Relevant bibliographies by topics / Rural secondary schools

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

Academic literature on the topic 'Rural secondary schools'

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

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Journal articles on the topic "Rural secondary 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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Bhebhe, Gladwin, and Matiya Mugurani. "CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE." Jurnal Ilmiah Peuradeun 4, no. 3 (September 28, 2016): 295. http://dx.doi.org/10.26811/peuradeun.v4i3.104.

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The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.
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Kurmangaliyev, A. "ISSUES OF ICT INTEGRATION IN RURAL SECONDARY SCHOOLS OF KAZAKHSTAN." Scientific Journal of Astana IT University, no. 5 (July 27, 2021): 84–93. http://dx.doi.org/10.37943/aitu.2021.45.41.008.

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The problem with attaining education equality for various categories of the population has been one of the priority topics of social and political studies. Kazakhstan has recently stated the aim to ensure equal access for all participants in the educational process to the best resources and technologies. However, half of all state schools are in rural areas and supporting them is often inadequate in comparison to urban schools. These schools have minimal infrastructure, for example, a lack of proper Internet access and professional development opportunities for teachers. The barriers to information and communication technologies in education seem to be one of the main issues for teaching staff in rural settings. The purpose of this research was to explore the issues of ICT integration in teaching and learning processes among secondary school teachers. This multiple case study explored the experiences of eight instructors from three rural schools through semi-structured interviews, lesson observations, and curriculum analysis. The results reveal evidence of the very poor quality of the Internet in visited rural schools. The findings also demonstrate that teachers often have to use their personal mobile phones at work despite the ban from administration. This, along with the poor technological capability of the schools, negatively affects the educational process in visited schools.
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Ali Shah, Syed Shafqat, Waqar Un Nisa Faizi, and Abdul Majeed Khan. "Explore the Role of Educational Heads Regarding Secondary Schools: Perspective of Problems, Difficulties and Issues." Global Social Sciences Review III, no. II (June 30, 2018): 472–81. http://dx.doi.org/10.31703/gssr.2018(iii-ii).27.

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Explore the Role of Educational Heads Regarding Secondary Schools: Perspective of Problems, Difficulties and Issues Syed Shafqat Ali Shah* Waqar Un Nisa Faizi† Abdul Majeed Khan‡ Education is a positive endeavor and a financial expenditure; generally considered to be a kind of training for life. The key objectives were (a) to examine the administrative problems of secondary school heads (b) to compare the problems of the secondary schools in the rural and the urban areas. The study population was all of the Gujrat District Secondary Schools. The research sample was 64 secondary schools, 32 of which were rural and 32 were urban. Out of 32 schools in the rural 16 boys and 16 girls were further educated. Similarly, boys were sixteen and girls were sixteen out of 32 urban schools. For the educational heads of secondary schools, a questionnaire was created for data collection. For the purpose of the analysis, the percentages are used. The key purpose of the study was to identify the administrative problems, faced by high school heads that were not in fact adequately responding to the needs of the students.
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Ntwanano, Alliance Kubayi, and Eric Pule. "Psychosocial and Physical Benefits of Exercise Among Rural Secondary School Students." European Review Of Applied Sociology 8, no. 11 (December 1, 2015): 14–18. http://dx.doi.org/10.1515/eras-2015-0007.

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Abstract The purpose of this study was to examine the benefits of physical exercise among secondary school students. Participants in the study were 251 students (120 boys and 131 girls) attending three public secondary schools in the Hlanganani rural area of South Africa. A validated questionnaire was used to collect data. Results of this study indicated that students exercised to be with their friends, to be physically attractive and compete with others. The findings of this study have practical implications for promoting participation in physical activity among students in rural schools. In an effort to promote physical activity participation, schools should be provided with quality sports infrastructure and funding so that they can implement school sport programmes. Finally, the teaching of physical education should be emphasised in schools as it is the cornerstone for children’s involvement in physical activity.
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Asiyai, Romina Ifeoma. "Deviant Behaviour in Secondary School and its Impact on Students’ Learning." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 170–77. http://dx.doi.org/10.2478/jesr-2019-0034.

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Abstract Students come to school to acquire knowledge, skills, positive behaviour and values for good citizenship. Students learning become more effective and meaningful when the classroom and school environment is calm and devoid of distractions. This study examined deviant behaviour in schools and how it impacts on students’ learning The study drew its sample from a population of public secondary schools in Edo State, Nigeria. The sample comprised 500 teachers selected through random sampling techniques from twenty secondary schools in the state. The questionnaire was the instrument for data collection from the respondents. Descriptive statistics were employed in the analysis of data. The findings revealed that deviant behaviour was prevalent in urban and rural schools but was more prevalent in urban schools than in rural schools. The findings further revealed that the extent of prevalent of deviant behaviour in large schools was more than in small schools. Deviant behaviour severely impacted on students’ learning. The study concluded by recommending the adoption of appointing two principals to head large schools. Principals of large schools should employ collaboration with school management team to effectively combat deviant behaviours.
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Utvær, Britt Karin, and Ellen Saur. "Små- og stordriftsfordeler i yrkesfaglige løp: Stedets betydning for opplæring i skole og bedrift." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 3 (December 9, 2019): 43–60. http://dx.doi.org/10.7577/njcie.3270.

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This study is a part of the larger Qualities in Education project, in which three upper secondary schools in Mid-Norway—an urban and two rural schools—with seemingly stark differences in quality are compared to identify possible reasons for such differences. Quality in upper secondary education in Norway is measured primarily according to students’ performance and throughput. In our study, we investigated factors connected to their geographical context that could inform quality in Norwegian upper secondary schools for students in vocational tracks. The school’s collaboration with the local labour market and its access to equipment relevant to in-depth vocational study module has been of particular interest. From interviews, we accessed the opinions of vocational teachers, heads of vocational departments and school counsellors, whereas we collected responses from 277 students in various vocational programmes by administering a survey. Our results reveal that, despite seemingly major differences in quality, the rural schools have much in common; all students become involved with the working lifestyle and tasks early on and compared to students at the urban school, most significantly agreed that vocational training as well as involvement with the working lifestyle and tasks early on work well. School counsellors particularly highlighted the benefits of using so-called “tailor seam” and “sharp assignments” for examining how they organised work processes to suitably pair students and workplaces as well as for facilitating students’ motivation and the experience of meaning. Overall, the urban and rural schools pose different benefits and challenges related to ensuring the quality of their upper secondary education.
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ASADULLAH, M. NIAZ. "THE EFFECT OF ISLAMIC SECONDARY SCHOOL ATTENDANCE ON ACADEMIC ACHIEVEMENT." Singapore Economic Review 61, no. 04 (September 2016): 1550052. http://dx.doi.org/10.1142/s0217590815500526.

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Using unique survey data on rural secondary school children, this paper evaluates the relative quality of Islamic secondary schools (i.e., madrasahs) in Bangladesh. Students attending registered madrasahs fare worse in maths and English than students attending non-madrasah schools. However, failure to account for non-random sorting overestimates the negative influence of madrasahs on student’s achievement. Evidence on the magnitude of this bias is presented. Once selection effect is taken into account, the madrasah’s disadvantage in English is small while that in maths becomes insignificant. Given the overall low level of achievement, this suggests that madrasah students perform just as poorly as those from non-madrasah schools in rural Bangladesh.
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Morenike, Olaseni Vivian. "The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location." American International Journal of Social Science Research 4, no. 2 (July 14, 2019): 88–93. http://dx.doi.org/10.46281/aijssr.v4i2.352.

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The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P < 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P < 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.
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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.
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Dissertations / Theses on the topic "Rural secondary schools"

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Sao, Lawrence Y. T. "Barriers to learning mathematics in rural secondary schools." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2459.

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Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.
The Eastern Cape Province of South Africa is predominantly rural in nature. Many schools within the province are under-resourced in terms of the minimum school equipment such as school furniture, telephones, photocopiers, learner resource material (textbooks), electricity, water ablution facilities, audiovisual equipment and, in many instances, even educators. In the light of the above, it was decided to gain a deeper understanding of the barriers that learners face in learning mathematics in grade 8 in schools in the rural areas of the Eastern Cape Province. A mixed methods research design using both quantitative and qualitative methods was employed, in order to generate data to shed light on the research question. Biographical information of the learners and educators was gained. Six schools were selected and their grade 8 mathematics learners were used in the research. The learners completed a numeracy and mathematical literacy test as well as questionnaires regarding their attitudes to mathematics and literacy. Focus group interviews were also conducted with the participants for the purposes of collaboration of information derived from the test and biographical questionnaire. From the analysis of the data collected, several possible barriers were identified. Among these are that learners exhibit attitudinal barriers towards learning mathematics, they do not make serious attempts to solve problems once they encounter difficulty. The educators seem to lack the mathematics competencies to handle their teaching. They still teach instrumentally in the way they were taught, which could constitute a barrier to the learning. The educators' interaction with the learners takes place only in the classroom time and is therefore limited. A lack of a reading culture among the learners were found. Learners therefore experience difficulties in comprehending mathematical texts because of inadequate vocabulary and reading skills. Learners experience lack of support in their home environments. Basic and prerequisite numeracy skills do not seem to have been acquired at the necessary levels in earlier grades. Various recommendations have been made for all stakeholders involved in the study – educators, caregivers, and the Department of Education in the Eastern Cape Province. The following recommendations were made for educators: they should make an effort to educate themselves on new trends in teaching methodologies. In this regard, educators should use a consistently open-ended teaching approach, accepting alternative views, leaving issues open, and encouraging independent enquiry and participation by means of learner-centred activities. Specifically, educators must refrain from teaching as an attempt to deposit knowledge in the learners through direct instructions but rather adopt the constructivist perspective. It was also recommended that to improve numeracy competency among learners, educators should not just teach mathematics or depend entirely on mathematics but be conscious of the fact that although numeracy may be taught in mathematics classes, to be learned effectively, learners must use it in a wide range of contexts at school and at home, including entertainment and sports. For caregivers, the following recommendations were made: Caregivers serve as a crucial link to their children's movement through the mathematics machinery and as such schools must find a vehicle to support and promote this partnership. Caregivers' involvement in learners' work will be a motivating factor for learners. Even if the caregivers themselves have no formal education, their mere concern and involvement in the learners' work will stimulate their interest and enhance performance. The study also recommends to the Eastern Cape Provincial Government that there is the need to provide adequate infrastructure in rural secondary schools. Furthermore, there is also the need to provide the necessary educator and learner support materials and ensure that there are enough qualified mathematics educators in the schools. It was also recommended that appropriate incentives be given to the educators of mathematics to motivate them to higher performances.
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Lating, Peter Okidi. "Hybrid e-learning for Rural Secondary Schools in Uganda." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, School of Technoculture, Humanities and Planning, 2006. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/55ff6c6b8b6dbd62c1257248004a52ef?OpenDocument.

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Madida, Minenhle S. "Innovative communication protocols for teaching in rural secondary schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1782.

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A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the Degree, Masters of Communication Science in the Department of Communication Science at the University of Zululand, 2018.
The enhancement of the quality of education through the digitisation of the learning systems is a national priority in South Africa and beyond. Some academic institutions, both basic and higher level, have responded to this by adopting the use of ICT in their practice. However, the enormous digital divide between urban and rural areas has escalated with its negative effect on the schools. Most rural schools remain underdeveloped with a huge deficit in teaching and learning resources, while technological progressions continue at an unprecedented speed. These advancements in technology come with drastic changes in all spheres of life, particularly in the labour market. Thus, the need for preparing high school learners with relevant skills for the future, which mostly relies on ICT capabilities. This study, therefore, focuses on how the use of ICT in a rural classroom can help bring the learners to speed with the digital revolutions we are witnessing. The study adopts the Technology Acceptance Model as well as the Interactive Model to propose plausible solutions. The data were collected from 121 rural secondary school teachers in the King Cetshwayo District Municipality. The findings of the study revealed that the lack of ICT skills among teachers, and insufficient resources to support classroom experiences are key barriers to the effective use of innovative communication protocols, which include ICT in the rural classroom. This has policy implications for the department of higher education in terms of human resource development and the provision of appropriate logistics.
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Mxunyelwa, Mzukisi. "Experiences of women leaders as school principals in rural secondary schools of Butterworth." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1008209.

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The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.
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Hany, Susan B. Loeffler. "We Rural: How Place and Social Capital Explain the Nature of Rural Secondary Schools." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1557421217275834.

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Kapuela, Ingrid Sibongile. "Discipline in schooling: a study of rural secondary schools in KwaZulu-Natal." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1361.

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Thesis submitted in fulfilment of the requirements for the degree of Doctor of Education in Educational Management at the University of Zululand, South Africa, 2014.
This study was influenced by a variety of disciplinary problems experienced by educators in rural secondary schools in KwaZulu-Natal. Educators regard discipline as a problem which they have to endure everyday. Teaching and learning have become difficult in some schools, and impossible in others, because some educators do not understand how to foster discipline in classrooms. The concern here is quality management and the fostering of disciplinary measures in schools. One of the important characteristics of an effective school is good discipline. The problem is that effective school discipline does not happen by chance; it has to be planned and implemented in an organised manner. The purpose of the study was to investigate the nature of discipline, and how principals of schools in rural secondary schools in KwaZulu-Natal perceive and manage discipline in their schools.The researcher chose Zululand district in KwaZulu-Natal as the field of study because that is where most rural schools are. The “mixed method research design” (the quantitative and qualitative approaches) was used in combination to provide a better understanding of research problems. Two hundred and sixty (260) schools were randomly selected. Data were collected by means of questionnaires and interviews. The following are some of the key findings that emanated from the empirical study:  Schools have the following policies: discipline policy; code of conduct for learners; code of conduct for educators and alternatives to corporal punishment but their implementation is poor.  Principals of schools still regard corporal punishment as a disciplinary option.  Schools in rural KwaZulu-Natal still resist the use of alternative punishments.  Schools have the problem of dysfunctional members of the governing bodies.  Parents do not cooperate with schools.  A high percentage of educators are not willing to enforce discipline. On the basis of the above findings the researcher recommends among other measures that principals of schools should implement the policies they have put in place. The Department of Education should empower newly appointed principals by giving them an induction course in management in order to ensure that they have the required skills. Principals should receive training in changes that are taking place in education; for instance, the implementation of alternatives to corporal punishment, legislation and regulations that govern discipline and punishment in schools and parent involvement strategies. Principals must work collaboratively with the school governing body, educators, learners and parents to formulate a unifying mission and develop school rules that will take care of discipline, the indispensable foundation for all other scholastic success.
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Kutame, Azwidohwi Philip. "An investigation into sources of teacher stress in rural secondary schools." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/13505.

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Bibliography: leaves 120-133.
Teaching is generally regarded as a stressful occupation and perhaps more so in South Africa during this phase of transformation. This dissertation reports on an investigation into the incidence and sources of teacher stress in rural, secondary schools in the Northern Province. Data has been collected through forty-two interviews with individual teachers (each interview schedule containing ten semi-structured question items); and a fifty-five item self-report questionnaire survey. A total of hundred and seventy-seven teachers, drawn from twenty-two government secondary schools over the course of an academic year ( 1996) participated in the study. Results reveal five major sources of teacher stress: the learning-teaching situation, factors related to the school and community, and professional and personal factors. Analyses of the different stress factors also show that certain biographical characteristics are significant mediators in teachers' perception of sources of stress, that is to say, these contribute to teachers' assessment of their emotional, physical and psychological well-being. Teachers have also reported on various coping strategies. Teacher stress is a problem in rural areas in South Africa. It warrants the attention of all those involved in this profession.
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Hendrickson, Katie A. "Student Perceptions of School: Resistance in Rural Appalachia." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275443264.

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

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

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Boqwana, Eleanor Pindiwe. "Fieldwork as a compensatory teaching strategy for rural black senior secondary schools." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003426.

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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
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Books on the topic "Rural secondary schools"

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Kleinfeld, Judith. Alaska's small rural high schools: Are they working? Anchorage, Alaska: Institute of Social and Economic Research, 1985.

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Kleinfeld, Judith. Alaska's small rural high schools: Are they working? Anchorage: University of Alaska, Anchorage, Institute of Social and Economic Research, 1985.

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DeYoung, Alan J. Surviving the transition?: Case studies of schools and schooling in the Kyrgyz Republic since independence. Greenwich, Conn: Information Age Pub., 2006.

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Mallon, Philip. The impact of innovation in science education in small rural secondary schools. [S.l: TheAuthor], 1995.

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Das Heimvolkshochschulwerk--Theorie und Praxis eines pädagogischen Konzepts: Eine Bildungsinitiative Wilfried Schlaus. Frankfurt am Main: Lang, 2007.

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ESEA reauthorization: Rural high school reform : field hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session ... July 23, 2010 (Gillette, WY). Washington: U.S. G.P.O., 2012.

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Instruction, Montana Office of Public. Toward the 21st century: Guidance from A to Z for rural and small schools. [Montana: Montana Board of Public Education?], 1990.

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Denisova, L. N. Vseobshchee srednee obrazovanie i sot︠s︡ialʹnyĭ progress sela. Moskva: Nauka, 1988.

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Denisova, L. N. Vseobshchee srednee obrazovanie i sot͡s︡ialʹnyĭ progress sela. Moskva: "Nauka", 1988.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Hearing on the challenges facing urban and rural schools: Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representative, One Hundred Second Congress, first session, hearing held in Washington, DC, November 14, 1991. Washington: U.S. G.P.O., 1992.

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Book chapters on the topic "Rural secondary schools"

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Masakale, Marethabile Mapitso Ignatia, Michael Bell, and R. John Halsey. "Preparing Teachers for Rural Secondary Schools in Lesotho." In Publishing Higher Degree Research, 85–92. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_9.

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O’Hern, Darren M., and Yoshiko Nozaki. "Forest Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 63–85. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_5.

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Sibanda, Lwazi, and Joyce Mathwasa. "Promoting Inclusivity Through Quality Assessment in Rural Secondary Schools." In The Education Systems of Africa, 1–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_45-1.

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Sibanda, Lwazi, and Joyce Mathwasa. "Promoting Inclusivity Through Quality Assessment in Rural Secondary Schools." In The Education Systems of Africa, 927–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_45.

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O’Hern, Darren M., and Yoshiko Nozaki. "Central Boys Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 87–107. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_6.

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O’Hern, Darren M., and Yoshiko Nozaki. "Uhuru Girls Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 109–32. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_7.

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Stelmach, Bonnie. "Rural, Secondary School Parents’ Discourses About Feeling in Community in Their Children’s Schools: Insights to Shape Teachers’ and Principals’ Questions." In Rural Teacher Education, 203–24. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2560-5_10.

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Ayorekire, Jim, and Revocatus Twinomuhangi. "Uganda: Educational Reform, the Rural–Urban Digital Divide, and the Prospects for GIS in Schools." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 283–89. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_31.

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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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Panizzon, Debra. "Teaching Secondary Science in Rural and Remote Schools: Exploring the Critical Role of a Professional Learning Community." In The Professional Knowledge Base of Science Teaching, 173–87. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3927-9_10.

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Conference papers on the topic "Rural secondary schools"

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Dytrtova, Radmila, and Karel Nemejc. "Evaluation of Awareness and Implementation of Environmental Education in Teachers of Secondary Vocational Schools." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.007.

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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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Kulkarni, Yogesh, Shilpa Ballal, and Jyoti Gawade. "Technology Transfer to Rural Population through Secondary Schools: The Vigyan Ashram Experience." In 2012 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2012. http://dx.doi.org/10.1109/ghtc.2012.59.

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CUCUI, Gheorghe Gabriel. "Study on the Level of Motricity of Children from Rural Secondary Schools." In 11th LUMEN International Scientific Conference Communicative Action & Transdisciplinarity in the Ethical Society, CATES 2018, 23-24 November 2018, Targoviste, Romania. LUMEN Publishing house, 2019. http://dx.doi.org/10.18662/lumproc.103.

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Makhubele, Donald Mahlangonini, and Sibongile Simelane-Mnisi. "LEARNERS’ PERCEPTION OF LEARNING TECHNOLOGY SUBJECT IN SOUTH AFRICAN RURAL SECONDARY SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1618.

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Lebduskova, Eva, Karel Nemejc, Jirina Snehotova, Katerina Tomsikova, and Emil Kriz. "An Exploratory Survey on Internationalization at Secondary Schools: International Mobility from the Perspective of Students." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.029.

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Oyegunwa, Ruth O., Joy B. Osedume, Christiana T. Gbadebo, and Victoria T. Aladewolu. "Nutrition Education on Graceful Aging among Staff in Senior Secondary Schools in Lagos State Nigeria." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.039.

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Katane, Irena, Edgars Katans, Evita Korna, and Ineta Kristovska. "Students' professional direction towards engineering professions at comprehensive secondary schools in the context of self-determination." In 16th International Scientific Conference Engineering for Rural Development. Latvia University of Agriculture, 2017. http://dx.doi.org/10.22616/erdev2017.16.n165.

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Hashim, Ahmad Sobri, Wan Fatimah Wan Ahmad, and Aliza Sarlan. "A study on acceptance of mobileschool at secondary schools in Malaysia: Urban vs rural." In THE 2ND INTERNATIONAL CONFERENCE ON APPLIED SCIENCE AND TECHNOLOGY 2017 (ICAST’17). Author(s), 2017. http://dx.doi.org/10.1063/1.5005383.

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