique. "Professional and personal development of school management teams in three rural primary schools." University of the Western Cape, 2015. http://hdl.handle.net/11394/4933.

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Philosophiae Doctor - PhD
The essential role that school management teams (SMTs) play in managing change has been debated for many years both nationally and internationally. Central to these debates has been the need to understand how to best empower SMTs through a process of continuous professional development. This research aimed to explore SMT members’ experiences of professional and personal development in three rural primary schools in the broad context of educational change in South Africa and specifically in the context of policy implementation. This aim was explored by asking the following research questions: 1. How did educational change in South Africa influence leadership and management in schools? 2. What professional development was experienced by the SMTs as they tried to embrace new roles and responsibilities within a new policy context? 3. What personal development was experienced by the SMTs as they tried to embrace new roles and responsibilities within a new policy context? 4. What are SMT members’ suggestions for enhancement of personal and professional development and support of SMTs in schools in South Africa? The literature review which grounded this study focused on three areas, namely, educational change, leadership and management in schools, and professional and personal development. An integrated theoretical framework was employed and provided the lens through which the data was collected and analysed. Key concepts within the framework included mental maps, reflexivity and authoring which were synthesised within change theory. The change theory employed emphasised the value of engaging with first, second and third orders of change to effect the facilitation of meaningful change on both a personal and professional level. SMTs from three rural primary schools in three different provinces, comprising of six educators each, participated in the study. The researcher conducted three focus groups and 18 individual interviews. The social constructivist -interpretive paradigm that framed this research study is a worldview that understands reality as being constructed when people engage with each other. Congruent with the social constructivist -interpretive paradigm is a qualitative research design, which was employed in this study to collect rich, comprehensive, in-depth data that explored the professional and personal development experiences of SMTs to illuminate the complexity of the issue being studied. The study encompassed three phases of data collection. Firstly, a detailed document analysis was conducted where policy documents, research reports and job descriptions were studied and analysed. Secondly, 18 SMT members were interviewed in three focus groups. Thirdly, the 18 SMT members were individually interviewed. Phases two and three of the data collection process employed semi-structured interviews to generate data. The data analysis employed a qualitative, thematic approach to analyse and interpret the data that emerged. A thematic approach was used to illuminate the professional and personal development experiences and challenges facing the SMTs. The thematic approach generated distinct categories that were used as descriptors to report on the findings of the research. The findings highlight the need for integrated professional and personal development, role clarification, school-based support, policy mediation and outlines implications for the development of SMTs. This research makes a contribution towards educational change in South African schools by providing insights and proposing a model of professional and personal development for SMTs. It illuminates the vital importance of first acknowledging developmental needs and then facilitating personal and professional development to effect practical implementation of change at schools as required by policy. The researcher demonstrates how three orders of change theory with related personal development concepts can be integrated into a single theory to understand and facilitate change at the level of the individual, group and organisation.
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Sekhwama, Avhashoni Molly, A. P. Kutame, and M. C. Dube. "Alternatives to corporal punishment in maintaining discipline in rural primary schools." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1820.

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A thesis submitted to the Faculty of Education in fulfilment of academic requirement for the Degree of Master of Education in the Department of Planning and Administration at the University of Zululand, 2019.
The abolishment of corporal punishment has left many teachers with high stress on how to deal with undisciplined learners. Teachers in both public and independent rural primary schools find it difficult to maintain discipline resulting in the number of criminal activities and ill-discipline of learners. In South Africa, the department does not seem to be assisting educators in dealing with abusive and disruptive learners. The aim of this study was to investigate the application of alternatives to corporal punishment for maintaining discipline in rural primary schools. Both qualitative and quantitative research approaches were used to collect data. The results of this study indicate that alternatives to corporal punishment are effectively applied in primary schools and are effective. However, some do not encourage those alternatives, they think these result in misconduct. Some educators suggest that learners need to be punished corporally in order to maintain discipline in them, which is why the majority of teachers are still practicing corporal punishment. They think it is effective in maintaining discipline. All schools using alternative methods have reported positive response to their methods in dealing with misbehaviour of learners in classroom and outdoors. It can be concluded that teachers are still applying corporal punishment in maintaining discipline and therefore need training in dealing with disruptive learners in maintaining discipline in schools as corporal punishment is lawfully banned in schools.
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Mtahabwa, Lyabwene. "Pre-primary educational policy and practice in Tanzania observations from urban and rural pre-primary schools /." Thesis, Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38877028.

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Tshabalala, Phillip Masibi. "Numeracy performance of Grade 3 learners in rural and urban primary schools." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06302009-171742.

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Bayindir, Hasan Ali. "Personal Visions Of Teachers At A Village Primary School." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608901/index.pdf.

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The concept of personal vision refers to teachers'
ideal perception of education (teaching and learning, classroom management and educational implications for the society). Teacher'
s personal vision is how he or she wants these dimensions to be. This case study analyzed personal visions of teachers at a rural primary school and investigated the effects of the school context on teachers'
personal visions. The data were collected from ten teachers through utilizing the semi-structured interview method. The researcher analyzed the obtained data through cointent analysis. The results of the study revealed that teachers'
visions considered education as a lifelong process involving a student-centered, democratic classroom environment where learning differences were given importance to
and meaningful learning and process evaluation were highlighted. According to the teachers, this educational process would lead a democratic society where science, moral values and citizenship values prevailed. The results also showed that the school context was not supportive for the teachers to achieve their visions.
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Maphutha, Mokwi Morgan. "Identifying the needs and assets of a primary school in a rural community a case study /." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02072007-114729/.

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Blevins, Leia, James J. Fox, and R. Leppert. "Primary Level PBS: Two Examples of Successful Implementation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/154.

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Tshidaho, Manyage. "Curriculum assessment policy statement support programme for Vhembe rural- based primary schools educators." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1665.

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A thesis submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018
The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken.
National Research Foundation of South Africa (Grant Number: CPT160513164973 and 105246).
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Books on the topic "Rural primary schools"

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Gallagher, A. M. Small rural primary schools: A research review. Cookstown, Co. Tyrone: Rural Development Council for Northern Ireland, 1993.

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Keast, David. Small rural primary schools: Options for the future. Exeter: University of Exeter, School of Education, 1991.

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Keast, David. The Education Reform Act and small rural primary schools: A pause for optimism. Exeter: University of Exeter School of Education, 1990.

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Kielt, Bernard Anthony. The effects of local management of schools in the primary school: With special reference to small rural primary schools. [S.l: The Author], 1992.

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Mills, Caroline. Small rural primary schools: A role for parish councils? Cheltenham: CGCHE, 1992.

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Primary schools, local community, and development in Africa. Baden-Baden: Nomos Verlagsgesellschaft, 1985.

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Alan, Sigsworth, ed. The small rural primary school: A matter of quality. London: Falmer Press, 1987.

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Coxson, Michael. Co-operation between rural primary schools - keeping it going: A study. (U.K.): (s.n.), 1986.

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Bell, Adrian. The heart of the community: Rural primary schools and community development. Norwich: Mousehold, 1992.

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Taylor, Peter. Contextualising teaching and learning in rural primary schools: Using agricultural experience. [London]: Department for International Development (formerly Overseas Development Administration), 1997.

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Book chapters on the topic "Rural primary schools"

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Chaouch, I., M. Njeimi, Ch Ben Mabrouk, and D. Ullerich. "Electrification of Rural Primary Schools by Photovoltaics in Tunisia." In Tenth E.C. Photovoltaic Solar Energy Conference, 1173–76. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3622-8_300.

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Hargreaves, Linda. "Primary Education in Small Rural Schools: Past, Present and Future." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 223–43. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3654-5_14.

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Golden, Gillian. "Synthesising the Geography of Opportunity in Rural Irish Primary Schools." In Social Simulation for a Digital Society, 167–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30298-6_13.

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Lieske, Jody, Susan Swearer, and Brandi Berry. "Mental Health and Rural Schools: An Integrated Approach with Primary Care." In Handbook of Culturally Responsive School Mental Health, 147–55. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4948-5_11.

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Ssentanda, Medadi. "Tensions between English medium and mother tongue education in rural Ugandan primary schools." In Ugandan English, 95–118. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/veaw.g59.05sse.

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Liu, Shuo, Ruifeng Cui, and Genshu Lu. "The Challenges of Basic Education Curriculum Change in Rural Primary Schools in West China." In Transforming Teachers’ Work Globally, 175–98. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-470-3_7.

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Peng, Bin, and LongBao Mei. "Problems and Countermeasures of Teaching Application of Distance Education in Rural Primary and Secondary Schools." In Frontiers in Computer Education, 297–304. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_44.

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Tu, Mingjiang, Ling Li, and Jiafu Zheng. "Issues and Policy Studies of the Mechanism Governing the Flow of Teachers in Primary and Middle Schools—A Case Study of the Pastoral Areas in the SK Autonomous Region." In Chinese Elementary Education System Reform in Rural, Pastoral, Ethnic, and Private Schools, 75–104. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4561-5_3.

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Bhana, Deevia. "“Here in the Rural Areas They Don’t Say that Men and Women Are Equal!” Culture, Materiality and Gender." In Gender and Childhood Sexuality in Primary School, 83–98. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_5.

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Dejaiffe, Benoit. "Case Study 2: Is the Rural Primary School a Hospitable School? Parents' Point of View." In Evolutions of the Complex Relationship Between Education and Territories, 189–201. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119451471.oth2.

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Conference papers on the topic "Rural primary schools"

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Saxena, Amit, Urvashi Sahni, Rahul Gupta, Anjana Arora, Richard Anderson, and Natalie Linnell. "Evaluating facilitated video instruction for primary schools in rural India." In the 4th ACM/IEEE International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2369220.2369259.

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POLCYN, Jan, and Bazyli CZYŻEWSKI. "POPULATION DENSITY IN RURAL AREAS AS A DRIVER OF THE HUMAN CAPITAL DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.042.

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Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added. The analyses were based on the exam results achieved by lower secondary school-leavers in 1,372 rural communes between 2012 and 2014. The original intention was to include all rural communes in the analysis. However, due to the incompleteness of the data concerning some of the communes, they were eventually excluded from the study. The final sample for analysis consisted of about 58% of all rural communes in Poland. The communes were divided into classes, based on the criterion of population density. The objects under study were arranged in an ascending order according to the value of the population density variable, and then divided into four classes (class A contained 25% of communes with the highest population density). The classes thus defined were used as a qualitative predictor in the subsequently performed ANOVA test. As a next step, contrasts were determined by applying a simple contrast to the analysed classes of communes. The analyses revealed that the highest examination results were achieved in the communes with the highest population density, while the lowest examination results were found in the communes with the lowest population density. This dependence may be indicative of educational negligence at lower levels of education, in this particular case - at the stage of primary school. The results of the analyses point to the need for expanding the network of nursery schools. To address the above problem, financial support should be provided from the state budget to social initiatives aimed at increasing the access to nursery schools, e.g. by creating an appropriate system of subsidies for nursery schools run by both local governments and private entities.
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Atmojo, K. D., and Y. Bandung. "Eduvid, web video to support digital learning in rural primary schools." In 2012 International Conference on Cloud Computing and Social Networking (ICCCSN). IEEE, 2012. http://dx.doi.org/10.1109/icccsn.2012.6215756.

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Herselman, ME. "ICT in Rural Areas in South Africa: Various Case Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2680.

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The primary aim of this study is to indicate what has been done about ICT implementation in rural areas in South Africa by investigating various case studies like the SchoolNet programme in Mpumalanga Province and a possible web portal for rural schools. Rural schools and some communities currently lack access to quality education and resources that their urban counterparts consider basic.
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Dem, Kinzang. "A Comparative Study of Primary Education System in India and Bhutan (Focus on Indian Rural Primary Schools)." In International Conference on Future of Education. The International Institute of Knowledge Management (TIIKM), 2019. http://dx.doi.org/10.17501/26307413.2019.2102.

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"Reflections on Mental Health Education of Left - behind Children in Rural Primary Schools." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.042.

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"Research on Art Education in Rural Primary Schools under the Concept of SPOC." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.023.

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Zhang, Guoquan, and Zhenxing Zhang. "Status Quo and Countermeasures on Physical Education in Rural Primary and Middle Schools." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.441.

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Yang, Jun. "Innovation Research on Training Mode of In-service Teachers in Rural Primary and Secondary Schools." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.224.

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Peng, Yanling, and Xingyi Zeng. "A Study on the Loss of Young Teachers in Western Rural Primary Schools and the Countermeasures*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.186.

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Reports on the topic "Rural primary schools"

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Gilligan, Daniel, Naureen Karachiwalla, Ibrahim Kasirye, Adrienne Lucas, and Derek Neal. Educator Incentives and Educational Triage in Rural Primary Schools. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24911.

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

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Mejdalani, Alexandre, Roberta Mendes e Costa, Michelle Hallack, David Daniel Lopez Soto, and Miguel Vázquez. A Brighter Future: The Impact of Rural School Electrification Programs on the Dropout Rate in Primary Education in Brazil. Inter-American Development Bank, December 2018. http://dx.doi.org/10.18235/0001468.

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Lloyd, Cynthia, Cem Mete, and Zeba Sathar. The effect of gender differences in primary school access, type, and quality on the decision to enroll in rural Pakistan. Population Council, 2002. http://dx.doi.org/10.31899/pgy6.1066.

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

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This study assesses the empirical relevance of the Harris-Todaro model at high levels of urbanization a feature that characterizes an increasing number of developing countries, which were largely rural when the model was created 50 years ago. Using data from Brazil, the paper compares observed and model-based predictions of the equilibrium urban employment rate of 449 cities and the rural regions that are the historic sources of their migrant populations. Little support is found in the data for the most basic version of the model. However, extensions that incorporate labor informality and housing markets have much better empirical traction. Harris-Todaro equilibrium relationships are relatively stronger among workers with primary but no high school education, and those relationships are more frequently found under certain conditions: when cities are relatively larger; and when associated rural areas are closer to the magnet city and populated to a greater degree by young adults, who are most likely to migrate.
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