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Journal articles on the topic 'Rural primary schools'

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

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1

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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4

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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7

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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8

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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Matshipi, M. G., N. O. Mulaudzi, and T. S. Mashau. "Causes of Overcrowded Classes in Rural Primary Schools." Journal of Social Sciences 51, no. 1-3 (July 17, 2017): 109–14. http://dx.doi.org/10.1080/09718923.2017.1305568.

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Naseer Ud Din, Muhammad, Muhammad Zaigham Qadeer, and Mumtaz Gul Khan. "A Study to Adopt the Primary School Children on Number Conservation Ability through Piaget Cognitive Theory." Global Social Sciences Review IV, no. III (September 30, 2019): 364–74. http://dx.doi.org/10.31703/gssr.2019(iv-iii).46.

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The main objectives of this study were: (1) To determine the accomplishment of conservation ability among the primary school children (2) To compete for the conservation ability of the rural and urban school children and male and female school children. The population was all the primary schools in Kohat District. Four urban as well as two rural schools were taken as a sample of the study. In the abovementioned sample, 160 students were randomly selected 80 from rural and 80 from urban. And from rural 40 male and 40 females as well as from urban 40 male and 40 females were selected for the study. Researchers have personally visited and administered the conservative capacity (CAT) tasks of students. For data analysis percentage was used. The children of rural school perform better than urban school students because late school enrolment and the performance of females are slightly better than that of male school children.
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Harun, Halipah, and Muhammad Kamarul Kabilan. "Errors in writing made by Malaysian rural primary school pupils." Studies in English Language and Education 7, no. 2 (September 3, 2020): 438–56. http://dx.doi.org/10.24815/siele.v7i2.17009.

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This study is to identify errors made by rural primary school pupils in writing and to get information about the causes or sources of errors that lead to pupils’ writing problems. The conceptual framework concerns four types of errors committed by rural primary school pupils in writing, namely tense, spelling, and vocabulary. The study is based on Corder’s (1971) Error Analysis (EA) and Richards’ (1974) Causes or Sources of Errors as its theoretical framework. It was conducted at two rural schools with 44 pupils of Primary 5, aged 11, as the research sample. A written task was taken as the study instrument in order to answer two research questions. This study has revealed that tense is the most frequent error committed by the pupils, followed by punctuation, vocabulary, and spelling. Moreover, the pupils’ errors are caused by both interlingual and intralingual transfer. It is concerned with rural primary school settings in Kerian where the majority of the pupils use the Malay language as their medium of instruction. In addition, this study has its implication for English Language Education in Malaysia, in which it affects rural pupils’ performance especially in Primary School Achievement Test also known as Ujian Pencapaian Sekolah Rendah (UPSR) in English Writing paper. Some adjustments in the education system and the total involvement from education departments are meant to better reduce the number of low performers, especially in English writing to enhance the level of English proficiency in rural schools.
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Liu, Hongyan, Hao Xue, Yaojiang Shi, and Scott Rozelle. "The academic performance of primary school students from rural China." China Agricultural Economic Review 11, no. 2 (May 7, 2019): 253–79. http://dx.doi.org/10.1108/caer-11-2016-0181.

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Purpose Low levels of human capital in rural China are rooted in the poor schooling outcomes of elementary school students. The purpose of this paper is to provide insight into the distribution of academic performance in rural China and identify vulnerable groups. Design/methodology/approach The authors draw on a data set of 25,892 observations constructed from 11 school-level surveys spanning nine provinces and one municipality in China conducted from 2013 to 2015. Findings The authors find that the distribution of academic performance is uneven across provinces and subgroups. In general, male students, Han, living in richer counties, living with their parents and studying in rural public schools do better academically than female students, non-Han, living in poorer counties, left behind and studying in private migrant schools in cities. Research limitations/implications Using the results of this study, policymakers should be able to better target investments into rural education focusing on at risk subpopulations. Originality/value With limited data sources, the research on the academic performance of students in rural China is largely absent. The findings of this study help to fill the gaps in the literature base.
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Voroshchuk, Oksana, and Ulyana Ketsyk. "Teachers’ Training for Social and Educational Activity in Conditions of Mountain Area Primary School." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 255–57. http://dx.doi.org/10.15330/jpnu.1.2-3.255-257.

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The article deals with the problem of inclusive education of children with the specialeducational requirements at comprehensive rural school in a mountainous region. The authorindicates that the special system of inclusive education for such students at rural schools isimportant at present time. The results of questionnaire of parents as to their knowledge aboutinclusive education are shown. Social teachers who work at rural schools in a mountainous regionshould conduct informatively-elucidative work among parents with the aim of support of vitalfunctions of school, improvement of understanding and communication of all students of school,taking into account the special educational necessities of separate students, and also give anopportunity to the children with the special educational necessities to get such a social experienceas well as their healthy friends.
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Mohamad Sohail Khan and Dr. Malik Inayatullah Jan. "Assessing the Role of Pedagogy in Performance of Schools in Rural Islamabad." sjesr 3, no. 4 (December 25, 2020): 62–70. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(62-70).

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Rural areas in Pakistan are confronted with multiple problems including the provision of quality education to rural children. The key component of quality education is the level of pedagogy in rural schools. Effective pedagogy contributes significantly towards students' learning. The current study was conducted to assess the role of pedagogy as a major determinant in schools' performance in four rural sectors of Islamabad. The universe of this study included all public schools located in four rural sectors of Islamabad. There are a total of 275 public schools in rural Islamabad. A sample of 83 schools, both primary and secondary schools, was selected out of the total schools by using proportionate stratified random sampling technique. A self-developed questionnaire entailing the objectives of the study was used to collect data. Descriptive statistics and regression analysis were used to analyze data. Pedagogy was assessed through three major components. These are communication skills (CS), lesson planning (LP), and command of content (CoC). These components were quantified accordingly. Results showed that pedagogy had a positive and highly significant effect on school performance at both primary and secondary levels. Provision of quality education is the right of rural children like those in urban settings where access to and quality of education are much better. Efforts should be made to improve and diversify pedagogical practices in rural schools and bring these at par with urban schools.
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Salisbury, Andrew J. "INSET school‐based provision in mathematics and science in rural primary schools." International Journal of Mathematical Education in Science and Technology 17, no. 1 (January 1986): 85–94. http://dx.doi.org/10.1080/0020739860170112.

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Yue, Ai, Yaojiang Shi, Fang Chang, Chu Yang, Huan Wang, Hongmei YI, Renfu Luo, et al. "Dormitory management and boarding students in China's rural primary schools." China Agricultural Economic Review 6, no. 3 (August 26, 2014): 523–50. http://dx.doi.org/10.1108/caer-05-2012-0048.

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Purpose – The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance. Design/methodology/approach – The authors conducted a cluster-randomized controlled trial to measure the effect of life teacher training on student health, behavior, and academic performance among 839 boarding students in ten central primary boarding schools in Shaanxi. And the authors also tried to identify why or why not life teacher training works. Both descriptive and multivariate analysis are used in this paper. Findings – The authors find significant improvements in health and behavior. Specifically, compared to boarding students in control schools, 15 percent fewer students in treatment schools reported feeling cold while sleeping at night. The results also showed that student tardiness and misbehaviors after class declined significantly by 18 and 78 percent, respectively. However, the in-service life teacher training program had no measurable impact on boarding students’ BMI-for-age Z-score, number of misbehaviors in class, and academic performance. The analysis suggests that improved communication between life teachers and students might be one mechanism behind these results. Originality/value – This is the first empirical work which explored how to improve the welfare of boarding students via their life teachers. Because of the sudden increase in boarding students in rural China, it is almost certain that school personnel lack experience in managing boarding students. As such, one promising approach to improving student outcomes might be in-service training for life teachers.
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Lenart, Regina. "The role of local authorities in the development relational capital: rural schools perspective." Management Theory and Studies for Rural Business and Infrastructure Development 36, no. 4 (November 3, 2014): 881–89. http://dx.doi.org/10.15544/mts.2014.083.

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Since the late 90s of last century, a small primary schools, including rural schools are closed. Originally intended this effect: shortening of primary education (transformation of the eight schools in six school classes), demographic, and transfer of schools to local government units. This means that the management of schools should use management methods. The article states that the relational capital can be a factor for competitiveness and success of the school. The article presents the results of interviews with experts affiliated to the Silesian Cluster of Education. The aim of study was to identify ways to build competitive educational institutions. Each of the respondents in their statements drew attention to the importance of building relationships and cooperation with the environment. Studies show, however, the lack of preparedness of schools to build partnerships and relationships with the environment.
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F. Hlanga, Patience, Ncamisile P. Mthiyane, and Edson Muresherwa. "Parental Engagement and Sustainable Learning in Primary Schools: Perspectives of Parents and School Heads in Rural Primary Schools in Zimbabwe." International Journal of Asian Social Science 11, no. 1 (2021): 30–45. http://dx.doi.org/10.18488/journal.1.2021.111.30.45.

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Dhillon, Jaswinder K., Colin Howard, and Jayne Holt. "Outstanding leadership in primary education: Perceptions of school leaders in English primary schools." Management in Education 34, no. 2 (November 10, 2019): 61–68. http://dx.doi.org/10.1177/0892020619885942.

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The nature of leadership and management in a school are key to achieving high-quality education for all pupils. Leadership theories and empirical research have sought to identify characteristics of leaders, aspects of the context in which they work and their relationships with others to identify features of successful school leadership. This article reports on findings from a study into outstanding leadership in primary education using Q-methodology. The perceptions of head teachers, deputy head teachers, governors and academics with personal experience of leadership in English primary schools were gathered using Q-sort and analysed with PQ software. Overall, the analysis identified very strong agreement over six statements from a Q-set of 23 statements of outstanding leadership. There were subtle differences between urban and rural school settings.
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Piyaman, Patnaree, Philip Hallinger, and Pongsin Viseshsiri. "Addressing the achievement gap." Journal of Educational Administration 55, no. 6 (September 4, 2017): 717–34. http://dx.doi.org/10.1108/jea-12-2016-0142.

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Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning. Design/methodology/approach This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools. Findings The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools. Social implications The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils. Originality/value These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.
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Bhamani, Shelina, and Nadia Ayub. "Conduct Problems in Children Attending Pre-Primary Schools in Rural Areas of Pakistan." Journal of Education and Educational Development 1, no. 1 (June 4, 2014): 40–53. http://dx.doi.org/10.22555/joeed.v1i1.12.

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The aim of this study was to explore the conduct problems faced by school going children in the rural areas of Pakistan. Two hypotheses were formulated to explore the significant differences between the intervention and non-intervention groups and gender on the variables of conduct and internalization. The data of a total 386 young children were collected from three different regions, who were enrolled in government pre-primary classes. The children under study comprised two kinds of schools: intervention schools that had early childhood interventions, and non-intervention schools. The data analysis revealed no significant difference between children in intervention and non-intervention schools. However, there was a gender difference found in the variables of conduct and internalization. The conclusion of the study was framed to provide implications of the study for professionals.
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Páez, Doris, and Robert Rhodes. "Psychological Services and Rural Schools: Making the Relationship Work." Rural Special Education Quarterly 17, no. 2 (June 1998): 16–22. http://dx.doi.org/10.1177/875687059801700204.

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The issues which are unique to special education and the provision of school psychological services in rural schools are briefly delineated. In addition, strategies for assisting school personnel to have more effective school psychology services are presented. These strategies are discussed within a collaborative consultation model in which the goals (i.e., primary, secondary or tertiary prevention), levels of services (i.e., community/school system, students, parents, or school personnel), and best approach (i.e., direct or indirect) of service delivery are delineated.
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Saiti, Anna. "The staffing of small rural primary schools in Greece." Management in Education 19, no. 4 (September 2005): 32–36. http://dx.doi.org/10.1177/089202060501900407.

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Faniopoulos, Christodoulos, and Ioannis Fykaris. "Educational network of Small Rural Primary Schools “VORAS” (ENSRPV)." International Journal of Social Sciences and Education Research 3, no. 4 (October 1, 2017): 1130–39. http://dx.doi.org/10.24289/ijsser.310653.

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Bell, Adrian. "The Federation: a support system for rural primary schools." Cambridge Journal of Education 18, no. 2 (January 1988): 179–89. http://dx.doi.org/10.1080/0305764880180205.

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Harrison, Diane A., and Hugh Busher. "Small schools, big ideas: Primary education in rural areas." British Journal of Educational Studies 43, no. 4 (December 1995): 384–97. http://dx.doi.org/10.1080/00071005.1995.9974046.

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Jerry, Melanie, and Melor Md Yunus. "Blended Learning in Rural Primary ESL Classroom: Do or Don’t." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 152–73. http://dx.doi.org/10.26803/ijlter.20.2.9.

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The emergence of the Fourth Industrial Revolution (4IR) had led to discussions of the constructive relationship between the integration of technology and teaching and learning to meet society's needs in the innovative era. However, despite the current technology advancement, rural schools' circumstances propelled teachers to shy away from integrating technology in their instruction. Therefore, this paper presented a research to examine primary school teachers' experiences and views on the application of blended learning in their English language instruction using a mixed-method explanatory design. A survey questionnaire was employed to collect data from 86 teachers from schools in the Betong district, while a semi-structured interview was designed and done with five teachers. Data from the questionnaire were analysed descriptively, while the interview was analysed thematically. The results illustrated that teachers lacked exposure and adequate knowledge of blended learning. It was deduced that teachers had mixed reactions towards blended learning, varying based on their experiences. Teachers emphasised that the lack of facilities and technological constraints, time, limited exposure and skills in ICT use, and teacher readiness were the main challenges they encountered. This study may serve as a building block towards the broad dissemination of blended learning among teachers and serious consideration and effective solutions for the problems faced in its adoption, particularly in rural schools.
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Korshunova, Olga V., Svetlana S. Bykova, Olga G. Selivanova, Tatiyana S. Sheromova, and Evgeny V. Shkalikov. "Psychological comfort of education in modern rural school: results of empirical research (on the example of the Kirov region)." Pedagogy Of Rural School 1, no. 7 (2021): 25–43. http://dx.doi.org/10.20323/2686-8652-2021-1-7-25-43.

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Currently, rural school faces many difficulties both within its system and outside (unfavorable challenges of the external society), which complicate the organization of the educational process. Accordingly, the atmosphere of psychological comfort for all subjects of educational activity in rural schools decreases. The purpose of the study is to diagnose, record and describe the state of psychological comfort in the education of a modern rural school. The leading method for collecting primary empirical information was the survey method conducted in the format of a Google questionnaire (a questionnaire for representatives of the administration of an educational organization; a questionnaire for a teacher; a questionnaire for primary and high school students; a questionnaire for parents). In the Kirov region, rural and urban schools participated in the study: totally 338 responses to the questionnaire were received, of which 144 are students, 111 parents, 71 teachers and 12 administrations. The article presents the author's interpretation of the concept «psychological comfort of education in rural school». The diagnostics was carried out and the integral coefficient of psychological comfort of education in rural school was determined, measured in three directions: an integral indicator of the attitude to the educational environment; selection of significant characteristics of the educational environment and the index of satisfaction with them; index of psychological safety of the educational environment of the school. In general, the integral coefficient is characterized by a high level. The materials of the article can be used to diagnose the psychological comfort of the both urban and rural schools. Further research will be aimed at developing a concept and defining pedagogical mechanisms for improving the characteristics of the psychological comfort of education in rural schools.
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Zhou, Ye. "A Study on the Development of Information-based Teaching Ability of Rural Primary English Teachers in Leshan City." English Literature and Language Review, no. 52 (January 30, 2019): 27–30. http://dx.doi.org/10.32861/ellr.52.27.30.

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In the modern society and the information era, information-based teaching ability is a must for primary school English teachers. Thanks to the wide use of information technology in schools, the education system has witnessed big changes in the past few years, which poses new challenges to primary school English teachers. But in western rural areas in China, most primary school English teachers are poorly-trained in terms of information-based teaching. The study takes rural primary school English teachers in Leshan City, Sichuan, China as the research object, taking advantage of approaches like questionnaire survey and interviews, etc. Based on the analysis of the status quo and the influence factors of information-based teaching ability of rural primary school English teachers, the study aims to put forward strategies in order to improve the development of information-based teaching ability of the rural primary school English teachers.
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Hua, Qiu Yue, and Zhi Min He. "Thinking of Layout Planning and Construction of New Rural Primary and Secondary Schools — Taking Xinzhou District, Wuhan City for Example." Advanced Materials Research 598 (November 2012): 247–51. http://dx.doi.org/10.4028/www.scientific.net/amr.598.247.

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Taking surrounding rural areas of Wuhan for example, by the methods of literature research and field survey, through the investigation on 15 primary and secondary education resources in townships in Wuhan City, this paper researches main problems and predicaments behind combined settlements for demolished villages faced by rural primary and secondary schools and advances the guiding principles of layout planning and construction of new rural primary and secondary schools in the countryside in the middle of China based on the context of safety and health to promote the strategies of scientific planning and construction of rural primary and secondary schools.
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Prakash, Chinmaya, and Shubha Chandra Shubha Chandra. "School Management’s Perception of Corporate Social Responsibility (CSR): An Exploratory Study." Issues and Ideas in Education 8, no. 2 (October 21, 2020): 67–76. http://dx.doi.org/10.15415/iie.2020.82007.

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Background: In recent years, the importance of school as a stake-holder in CSR activities is gaining recognition. Companies channel financial and human resources into developing schools. School Development and Monitoring Committee (SDMC) plays an important part in the management of Primary schools in Karnataka and as such should have a role in CSR activities. Purpose: This exploratory study attempted to answer the following questions- (1) How aware are SDMC members of CSR and its role in schools (2) what is their perception of CSR in their schools? (3) Do rural and urban SDMC members differ in their perception of CSR Methods: Sample consisted of SDMC members from 50 rural and 50 urban Government run primary schools in Bangalore Educational districts. 100 SDMC members, one from each school, were interviewed using a semi structured information schedule developed for this study. Results: Management is not very clear about the nature of CSR support . However, 75% of them perceive CSR as beneficial to their schools. Rural subjects have a more favourable perception of CSR impact and they differ significantly from urban counterparts in rating ‘ how CSR has benefited students’ (t = 2.052).Conclusions: SDMC members do not clearly distinguish between support provided under CSR and support received from other sources. Overall, CSR is seen as beneficial to school by supplementing government support and helping the management. Rural schools seem to benefit more from CSR support. Though SDMC is supposed to monitor the developmental activities of the school, they are not often consulted by companies about the requirements for the school. Involving SDMC in planning, executing and monitoring would enhance the efficacy of CSR programmes.
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Abera, Bayeh, Genetu Alem, Mulat Yimer, and Zaida Herrador. "Epidemiology of soil-transmitted helminths, Schistosoma mansoni, and haematocrit values among schoolchildren in Ethiopia." Journal of Infection in Developing Countries 7, no. 03 (March 14, 2013): 253–60. http://dx.doi.org/10.3855/jidc.2539.

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Introduction: This study aimed to determine the prevalence of intestinal helminths, risk factors and haematocrit values among primary schoolchildren. Methodology: Across-sectional study was conducted in 12 primary schools in March 2011. Stool samples were randomly selected from 778 children and were microscopically examined using Kato-Katz and formal-ether concentration methods. Haematocrit values were measured using heparinized capillary tubes. Results: The overall prevalence of intestinal helminths was 51.5% (rural = 68.3%, urban = 36.2%). Hookworm spp., Schistosoma mansoni and Schistosoma stercoralis were more prevalent in rural schools, whereas Hymenolepis nana was higher in urban schools (p = 0.0001). With regard to haematocrit, 34% of rural and 21.7% of urban schoolchildren had haematocrit values below the median (40.5%) (p=0.001). Hookworm spp. and S. mansoni infected children had lower haematocrit values than non-infected children (p = 0.001). Lack of footwear was positively associated with intestinal helminths infection in rural schools [OR = 2.5 (95% CI: 1.5-4.1)], and having dirty fingernails and untrimmed fingernails were positively associated with the prevalence of intestinal helminths in urban samples [OR = 1.58 (95% CI: 1.03-2.5)]. Conclusion: The prevalence of soil-transmitted helminths and S. mansoni differs by geographical area of the schools and social determinants. Primary school de-worming and health education on proper hygiene are recommended.
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SILVA, SIMONE, and DAVID R. HOTCHKISS. "HOW DOES THE SPREAD OF PRIMARY AND SECONDARY SCHOOLING INFLUENCE THE FERTILITY TRANSITION? EVIDENCE FROM RURAL NEPAL." Journal of Biosocial Science 46, no. 1 (February 21, 2013): 16–46. http://dx.doi.org/10.1017/s0021932013000096.

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SummaryFrom 1996 to 2006, Nepal experienced a substantial fertility decline, with the total fertility rate dropping from 4.6 to 3.1 births per woman. This study examines the associations between progress towards universal primary and secondary schooling and fertility decline in rural Nepal. Several hypotheses regarding mechanisms through which education affects current fertility behaviour are tested, including: the school environment during women's childhood; current availability of schools; knowledge of educational costs; and women's own educational attainment. Data for the analysis come from the 2003–04 Nepal Living Standards Survey, a nationally representative random sample of households, which includes detailed data on fertility, household expenditure, educational attainment, demographic characteristics and the use of social services. Census and administrative data are also used to construct district-level gross enrolment ratios for primary and secondary schools during the women's childhood. Discrete dependent variable modelling techniques are used to estimate the effects of the following variables on the probability of women giving birth in a given year: district-level gross enrolment ratios for primary and secondary schools during women's childhood; having had a child previously in school; women's own educational level; current school availability; and other covariates. Separate models are estimated for the overall sample of rural women of reproductive age, and for parity-specific sub-samples. The results suggest that district-level gross enrolment ratios for secondary schools and, in some instances, having had a previous child enrolled in school are significant determinants of fertility in rural areas. These results are highly independent of women's own educational levels. Overall, the results suggest that, in the rural Nepal context, mass schooling influences the fertility transition through both community- and household-level pathways.
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González, Agustín, Olga Bernad, María Paz López -Teulón, Núria Llevot, and Roger Marín. "Rural schools from its weaknesses to its strengths: current analysis." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 15 (January 10, 2021): 135–60. http://dx.doi.org/10.15257/ehquidad.2021.0006.

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Thanks to the joint struggle of rural teachers and other social agents, since the end of the 20th century, the reviled image of rural schools has been reversed and their potential has become evident, until they are now perceived as educational institutions of great value. This paper analyses the current situation of rural schools. Specifically, it aims to look in depth at its strengths and weaknesses, emphasising four aspects which stand out in previous studies: organisation of the school, teaching team, students, relationship with families and material resources. This is based on a set of in-depth interviews and a survey, carried out in the first phase of the project, aimed at 240 representatives of the management teams of the nursery, primary, compulsory secondary, secondary school and vocational training centres in the province of Lleida, of which 71 were rural schools. The quantitative results, limited to schools located in rural environments and analysed in this study, show that the rural school is full of potential thanks largely to an organisation that makes the most of limited resources and makes it possible to create better coordinated working environments. The involvement of families is also highlighted and a very positive view of the school climate and good coexistence in rural schools is detected, an issue that has not been identified in recent scientific literature on this type of centre.
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Prysiazhniuk, Larysa, Liudmyla Gusak, Viktoriia Prokopchuk, Liubov Prokopiv, Natalia Vyshnivska, and Liudmyla Romanenko. "Training Primary School Teachers to Organize Collective Forms of Work in Small Rural Schools." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 147–66. http://dx.doi.org/10.18662/rrem/13.2/415.

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There appears to be an urgent need to improve the system of training qualified specialists for small schools who can respond to modern changes in education, meet socio-economic needs of the village, follow the major trends in the development of school theory and practice and creatively implement the acquired professional knowledge and skills under the conditions of small different age groups. The paper aims to determine pedagogical conditions, develop and theoretically justify a methodology for training future primary school teachers to organize collective forms of work in small rural schools and experimentally verify its effectiveness. The methodology for training future primary school teachers to organize collective forms of work in small rural schools involves acquiring the content of professional training in a specially modelled pedagogical environment by students during the whole period of university study. The following empirical methods were used: observations, surveys, expert assessment, an analysis of products of students’ creative activity, pedagogical experiment, methods of mathematical statistics (a chi-square (c2)) statistic). An analysis of the results obtained from the control experiment shows some positive dynamics in the readiness of future primary school teachers for this activity (the percentage of students with a creative-and-interpretive level has increased by 16%, whereas the number of students with a fragmentary-and-formal level has decreased by 17.1%), which proves the effectiveness of the developed methodology. The experimental work has significantly enriched the axiological potential of future teachers from small rural schools and developed their system of psycho-pedagogical knowledge about the organization of collective activities of pupils from different age groups, as well as their skills needed to plan, design and organize inter-age interaction in its various forms and conduct a reflective analysis of their pedagogical activity.
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Yang, Zhi Xiong, Ting Ma, Jie Huang, and Yu Liu. "Research on Energy Saving Reconstruction Strategy of Rural School Building in Guanzhong Area - A Case Study of Guocun Primary School in Xi'an City." Applied Mechanics and Materials 438-439 (October 2013): 1741–45. http://dx.doi.org/10.4028/www.scientific.net/amm.438-439.1741.

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As an important component of the construction of a new socialist countryside, the rural school building is the important infrastructure of new rural cultural construction. This paper takes rural schools of Guanzhong area as research object, combining the geographical environment characteristics with social development conditions to field investigate, and analyzes rural school construction and its status in Guanzhong area. On the basis of the investigation and analysis, this paper points out the advantages and disadvantages of design and usage of the existing rural school buildings, and proposes energy-saving strategy which is suitable for rural school building.
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Rafiq, Mona, and Naveed Sultana. "Gender Comparison on Teaching Practices of One Teacher Schools." Global Educational Studies Review V, no. IV (December 30, 2020): 32–41. http://dx.doi.org/10.31703/gesr.2020(v-iv).04.

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Primary schools in rural areas of Pakistan have been opened at very short distance firstly due to small geographical boundaries of the villages and secondly to improve the enrollment of students. The small population in villages resulted in low enrollment of the students. According to rationalization policy of Government of Pakistan, the student-teacher ratio is 35:1; therefore, student strength of schools in rural areas hardly reaches 40; hence, a single teacher is allocated, and students in a school from Zero grade to 5th grade sit together in either one room or two and are taught by mostly one or two teachers concurrently This qualitative study was conducted in rural primary schools for girls and boys to explore lived experiences of male and female teachers in One Teacher Schools/multi-grade and to find out differences in teaching on the gender-disaggregated basis. The management of multi grades single-handedly is the toughest job.
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Kalima, Deborah Mutua. "Establishing the Pupils’ Level of English Vocabulary Proficiency in Public and Private Rural Primary Schools in Kyuso Division of Kitui County." Editon Consortium Journal of Literature and Linguistic Studies 1, no. 1 (May 11, 2019): 37–48. http://dx.doi.org/10.51317/ecjlls.v1i1.57.

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The purpose of this study was to answer the question of what is the pupils' level of English vocabulary proficiency in public and private rural primary schools in Kyuso Division in Kitui County. The study was an attempt to provide relevant data on English vocabulary proficiency in Kyuso area. This study focused on the English vocabulary proficiency in Kyuso area among children in classes’ two to four. Learners from one class to the next depicted some changes hence a level of vocabulary proficiency manifestation. The study was limited to respondents within the sample in rural areas where the language of communication after school was purely Kikamba. The two categories of primary schools in the area were day schools, unlike secondary schools whereby 90% of them are boarding. The assumption was that the pupils had the same school hours, share the same locality and the same parents. The question was why there was a big difference in children from the two categories of schools. The study was based on primary schools, the level where the grammatical rules are initiated, and as the children grow up, they continue to utilize what they continue acquiring. It was observed that competent speakers show up right from primary schools. It is also at the primary level where a child can be ‘modelled' to improve or change to a better person due to their language acquisition device (LAD). In both public and private primary schools there seem to be differences in pupils level of vocabulary proficiency.
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Campbell, Kendall M., Jhojana L. Infante Linares, Dmitry Tumin, Keia Faison, and Miranda N. Heath. "The Role of North Carolina Medical Schools in Producing Primary Care Physicians for the State." Journal of Primary Care & Community Health 11 (January 2020): 215013272092426. http://dx.doi.org/10.1177/2150132720924263.

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Introduction: Primary care physicians serve on the front lines of care and provide comprehensive care to patients who may have difficulty accessing subspecialists. However, not enough students are entering residency in primary care fields to meet the primary care physician shortage. The authors sought to compare primary care match rates among graduates of medical schools in the state of North Carolina from 2014 to 2018. Methods: The 4 allopathic medical schools in the state of North Carolina were selected for this study: East Carolina University (ECU) Brody School of Medicine, University of North Carolina (UNC) Chapel Hill, Duke School of Medicine, and Wake Forest School of Medicine. Primary care specialties were defined as family medicine, internal medicine, pediatrics, and internal medicine/pediatrics. The proportion of students matching to a residency in any of these fields, and in each specific field, was compared across schools. Results: Over 2014-2018, 214 ECU Brody School of Medicine graduates, 386 UNC graduates, 165 Duke graduates, and 196 Wake Forest graduates matched to a primary care specialty. ECU had the highest proportion of its graduates match in a primary care specialty (53%, compared with 34% to 45% at other schools; P < .001), and was particularly distinguished by having the highest proportions of graduates match to residencies in family medicine (18%) and pediatrics (16%). Conclusion: During the study period of 2014-2018, the ECU Brody School of Medicine matched more medical students into primary care specialties than the other medical schools in the state. This school’s community-driven mission and rural location, among other characteristics facilitating sustained student commitment to primary care careers, can inform the development of new medical schools in the United States to overcome the primary care physician shortage.
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Atta, Malik Amer, Muhammad Javed Iqbal, and Abdul Hafeez Joya. "Teachers' Perception Regarding Determinants Of Primary School Students' Dropout At Khyber Pakhtunkhwa." Global Educational Studies Review V, no. I (March 30, 2020): 38–51. http://dx.doi.org/10.31703/gesr.2020(v-i).05.

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The problem under consideration was "Teachers' perception regarding determinants primary school students' dropout at Khyber Pakhtunkhwa". Sample of eight schools, four male (two rural and two urban) and four female (two rural and two urban) was drawn/selected from selected district. Thus a total sample of one hundred and ninety-two schools was selected randomly from all the twenty four districts. A questionnaire entailing of thirty one items was developed and administered to the stakeholders for the purpose of data collection. Percentage statistics was used for analysis of data. Mostly teachers opinion that causes of dropout include illiterate paternal, deprived financial position of parents, overburden courses, absence of governmental attention, absence of student's interest, absence of co-curricular activities, students absenteeism from school, distance between school and home, repeating the same class, absence of physical facilities absence of efforts to abstain students from being drop out, absence of paternal interest, paternal over affection and rising expenses.
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Helou, Mariana C., and Salim M. Adib. "Primary health problems in rural school children in Lebanon." International Journal Of Community Medicine And Public Health 4, no. 5 (April 24, 2017): 1442. http://dx.doi.org/10.18203/2394-6040.ijcmph20171753.

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Background: Primary health problems among school children are rarely disaggregated between urban and rural areas. This report describes findings in children examined during school health visits in a rural region in South Lebanon. Methods: Medical visits were carried out in four public schools in the Qana region, district of Sour, between December 2007 and May 2008. Results: A total number of 887 students were examined. Age varied between 4 and 16 years old. The majority (78%) had a normal weight for their age. Around 7.1 % of males and 3.5 % of females were considered obese for their age. The most frequent abnormality found was dental caries (59%). In addition, 14% of students had cerumen earplugs, and 3.6% had untreated defective visual acuity. Cases of pediculosis (n=62) were found in just one school, indicating a local outbreak of limited scope. Conclusions: There were only minor differences between health problems in this rural area and those measured in an urban area 10 years earlier. Dental problems continued to be predominant. In future campaigns, health education sessions should be conducted about personal hygiene and adequate nutrition with students, teachers and/or parents, in parallel to conducting the medical visits.
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Zimmermann, Bridson, Bozo, Grimci, Selimaj, and Stuart Tanner. "Severe Iodine Deficiency in Southern Albania." International Journal for Vitamin and Nutrition Research 73, no. 5 (October 1, 2003): 347–50. http://dx.doi.org/10.1024/0300-9831.73.5.347.

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Albania does not yet have a national program for control of iodine deficiency and there are no recent data on the severity of the iodine deficiency disorders (IDD) in the country. The aim of the present study was to assess current IDD status in southern Albania. In primary school children in urban and rural areas urinary iodine concentration (UI) and iodine concentration in salt at retail and household levels was measured. Goiter was graded by palpation and thyroid volume determined by ultrasound. Children aged 5–14 yr (n = 826) were sampled at 2 urban and 5 rural primary schools. In the 2 urban schools, the median UI was 45 mug/L, the goiter prevalence was 32%, and salt iodine levels were inadequate (< 15 mug/g) in 78% of household salt samples. In the rural schools, the median UI was 17 mug/L, the goiter prevalence was 95%, and no household salt samples were adequately iodized. Among children in the rural schools, 73% had grade 2 goiter and 20% had nodular changes detected by thyroid ultrasound. In southern Albania, school children in urban areas are moderately iodine deficient and those in rural villages are severely iodine deficient. These findings suggest that regional distribution of oral iodized oil capsules is indicated to control IDD in vulnerable groups until salt iodization is implemented.
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Gong, Yan. "Innovative English Classroom Teaching Based on Online Computer Technology in Rural Middle and Primary Schools." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (October 26, 2018): 4. http://dx.doi.org/10.3991/ijet.v13i10.9449.

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The rapid development of information technology and Internet technology has played a positive role in enriching classroom teaching forms and improving teaching effectiveness. To study the effects of the innovative English classroom teaching in rural primary and middle schools, this paper adopts the iterature analy-sis method, case study method and observation method, theoretically ana-lyzes urban-rural distance teaching and establishes an urban-rural synchronous distance teaching model based on online computer technology. Then it gives de-tailed de-sign of the urban-rural synchronous distance teaching process based on online computer technology and uses a specific teaching case to investigate and analyze the effects of urban-rural synchronous distance teaching. The results prove that this teaching model can promote the effects of English classroom teaching in rural middle and primary schools, facilitate the urban-rural integrated teaching and en-riches the English classroom teaching froms in rural middle and primary schools.
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Rolph, Paul, and Jenny Rolph. "Rural Church of England Primary Schools: Listening to Denominational Inspectors." Rural Theology 8, no. 1 (June 19, 2010): 22–36. http://dx.doi.org/10.1558/ruth.v8i1.22.

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Baessa, Yetilú de, Ray Chesterfield, and Tanya Ramos. "Active Learning and Democratic Behavior in Guatemalan Rural Primary Schools." Compare: A Journal of Comparative and International Education 32, no. 2 (June 2002): 205–18. http://dx.doi.org/10.1080/03057920220143183.

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48

Opara, Kenneth, Rebecca Akomalafe, Nsima Udoidung, Udeme Afia, Clement Yaro, and Bassey Bassey. "Urogenital Schistosomiasis among Primary School Children in Rural Communities in Obudu, Southern Nigeria." International Journal of Maternal and Child Health and AIDS (IJMA) 10, no. 1 (February 6, 2021): 70–80. http://dx.doi.org/10.21106/ijma.407.

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Background: Schistosomiasis is a Neglected Tropical Disease (NTD) that constitutes a public health problem in Sub-Saharan Africa (SSA), including Nigeria. There is need for updated information on the extent of the disease burden at community level to facilitate effective prioritization and monitoring of the disease. Methods: A cross-sectional study was conducted among school-aged children in Obudu Local Government Area (LGA), one of the 18 LGAs in Cross River State, Southern Nigeria. Seven schools from seven communities were randomly selected for this study. A total of 1,113 urine samples obtained from school-aged children were screened for Schistosoma haematobium (S. haematobium) eggs using standard parasitological method of diagnosis. Proteinuria and hematuria were evaluated using reagent test strips. Results: In this study, 153 (13.7%) children were infected with S. haematobium. More males (86 or 14.7%) were infected than females (67 or 12.7%); the differences were not statistically significant. The overall geometric mean intensity of infection was 13.3 eggs/10ml of urine. Females (13.69 eggs/10ml of urine) had the highest intensity of infection than males (12.91eggs/10ml of urine). Prevalence of hematuria was 152 (13.7%) (95% C.I. = 10.649 – 18.751%) while the prevalence of proteinuria was 172 (15.5%) (95% C.I. = 5.162 – 38.712%). Prevalence of infection significantly (p<0.001) varied among the schools from 7.8% to 28.9%. Children aged 5-9 years old had the highest prevalence of infection 46 (17.1%). The prevalence of urogenital schistosomiasis was 28.9%, 20.5% and 13.2%, respectively, among Betukwel, Ibong, and Ohong communities. Conclusion and Global Health Implications: Urinary schistosomiasis is still endemic in Obudu, Southern Nigeria but with decreased prevalence. Public health mitigation efforts such as mass chemotherapy, provision of safe water supply and sanitation facilities are recommended. Furthermore, health education should be encouraged within schools and communities. Key words: • Schistosoma haematobium • Communities • Schools • Neglected tropical diseases • School-aged children • Parasitology • Chemotherapy • Proteinuria • Hematuria • Obudu • Cross River State • Nigeria. Copyright © 2021 Opara, et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in this journal, is properly cited.
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Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. "Malnutrition in China's rural boarding schools: the case of primary schools in Shaanxi Province." Asia Pacific Journal of Education 29, no. 4 (December 2009): 481–501. http://dx.doi.org/10.1080/02188790903312680.

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Mohd Abd Majid, Hayati Adilin, Ajau Danis, Siti Khuzaimah Ahmad Sharoni, and Mastura Khalid. "Environmental Mapping Framework and Childhood Obesity in Selangor, Malaysia." Environment-Behaviour Proceedings Journal 1, no. 1 (June 26, 2016): 97. http://dx.doi.org/10.21834/e-bpj.v1i1.201.

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The schools environment might be one of the factors that contribute to childhood obesity since children spent most of their time at school. This study aimed to identify the compliance of selected schools in Selangor, Malaysia with whole-school mapping framework and prevalence of obesity among primary school children in rural and urban environmental settings. A total of 1200 children aged 10-11 years from 60 schools in rural and urban area in Selangor involved in this study and their BMI was calculated. The compliance of each school environmental factors was determined by using whole-school environmental mapping framework's questionnaires.© 2016 The Authors. Published by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Childhood obesity; whole-school environmental mapping; BMI status; rural and urban settings
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